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Clinical Instrtuctor at College of Nursing and Health Innovation
UT Arlington
MSN
Nursing Administration
Texas Woman's University
BS
May 2010
Ongoing
Student Success Coordinator
College of Nursing and Health Innovation, Office of the Provost and Vice President for Academic Affairs, Office of the President, The University of Texas at Arlington
August 2009
August 2010
AP BSN Program - Clinical Coordinator
College of Nursing and Health Innovation, Office of the Provost and Vice President for Academic Affairs, Office of the President, The University of Texas at Arlington
August 2007
August 2009
Clinical Nursing Instructor
College of Nursing and Health Innovation, Office of the Provost and Vice President for Academic Affairs, Office of the President, The University of Texas at Arlington
January 2007
May 2007
GTA
College of Nursing and Health Innovation, Office of the Provost and Vice President for Academic Affairs, Office of the President, The University of Texas at Arlington
April 2014
Ongoing
Membership
Phi Kappa Phi Honor Society
May 2007
Ongoing
Membership
Sigma Theta Tau-Delta Theta
September 2013
The endowment is used "for the benefit of a non-tenure track faculty with an exemplary work ethic, who loves working with students, and who makes a significant impact on enhancing the goals of the University".
2013
Flores, C., Ashe, M., (2013). Simulating Nursing School to Engage High School Students Clinical Simulation in Nursing
Journal Article
Published
Making It Stick: How to teach so they will learn
Poster presentation: DFW Summer Institute in Dallas Texas (August 2012): Brown bag presentations help JR I nursing students transition to nursing school and beyond. Poster presentation at Nurse Tim's Nuts and Bolts Nursing Conference in Phoenix, AZ
Uncategorized
Developing and Implementing End of Program OSCE (Objective Structured Clinical Examinations) for an Undergraduate BSN program
Podium Presentation at Sigma Theta Tau 41st Biennial Convention, Grapevine, TX.
Uncategorized
BSN Pinning Ceremony - Keynote Address
Invited to present keynote at the BSN Pinning Ceremony May 2011, May 2012
Uncategorized
Academic Partnership BSN Pinning Ceremony - Keynote Address
Invited to present keynote at the AP BSN Pinning Ceremony
Uncategorized
OSCE's for nursing 101: The successes, trials and tribulations.

Podium presentation for the International Meeting on Simulation in Healthcare, New Orleans, LA

With Gayla Miles, Mindi Anderson, Jenny Roye, Judy Leflore and LJ Rockstraw

Uncategorized
Using team based learning to enhance learning with Foundations students
Poster presentation at Mosby's Faculty Development Institute in Orlando, FL
Uncategorized
Innovative Advising: Engagement through simulation
National Association of Hispanic Nurses, Washington, DC - Poster presentation with Mary Jane Ashe
Uncategorized
Creating Safer Graduates and Life Long Learners Through the use of technology: Usability and usefulness of electronic books (E-books) loaded on personal digital assistants (PDAs) during a clinical course

Podium presentation at  21st International Nursing Research Congress. Sigma Theta Tau International. Orlando, FL, July 2010

 

Uncategorized
Expanding Your Simulation Program: The Addition of Standardized Patients.

 Podium presentation at the  9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June, 2010     with: Anderson, M, Holmes, T, Roye, J, 

Uncategorized
Interactive Learning for the Net Generation: Discovery through Simulation

9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June 2010 (Poster presentation)

With Mary Jane Ashe

Uncategorized
Interactive Learning for the Net Generation: Discovery through Simulation.

 

             9th Annual International Nursing Simulation/Learning Resource Centers Conference, Las Vegas, NV, June 2010 (Poster presentation)

With Mary Jane Ashe

Uncategorized
Keynote Speaker - BSN Pinning Ceremony

Invited Keynote speaker for BSN Pinning Ceremony UT Arlington, College of Nursing, Arlington, TX, May 2010.

Uncategorized
Destination: Nursing School-Engaging High School Students to Pursue Nursing, Issues in Health Disparities.”

34th Annual Conference of National Association of Hispanic Nurses Association, San Antonio, TX, June 2009 (Poster presentation)

With Mary Jane Ashe

Uncategorized

Identifying At-Risk Students in an Accelerated Online BSN Nursing Program

Podium presentation reporting the results from the Texas Higher Education Coordinating Board Grant:  At-Risk Student Tracking and Intervention Projct. 

With the projected nursing shortage estimated to reach 227,000 nurses in the United States by 2020 (Staiger, Auerbach, & Buerhaus, 2012), admitting students who are capable of completing nursing school is crucial to meet this need.  In Texas, more than 24, 870 individuals will need to complete nursing school in 2020 to meet the state’s need for nurses that year (Texas Board of Nursing, 2010); currently, three of ten students who enter nursing school, do not persist and graduate.  Admitting an adequate number of nursing students into nursing programs and ensuring that these students persist and graduate are essential to meet these projected targets. A method to identify students who are at risk for failure or program delay may increase the persistence rate. In 2008, the Texas Higher Education Coordinating Board funded a grant for nine programs in east Texas (Walker et al, 2011).  Funding was expanded in 2011 to include programs throughout the state and included one accelerated online program.

Students were flagged “at risk” based on academic, environmental and background factors. The scores of standardized admission exams and grades earned in Anatomy & Physiology (A &P) I and II were part of the academic factors used to identify at risk students. Students were tracked throughout nursing school. Interventions and resources were provided to the flagged students; although, any student who scored less than 75% on a clinical nursing exam was required to “meet” with a Student Success Coordinator, so remediation efforts could be initiated.  Meetings were in person or virtually. Additionally, students who consistently had poor end of course HESI scores (less than 750) were found to be at risk for failure or delayed graduation. A student success (SS) course was developed and taught by nursing faculty.  This course focused on time management skills, study skills, and test taking strategies.                                                         Researchers for this descriptive study found an association between the At Risk Tracking System and correctly identifying students who struggled with nursing courses; however, not all students who failed or dropped a course were identified.  When the grades of students who failed or dropped a course in nursing school were reviewed, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. Students who took the SS course improved their HESI scores on subsequent tests.  Six out of seven students increased their HESI scores by 137 to 349 points.

Not all students who were flagged at risk failed a course or delayed graduation. The findings of this study indicate with early identification, continuous tracking, timely interventions, and a detailed plan for success can increase the persistence rate of online BSN nursing students

Invited

Identifying at-risk students in an accelerated online BSN nursing program

Prodium presentation describing at-risk nursing students and interventions provided to the students.

Invited
Academic Factors that Contribute to Nursing Student Persistence: Pre-program Support

Many contributing factors have been identified as predictors to nursing program success. Few researchers have focused solely on academic factors that impact nursing student persistence (NSP).  The purpose of this study was to identify academic factors that are associated with support and NSP at the institutional level, pre-program level prior to admission to nursing school, and program level after students are enrolled in nursing school.  Focus is pre-program support.

Invited
Identifying At-Risk Students in an Accelerated Online BSN Nursing Program

Podium presentation: Researchers for this descriptive study found the at-risk tracking system correctly identifying students who struggled with their nursing courses as evidenced by withdrawing/dropping from or failing courses. In the first year of the study, three of the four students (75%) who were flagged as being at-risk, failed out of the program; one graduated. However, not all students who failed or dropped a course were identified by the tools.  Thirty five non-flagged students (23%) were identified at-risk after dropping or failing a nursing course; nine students (25.7%) failed out of nursing school. When reviewing the transcripts of these 35 students, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. More studies are needed to examine identify at-risk students prior to admission to nursing school; examining the relationship between pre-nursing courses and student persistence needs verification through future studiesResearchers for this descriptive study found the at-risk tracking system correctly identifying students who struggled with their nursing courses as evidenced by withdrawing/dropping from or failing courses. In the first year of the study, three of the four students (75%) who were flagged as being at-risk, failed out of the program; one graduated. However, not all students who failed or dropped a course were identified by the tools.  Thirty five non-flagged students (23%) were identified at-risk after dropping or failing a nursing course; nine students (25.7%) failed out of nursing school. When reviewing the transcripts of these 35 students, a pattern of dropping or repeating pre-nursing courses was seen, particularly in A & P and/or pharmacology. More studies are needed to examine identify at-risk students prior to admission to nursing school; examining the relationship between pre-nursing courses and student persistence needs verification through future studies

Invited
Fall 2014
NURS 2232 - Professional Nursing and Life Skills
The purpose of this course is to assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite: Admission to the BSN program.
Last Updated on August 24, 2014, 8:46 pm
Fall 2014
SS 2232 - Professional Nursing and Life Skills
The purpose of this course is to assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite: Admission to the BSN program.
Last Updated on August 24, 2014, 8:50 pm
Summer 2014
NURS 2232 - Professional Nursing and LIfe Skills
The purpose of this course is to assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite: Admission to the BSN program.
Last Updated on May 7, 2014, 3:17 pm
Spring 2014
NURS 2232 - Professional Nursing and LIfe Skills
The purpose of this course is to assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite: Admission to the BSN program.
Last Updated on January 10, 2014, 5:39 pm
Spring 2014
SS 2232 - Professional Nursing and LIfe Skills
The purpose of this course is to assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite: Admission to the BSN program.
Last Updated on January 23, 2014, 12:13 am
Fall 2013
SS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite or Co-requisite: None.
Last Updated on September 13, 2013, 11:56 am
Fall 2013
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. Prerequisite or Co-requisite: None.
Last Updated on September 13, 2013, 12:00 pm
Summer 2013
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management,clinical practice, and/or professional behavior.
Last Updated on May 4, 2013, 3:02 pm
Spring 2013
NURS 2232 - Professional Nursing and Life Skills
This course will assist online (AP) students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
Last Updated on May 4, 2013, 3:02 pm
Spring 2013
NURS 2232 - Professional Nursing and Life Skills
This course will assist online (AP) students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
Last Updated on May 4, 2013, 3:02 pm
Spring 2013
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
Last Updated on May 4, 2013, 3:02 pm
Fall 2012
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
No Syllabus Attached!
Fall 2012
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior. This course is designed for online nursing students.
No Syllabus Attached!
Spring 2012
NURS 2232 - Professional Nursing and Life Skills
This course will assist students who experience challenges with testing, time management, clinical practice, and/or professional behavior.
No Syllabus Attached!