Publications by authors named "Lisa Hatfield"
Background: Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.
View Article and Find Full Text PDFBackground: Best practices for online course design aim to improve teaching and learning by emphasizing the relationship between a course's learning outcomes and all other parts of the course, from assessments to technology to student interaction with peers and instructors. The transition and expanded opportunities to online or hybrid learning in nursing education demonstrate the need for quality online learning experiences.
Method: A university initiative to ensure high quality remote courses focused on expanding Quality Matters (QM) certification of hybrid and online courses, which ensures that a course has been developed according to standards for online learning.
Background: Advanced practice nursing in the United States is shifting toward doctoral certification, most commonly a Doctor of Nursing Practice degree. However, there is limited evidence that this transition improves clinical competence.
Purpose: The aim of this study was to determine whether modifications in a nurse anesthesia curriculum that transitioned from a Master of Nursing to a Doctor of Nursing Practice program were associated with improved cognitive performance using an oral examination.
Background: Despite its widespread use in anesthesia residency training, mock oral board examinations (MOBEs) are not included in the pedagogy of most nurse anesthesia programs (NAPs). A small-scale study was conducted to assess the use of MOBEs in this setting.
Method: The investigational cohort consisted of 10 second-year students in a master's program in nurse anesthesia.