explorations of a wanna-be difference-maker in nursing education and life in general


While still contemplating the presentation from Dean Shareski in EC&I 831 last Tuesday, these photos arrived via e-mail.  How timely!  These show the latest state of the home my husband and I were honored to be a part of initiating two years ago in November, in the Kiugani district of Kenya. In Kenya, you don’t get a builders’ mortgage, or loan to build a home.  You build as you can pay cash.  So this home has been two years from foundation to finishing.  The home was just painted with these marvelous graphics and mottos, “COMMUNITY” and “TOGETHER WE CAN DO MORE”.   They fit so perfectly with this week’s theme that I just had to share them!  I have many stories I could tell about the experience of sharing in the live of these orphans and hearing of their educational dreams and aspirations, and if we ever meet in person, if you ask, I’ll tell you.  Sharing our time and resources with this family meant hearing amazing stories we’d never have heard, and seeing beautiful and inspiring things we never could have seen, and eating things we never would have eaten!  As many have asked in your blogs this week, “Why do you share?”  To end poverty – mine and theirs.

Hey ho let’s go!

Wonder-less or wanderlust? Worker or nomad?

On the move by munir, on Flickr
Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License  by  munir 

Workers, soldiers and nomads… 3 exemplars proposed as outcomes from our current education system. Which should we value most?

I’d like to suggest that our learning spaces should absolutely encourage nomadism as Dave Cormier describes it, but allow for and encourage those who are, by nature, workers, to metamorphose. There are positive attributes in the worker, as well.

I’m applying Cormier’s ideas to my learning spaces which connect young adults and nursing art and science knowledge, but I think these ideas would apply also to younger learners in the K-12 system. A nursing student must show up on time for skills labs to practice in simulation under expert supervision to responsibly prepare to care for real live people. You as the general public will agree, I’m sure, that you’d rather not you or your family member be “the first time”. She must be able to deal with the structure of a clinical practicum, both in terms of time frame and scope of practice, and she must be willing to accept delegated tasks and complete them. She is only able to work in that setting under the terms of agreement between the facility and the learning institution; and she is able to do so because a licensed professional is taking responsibility. So, I would suggest that some “worker” characteristics are laudable. Indeed, it could be said that we all have to submit to somebody. Is submission is getting a bad rap here? Submission suggests humility, a positive moral attribute, in my books. Students in any program, under transformational leadership, might be willing, even inspired to accept tasks and complete them. This might be even more true if the facilitator makes it clear that foundations are being laid for later exploration and discovery.

If I am understanding Cormier’s proposition, then the nomad nursing student would ask plenty of questions in preparing for her clinical day and while in the setting. She’d likely use a concept map, as opposed to a linear care plan, to make connections between pathophysiology and symptoms and treatments. She’d be observing with a critical lens the power relationships in healthcare and bold enough to ask me, “why do we need to learn this?” or “if it makes more sense to me to do it this way, can I do it this way?”, or “why did that nurse just let that doctor talk to her/that patient like that?” She’d be searching out theoretical frameworks to help her understand lack of compliance with treatment plan. She’d be using social media tools to connect with others to expand connection-making and discuss ideas.

About Cormier’s description of soldier, I perceive this “handle” would apply to nursing educators who cannot let go of content and move toward a learning-centered approach, who are reluctant to use the tech tools and platforms that access the most current state of knowledge. They hold to an outdated view of knowledge that isn’t in touch with 2011 realty, where knowledge is almost constantly changing and rearranging.

As for nomadic learning, my teaching mentor made this a requirement in a prior course, in which 30% of our mark came from co-creating our curriculum on ning.com. This allowed for nomadic wandering after individual interests and passions. There were required readings each week to form a foundation of understanding on the topic, but after that we sought out readings from nursing and non-nursing sources, and media presentations from TED and youtube, and posted them online for discussion and critique. I believe this was a great approach, to introduce students who had been trained, for the most part, in a top-down, “produce a worker” model of education, and who may have faltered initially with no marked path whatsoever. (What I just said seems to suggest that I believe learners can be socialized into an approach to learning!) As I’ve mentioned previously in this blog, the exposure to the experience of connectivism, and community as curriculum, actually birthed in them a “wanderlust”, whether or not they’d articulate it as such. In undergraduate nursing education, I believe there is room to allow for pursuit of knowledge discovery along lines of personal interests and a diversity of choice in evaluative tools, as well. And indeed, we can shift or flip our learning spaces to be about inquiry and discovery as opposed to absorbing supplied knowledge.

The world will be better off with the different-thinkers, the questioners, those who march to the beat of a different drum, but discipline to stay a course and complete a task when the interest wanes is a quality you don’t want to be without either. I say let’s promote the positive aspects of each of these exemplars in learners and ourselves and move toward nomadism. God knows the wicked problems in health care will only be sorted by nomads!

Bamboo by funadium, on Flickr
Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License  by  funadium 

Did you know that most varieties of bamboo are rhizomatic!  I didn’t until just now.  Bamboo has many wonderful features.  It is lightweight and flexible,  highly efficient in converting CO2 to O2, and comes in a dazzling array of colors.  It is able to double or triple its mass in a single growing season.  Some varieties are denser than oak.  New shoots are edible in the spring. the pulp is useful for paper production and the culms for timber.  It is considered by some as the most important renewable resource of this century!  

 What do you think?  Does the natural speak of life and learning?  Are there more metaphors to be taken from the life of rhizomes and applied to the rhizomatic model of learning?

Networked flippin’ learning

After Alec shared on Tuesday night his personal journey with social media and education,  and creating or revealing online identity, my first thoughts were, boy I’m glad I’m almost 50 when the advent of social media makes consideration of  private and public identities critical.  The EQ and judgement of a 50 year old, in most cases, is quite different that that of a 20 year old.   I was an emotional, impulsive, self-conscious 20 year old and the persistence, replicability , scalability, search-ability, invisible audience, collapsed context and public=private features of social media that Danah Boyd outlines in her presentation would have me immobilized in a chronic state of embarrassment and remorse.  I appreciated Boyd’s insight on teenagers being the same as always, but social media as a “hangout” providing a different venue in which they work out social structures and practice sociality.  Students don’t all get along, cliques still exist and class divides are perpetuated (via social media).  This is so important to understand before considering bringing social media into the classroom.  Her research  shows that students are hanging out online in OPEN SPACES with the implication for adults in their worlds to provide the frameworks to critically evaluate the information they are receiving.  She issues a strong caution – if we label and view this younger generation as digital natives we MUST NOT assume a skill set that yet needs to be developed – that of critical evaluation.

Back to the online identity question…. My private and public identities are  very congruous.  When I google myself, I see that I have left a lot of footprints, none of which cause me to cringe.   Anyone can see that I invest in real estate with my life and business partner,  our company puts out a newsletter, I’m in nursing education, raise funds and awareness for Kenyan orphans and have developed a few prezi’s that need some help!  These are things friends and family know already.  My facebook account has tight privacy settings, but my 114 friends can see that I’m posting family photos and links to social justice and health issues and comical but tasteful youtube videos, and sharing garden produce.  Although my online identity hasn’t yet hindered me in my professional life, I admit that, compared to my mentors, it could use some spiffing up.

Delicious is working well to collect the web resources I will need to reference in my papers.  I’ve organized 3 stacks and tagged articles within.

Re: Twitter, I have to decide if I need to scale it back to educational themes for a while to manage the reading volume.  Global health and social justice topics account for much of the content I’m reading.  Then I go to other’s papers to read more on education.

Project Planning and Progress

I’ve been exploring digital storytelling tools: Voicethread , as well as Camtasia.  Voicethread sounds easier to learn, maybe more realistic for a newbie, but Camtasia has more visual appeal because of the additional features.  I will begin to play around with my daughter’s wedding photos and create a Voicethread, then, depending on how that goes, I just might venture into Camtasia.

As I’ve begun planning my project and speaking to faculty that I’ll interview about their educational innovations involving technology, I realize that I need to be more intentional from this point on about connecting with these folks and learning from them.  I have access to a PLN in my very own faculty that, for various and sundry reasons  I’ve not optimized.  Because we all take students into clinical settings around the health region, scheduling a f2f chat is challenging, but that’s simply not a valid excuse anymore.  Skype is so easy to use.  One can download free recording programs and archive these interactions for future reference.  This is going into my Leadership Development Plan.

Since my nursing education idol referred to “flipping” her classroom, I had questions about what this means.  As I investigated, I realized that two of my faculty colleagues I’m planning to interview for my Project have implemented one feature of flipping.  They are using the online resources provided by the textbook publisher.  Students must complete online modules prior to class/labs so that they are ready to apply the learning when we meet together.  This approach to inquiry based learning makes a lot of sense to me, and I’m going to explore it further.

Are you a flipper?  Completely or partially?  What have you done to flip your learning spaces?  


What interferes with your learning?
first… not every lesson requires technology.  Sometimes paper and bodies work quite nicely.   Today my 12 Health Assessment 220  students each received a paper abdominal organ and instructions to position themselves in the correct abdominal quadrant where this organ resides on a large one dimensional abdomen  taped off into 4 quadrants on the floor.  We had a little game of Tummy Twister to get the morning going.   Silliness was a moderately effective antidote for stress and distraction about next week’s 3 midterms and this afternoon’s medication math quiz, but we didn’t get as far with the tummy as I’d wanted.  The crowd asked for review questions to prep for the midterm and that’s where we went.  I couldn’t help but wonder if Einstein was talking about test-anxiety when he lamented that his education was hindering his learning.

Later, we’ll practice inspecting, auscultating, percussing and palpating each others genuine human articles-bellies, that is.  No virtual livers for us!  No youtube’d peristalsis thank you very much!

Take a seat and enjoy autumn, sun and th by lambertwm, on Flickr
Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License  by  lambertwm 
And that’s my choice.  I may be experiencing tech-toxicity from over-exposure.  I’ve been writing a paper on leadership in integration of ICT in nursing education, looking at the curriculum for the Nursing Informatics course that will be offered for the first time in Term 2 of our new program, preparing to attend a conference on the e-health record, and maybe I just want to go back to simpler times, when pastoral scenes of sacred cows could remain undisturbed for lack of electronic dissemination of evidence to change practice and upset them.  This learning curve may be too steep for me to climb.  I’m uncomfortable darnit!

“To grow, learners have to acknowledge discomfort and set tasks to help break the barriers of fear” (Joyce, 1984).

I’m not scared, Mr. Joyce, I’m just tired…. but I’ve set some tasks anyway, because it sounds like a reasonable thing to do to.  I’ve never created a digital story before and I only have some vague notions about what this might look like.  So I started a timeline list document to help me organize myself to accomplish this assignment.  It’s a start.

Can you recommend a free program or product for a first-time digital story teller to weave together interview video clips, still images with voice and music?  

Sharing. It’s electric!

sharsies by kk+, on Flickr
Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License  by  kk+ 

This weekend, I took an hour with Bloom’s Digital Taxonomy, a beyond-amazing resource provided by EC&I831’s very own Laura B.   As a nursing instructor, this is a resource I’m pretty sure I would have gone to my grave not knowing about but for the “networked neurons” (Mao, n.d.)  of this course.  Although I currently facilitate nursing skills practice labs and clinical experiences, my teaching assignment will change over time and I’ll be so glad I know about the digital take on Bloom’s.  This is a great example of why people like Shelly Terrell promote PLN‘s.  Including people from outside your  field of expertise has wonderfully serendipitous benefits!  Oh sharism, doing what we were created to do, according to author Isaac Mao, who says  “sharism is encoded in the Human Genome.”  I accept and believe this on an intuitive level and just saying the word, Sharism, makes me feel happy!  Have any of you put that yellow sticky note on your desk with the prompt “What can I share today?” as suggested by Isaac Mao?  Have you become more generous and free in sharing ideas and resources?  Or are you taking this course because you’re already passionate about connectivity and sharing?

And another tangible benefit of sharism – now I understand a little better what Alec might be looking for in a vodcast in that final project because it’s there in the above-mentioned resource – criteria for evaluating any student’s digital storytelling efforts.  Check it out for yourself.  Bloom’s Digital Taxonomy by Andrew Churches.  Speaking of said final project, I’ve been really slow to formulate a plan.  I’m hoping for some fire-starting from the “networked neurons” (Mao,n.d.).  C0-sojourners in EC&I831, that’s you!  Here’s my first idea in its infancy…  any and all feedback is welcomed.  If I’m missing the point entirely, please be kind enough to tell me!  (You won’t be the first one who’s had to do that in my academic career.)

I’m thinking about creating  a video  of all the ways in which ICT is assisting learning in our nursing program at Kelsey campus.  Intended use:  to share in a faculty meeting, with intent of acknowledging and promoting  use of ICT and innovation with same  (and, secondarily to have as a historical artifact to revisit 10 years from now).  Theoretical background would include:  a) Bandura’s Theory of Self-Efficacy.  Self-efficacy (expectation of personal mastery and success)  for a particular skill is known to be increased not only by practice, but also by observing others being successful performing the action and and by receiving verbal encouragement from credible, trustworthy sources; and   b)  Roger’s Diffusion of Innovation Theory.

challenges: scheduling  to connect with all of the various teachers and classes/labs, inexperience with video-editing (a networking opportunity in the making)

questions: I’m unclear on expectations re: research.  Would this be supporting theoretical framework as suggested above OR also why this content to this audience or something else that I’m totally missing?

God bless ya for reading!

Do you know where you’re going to? Do you like the things that life is showing you?

seaside by grodt1987, on Flickr
Creative Commons Attribution 2.0 Generic License  by  grodt1987 

If my first paragraph frightens you, please persevere. Balance of mind returns in the second paragraph.

I took a moment to edit my twitter profile and “exposed myself”! to a different community. With the inclusion of “nursing educator”, within hours I had a request to be followed by the competition.  (social media espionage???)  Now I’m wondering why do they care about me and what I’m saying or reading?  This is not a person but a marketing machine that wants to follow me.  They have a vested business interest in knowing me?  How many follow me= Judy KJ’s social capital?!  How does the sum of one nursing program’s faculty’s followers compare to the others?  I sound like a conspiracy theorist, I’m sure, but I’m a little freaked out after George Siemans‘ presentation.  Just when I think I’m regaining some equilibrium in EC&I831, some other novel and/or challenging idea knocks me off balance again.  If we’re delivered information and product advertising and follower requests based on how we’ve been profiled in our cyberspace travel, how else is this information being used?  If I have the feeling I’m being watched, is this illusion or paranoia?  Am I being me-watched as I SWIM -(sense-make and way-find ) and recreate on the beach???  Is anyone else feeling vulnerable and exposed?  Suspicious of motives?

You are under surveillance by TheeErin, on Flickr
Creative Commons Attribution-No Derivative Works 2.0 Generic License  by  TheeErin
I was feeling pretty pleased with myself for making collaboration with workplace  colleagues possible by building a meeting agenda in a googledoc and creating a dropbox folder for clinical course resources this week, only to be received with thinly veiled hostility because, “in the past, we’ve always used the groups folder on the course page and I don’t have time to learn how to do this.”  The collaborative feature was completely overlooked or downplayed, I’m not sure which.   Now, I have empathy for this position, as this was me a year ago, so I graciously offered to, for now, place the resources into the folder on the course page.  Diffusion of innovation theory, help me out here.  My colleague is now in the knowledge or awareness stage.  By virtue of being on a planning committee with me, an early or late adopter, I’m not sure which, she’s in my peer network, exposed to this innovation in collaborative writing.  RE: complexity, compatibility and trial-ability: however simple or user-friendly this particular innovation is, it was not seen to be consistent with socio-cultural values, and in spite of being immediately trial-able for one meeting, this individual was a non-adopter, for now.  As other peers uptake use and extol associated virtues, this peer may be swept up in a critical mass of useage.  Until then, she will assess me with suspicion…?  Is anyone else getting strange looks and reactions as you integrate new ways of doing into your way of being?

Speaking of way finding, and on a much less paranoid note, I found my way to paper.li and I love it.  I LOVE how it organizes just like the newspapers I’ve loved to read.  The esthetic is different but as pleasing to me as the tactile experience of paging through a paper version.  And what I REALLY LOVE is how unlike the version you purchase on the newstand, my twitter version contains not only bad, but good and great news more global than local in scope; inspirational stories of countries making steady progress toward MDGs, of philanthro-capitalists awarding grants for innovators in vaccine development (our own VIDO here are U of S has been a recipient of funding from the Gates Foundation), of educational innovators, medical breakthroughs and  leadership feats.  I sometimes want to be called up to a higher place when I read news.  Is this wrong?  Is this adopting rose-colored glasses?  Would my supervising faculty criticize what they perceive as loss of my critical lense?  OR is this what George would call “weaving my own tapestry”, “creating (my own) coherence?  Please comment… I’d love to hear what you think.  I can handle criticism.  Whereas in my undergraduate degree, and even half of my graduate studies, established curricula and required readings have influenced which ideas received exposure, learning in an open course with the web as my library means the sky is the limit, and I exercise some free will in what to lay my eyes on and apply my mind to.   I, like George, think I can handle the ambiguity.
<div><a href=’http://www.flickr.com/photos/drp/1136216/&#8217; target=’_blank’><img src=’http://farm1.static.flickr.com/1/1136216_9a193d0dd2.jpg&#8217; alt=’Lights Out Please by drp, on Flickr’ title=’Lights Out Please by drp, on Flickr’ border=’0’/></a><br/><a href=’http://creativecommons.org/licenses/by-nc-nd/2.0/&#8217; target=’_blank’><img src=’http://i.creativecommons.org/l/by-nc-nd/2.0/80×15.png&#8217; alt=’Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License’ title=’Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License’ border=’0′ align=’left’></a>&nbsp;&nbsp;by&nbsp;<a href=’http://www.flickr.com/people/drp/&#8217; target=’_blank’>&nbsp;drp</a><a href=’http://www.imagecodr.org/&#8217; target=’_blank’>&nbsp;</a></div>
I have to say, WOW, I’m so impressed with how everyone is learning and growing and writing with more flare and posting more riveting images.  I really loved  Sarah‘s
post this week – her huge heart for teaching young teens and boys comes through in spades and I feel like I really got to know her.   I would have loved to have her as a teacher for my 14 year old who is now 21 and according to my neighbors, will receive his brain back from aliens sometime in the next 4 years.
Until later, blog on!
PS has anyone had the attribution not show up, as with my first image in the post?  I tried twice to follow the instructions exactly as provided for using imagecodr and still, no credit beneath the great visual.

Is a fragile community better than no community?

Networked Organizational Structure by michael.heiss, on Flickr
Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License  by  michael.heiss<a
Wow, what a week it’s been.  I won’t bore you with a day by day play by play, rather a 3 day sampling will suffice.   Where to begin…I’ll start with Thursday… a 3 hour lab for second year nursing students with the topic of mental health assessment.  My colleague and I collaboratively facilitate this lab and she was “leading” today.  I had my laptop out, sitting to the side, feeling restless and frustrated while witnessing a didactic “push” of information toward 12 students exhausted from their previous 2 1/2 days in clinical.  I’m surfing blogs, for heaven’s sake, of persons blogging on their experience with mental illness, convinced there’s got to be a better way to do this.  Soon enough we got to the role plays and practice assessments and the students become engaged and learning happens!
On Friday morning, the same 12 students return to health assessment 220 lab.  Today, they appear well rested and more focused.  The topic is a heavy one for the Friday lead-in to a long weekend; the emotional component of mental health assessment.  In this lab, we will identify “high-risk for suicide” groups, practice interviewing with the focus on emotional dimension, and proceed to a suicide risk assessment if deemed necessary.  After the requisite viewing of video modeling this interview, my colleague shares a glimpse of her personal battle with depression.  We look at the Theory of Chronic Sorrow as a framework for understanding and intervening with individuals or family members of individuals with chronic physical or mental health challenges.  I share my personal appreciation for this framework as it describes my experience as the parent of a child with insulin dependent diabetes and I “leak” a little.  The students are highly engaged and interacting on a deeper level than what we’ve seen before (this is their 4th lab together).  Two of them share their experiences with depression and suicidal ideation, what help(ed/s) and hinder(ed/s) in their management.  By the time we go to practice with role playing scenarios, the students are totally invested, each and every one.  The caring and learning in the room is almost tangible.  In a triad of students working behind a curtain, one student breaks down and shares a REAL monumental burden she’s been carrying for three years AND the 2 students working with her apply what they’ve been learning to assist her.. …. my colleague checks in and  facilitates an action plan so that students are not left to carry this.
I’m still feeling deeply moved when I consider what transpired in that room on Friday and  I am framing it in light of the characteristics of community, as described by Dr. Richard Schwier.  Trust promoted intimacy in this community of second year nursing students.  I expect the relationships built here will develop resilience to breech the boundaries of a lab that happens only 12 times in a Term 1.  Why? Because people desire to know one another and be known as much as they desire to learn the content they showed up to learn.
Which takes me to Wednesday, …and a stimulating skype interview with my personal teaching idol, Dr. Sandra Bassendowski at the U of S, Regina site,  who has been an early adopter of ICT in nursing education.  The purpose of this chat was to incorporate communication from the interview into a paper for my online leadership course.  I had prepared Dr. B. that I was particularly interested in her leadership in integration of ICT.  So I started the interview with a question, “Is it fair to assume that ICT is vital to the process of teaching and implementing evidence-based practice?”  Her answer: “(we are) evolving and moving, we have a ways to go, the valuing of tech is not there yet.”   I was first exposed to the pedagogy of “connectivity” in Sandra’s Teaching in Nursing course last year. Online community sprung up in that course.  We met f2f once a week, but we really connected on Ning, co-creating our curriculum for 30% of our grade.  The grumpiest adopters are still lamenting that we couldn’t leave the site up.  I know this because they are now part of my PLN.   5 of us MN students from S’toon coffee and wrestle with concepts, plan our papers, or help each other out with practical organizational tips as we are all FT nurses in ed. or management.  I echo what Shauna said about students who don’t speak up in class or clinical post-conference finding their voice online because I was one of those. I became animated on the web.  We absolutely knew more about each other from the online component than the f2f part as we shared photos and videos clips and passions became evident in the freedom of co-creation.
The line  between my two current courses – Nursing Leadership and eci831 – has  blurred  this week.  The learning in each is synergistic for the other.   Leadership requires continuous learning;  communication with experts within and without one’s field, and followers;  identification of values; reflection, and innovation.  These are all threads flowing through eci831.
As I’m contemplating my leadership development plan, I’m affirming the value of a PLN to self-actualize as a teacher and a leader.  As I’m considering my project for eci831,  I expect that whatever I create will bring innovation to my teaching AND strengthen me as a leader of students and colleagues.
A final thought for the week:  the image chosen to begin this week’s reflection symbolizes my feeling about where we are as eci831 participants this week.  Some of us have some fragile points of connection, but as yet, there’s nothing to keep a breath of wind from eternally separating us.
Thanks Alec for the simple instructions for attributing images in our blogs.

the blogosphere – it’s a vortex and I’m swirling

I’ve discovered so many exciting, intriguing, helpful, entertaining and downright funny blogs tonite (and haven’t done any work on my other class! Not good.)  I had no idea there was so much social media out there already for nurses and nurse educators.  I’m convinced I could spend 24/7 reading fascinating bits and pieces from blogs and twitter feeds.  I’m being sucked in and down….must re-sist!  Have responsibilities beyond this class.

Low and behold, there’s a f2f conference in November called blogworld with panel discussions on these health-related topics and a whole lot more:

  • The use of digital applications and tools to change behaviors to improve health,
  • Can social media improve how healthcare is managed? What can be learned from other industries.
  • What companies can do to support patient needs
  • STOP being afraid of HIPAA regulations when you blog, tweet, or podcast
I’m now following #RNchat too, which led me to many other treasure troves.
 I feel like the kid who went into  the candy shop  for blue whales and came out with jaw breakers, gummy bears, malted milk balls and licorice, but NO blue whales.  I think it’s soon time to FOCUS.

Alec and eci831 is so cutting edge!

First thing I have to say is I was so excited when I found this 2 day social media residency offered at the Mayo Clinic this October 20 and 21.  Guess what, pre-requisites are:

  • permanent, personal email (e.g., gmail, Hotmail, Yahoo)
  • Twitter account
  • Facebook profile
  • WordPress.com (not necessarily a blog, just an account
Does this not sound like eci831???  Interestingly enough, following the medical training model, residents complete a survey to allow them to be matched with a chief according to area of practice and cohorts of 8 residents learn with the chief.  Sounds like communities of practice to me.  Mayo is known for it edgi-ness!  Alec is ahead of the curve!!  I’ve always wanted to be edgy, but at my age, thought it was a long shot.  Maybe… now… I can be edgy, too?!
In my nursing leadership online course, last week’s  discussion had a couple of us mulling social media solutions to the many vexing issues facing our profession.  Some great references popped up in a post from Tayne, which led me to this knock-your-socks-off blog post, 140 Health Care Uses for Twitter.

A short summary of what I’m attempting to learn this week… using delicious to make a “page” of links to relevant best practice guidelines for my second year students in “Health Assessment 220”.

My question regarding this exercise:  is this the right “tool” when the resources you want your students to get to are journal articles only accessible for free in databases accessible through group site licenses such as SIAST or U of S?

The next thing I’m tackling is understanding how to do the attribution thing properly before I start adding wondrous visuals to my posts.  I’m still trying to comprehend the 7 things I need to get about creative commons and use of images, video, etc.

If anyone can simplify this for me so that I can come back tonite and add a groovy motif to this post, I’d be mighty grateful……

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