State of the art: continuing education in nursing and genetics.
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Certification↗
Biomedical subjects
K D Menix
Publications and source records attributed to K D Menix.
Educating to manage the accelerated change environment effectively: Part 1.
Without appropriate educational preparation, nurse managers may not have the competencies to effectively manage accelerated change that is so pervasive on the front lines of healthcare organizations in transformation. Part 1 of this article describes the findings from an extensive literature review of nursing, business, and higher education literature on the subject of change management. A comprehensive reference list is provided. Part 2 reports the results of a Delphi study from which baccalaureate-prepared nurse manager experts and nurse educator experts in baccalaureate nursing programs validated what linear and nonlinear change management concepts they believed were relevant in managing change in today's dynamic environment. With key roles as organizational change agents, staff development educators and administrators can use the validated concepts to develop educational offerings to promote effective change management.
Curriculum↗
Educating to manage the accelerated change environment effectively: Part 2.
Without appropriate educational preparation, nurse managers may not have the competencies to manage accelerated change effectively. Part 1 of this two-part series provided the condensed findings from an extensive review of nursing, business, and higher education literature. Part 2 describes the results of a Delphi study whereby baccalaureate-prepared nurse manager experts and nurse educator experts in baccalaureate nursing programs validated what linear and nonlinear change management concepts they believed were relevant in managing change in today's dynamic environment. Staff development educators and administrators, as organizational change agents, can use the validated concepts to develop educational offerings to promote effective change management.
Adult↗
Domains of learning: interdependent components of achievable learning outcomes.
"Domains of learning" refers to the three separate, yet interdependent components of learning outcomes achievable by human learners. These domains--cognitive, affective, and psychomotor-represent various categories and levels of learning complexity and are commonly referred to as educational taxonomies. The cognitive domain refers to knowledge attainment and mental/intellectual processes. The affective domain characterizes the emotional arena reflected by learners' beliefs, values and interests. The psychomotor domain reflects learning behavior achieved through neuromuscular motor activities. Educators use the domains to assist in determination of learning objectives essential to planning, implementing and evaluating teaching-learning processes and outcomes of human learners across the life span. Actual instances of domain use from programs, interviews and the literature complement the theoretical notions presented in this article.
Affect↗
Time and change.
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Education, Nursing, Continuing↗