NurseLogic 2
EDUCATORIMPLEMENTATIONGUIDENurseLogic 2.0
NurseLogic 2.0Educator Implementation Guide 2012 Assessment Technologies Institute , LLC
NurseLogic 2.0Table of ContentsDescription. 1Features. 1Benefits. 3Level of Difficulty. 5Recommended Use. 5Implementation Strategies. 5Examples of Student Learning Strategies. 7Recommended Time Spent. 7Product Support. 8Technical Requirements . 8NurseLogic 2.0 Module Outline. 9References. 10 2012 Assessment Technologies Institute , LLCIII
NurseLogic 2.0DescriptionNurseLogic 2.0 is an interactive, media-rich, online tutorial designed to introducestudents to the new ATI Helix of Success. This model illustrates how knowledgeand clinical judgment, supported by concepts derived from the QSEN competenciesand IOM recommendations for nursing education, can prepare the student foracademic and NCLEX success. This robust and interactive tutorial introduces nursingstudents to core concepts relevant to nursing practice, arms students with study andtest taking skills, and introduces them to the NCLEX examination process.Faculty and students both will benefit from a wide array of case studies, appliedlearning examples, and learning resources that support student success throughoutthe curriculum. The depth and breadth of the content will provide beginningand advanced students valuable information they can use in classroom andclinical settings.Features NEW: ATI Helix of Success Integrates key concepts of nursing into a framework that providesstudents, graduates, and practicing nurses with the knowledge, skills,and attitudes needed for successModules focus on concepts related to the ATI Helix of Success,shown as a simulated strand of DNA with vertical strands andhorizontal bars. Basis of nursing practice (vertical strands) Knowledge Clinical judgmentNursing concepts (horizontal bars) Client-centered care (nursingprocess, therapeutic communication,cultural competence, advocacy) Interdisciplinary collaboration Evidence-based practice Quality improvement Informatics Safety 2012 Assessment Technologies Institute , LLC1
NurseLogic 2.0 Professionalism Leadership Priority settingMedia-rich, client care-focused examples illustrate how concepts/frameworkscan be applied to nursing care and test items.Videos walk students through the process of critically reading and answeringtest items.10-item drills at the conclusion of each module reinforce content andenhance learning.NCLEX-style tests may be taken at the completion of each module.These tests: Client educationExtensive use of illustrations and images help explain and clarify concepts. Require students to apply the concepts/frameworks discussed in themodule to client care situations.Provide enhanced rationales with an overview that explains in detailwhich concept/framework and what nursing knowledge was neededto answer each item correctly.Provide two levels of testing: 20-item test for beginning-level students 20-item test for advanced-level studentsThe Flag for Review feature allows students to return to test items theydid not previously complete and answer them prior to submitting the test.The Critical Thinking Guide is a quick reference tool that is availablewithin every module. (Look for the Critical Thinking Guide icon.) It presentsthe essential elements of the ATI Helix of Success and summarizes the keyconcepts of NurseLogic 2.0 specifically relating to: Knowledge and clinical judgment Priority setting frameworks Critically reading test items 2012 Assessment Technologies Institute , LLC2
NurseLogic 2.0Benefits Promotes student success in nursing education Beginning students Introduces NCLEX-style testing, the nursing process, QSENcompetencies, and other nursing conceptsDetails priority setting frameworks that can be used for bothtesting and clinical practiceAdvanced students Offers useful learning strategies and study tipsReinforces how to make clinical judgments based on nursingknowledge and priority setting frameworks Deconstructs test items Helps prepare for the NCLEX examAll students will learn to: Identify personal learning style and use recommended studystrategies related to that style.Organize time and study materials, as well as use active,effective reading strategies to enhance knowledge acquisition.Differentiate between foundational and critical thinking.Use nursing knowledge, the clinical decision-making processand critical thinking skills to make clinical judgments.Use priority setting frameworks when providing client care andtaking tests.Apply formal, test-taking strategies when taking facultygenerated tests, standardized tests, and the NCLEX.Remediate learning needs using ATI products. 2012 Assessment Technologies Institute , LLC3
NurseLogic 2.0 Promotes student success on the NCLEX Reviews what the NCLEX is, how it is structured, and what to expectat the testing siteProvides ATI’s top 10 tips for NCLEX successProvides excellent review of nursing concepts, priority settingframeworks, and how to make client care-related decisionsPromotes success in nursing practice Provides test-taking strategies for traditional and alternate format itemsProvides exemplary examples of clinical issues and how to use nursingknowledge, critical thinking skills, and clinical decision making tomake sound clinical judgments through real-world scenariosPromotes the value of lifelong learning, as well as the significance ofevidence-based practice in the clinical settingReinforces concepts basic to nursing practice that supportsprofessionalism and the provision of safe, high-quality client care asgraduates begin their own nursing practiceSupports faculty instructional strategies Offers a robust framework to prepare students for success in clinicalpractice and testingProvides multiple examples of client care situations for use in theclassroomCan be integrated into classroom activities or clinical conferences,used to support small group discussions, or as an independentstudy requirementSupports curricular integration of QSEN competencies and other skillsthat support contemporary nursing practiceA quick and efficient Critical Thinking Guide also can be usedin the classroom or clinical setting to review core concepts relatedto knowledge and clinical judgment along with priority settingframeworks, and test-taking strategies.The modular format allows faculty and students to integrate materialinto the curriculum in small, relevant units that are customized to thecourse curriculum. 2012 Assessment Technologies Institute , LLC4
NurseLogic 2.0Level of DifficultyTwo levels of tests are provided for each module. These tests are leveled in relationto the difficulty of the test items that focus on client care-related decisions. Thiswas done to provide level-appropriate items for beginning students and moredifficult items for advanced students. A thorough review of NurseLogic 2.0 priorto taking either of these exams is recommended so students can apply the conceptsaddressed in each module. Lower-level items — Beginning students in their first year ofnursing educationUpper-level items — Advanced students in their final year ofnursing educationRecommended Use Lecture aid (illustrations, test-item videos, case studies, prioritysetting frameworks) Classroom discussion Independent study Preparation for faculty-prepared exams Preparation for standardized exams Preparation for clinical practice Clinical post-conference Remediation activity Preparation for NCLEX Preparation for initial position post-graduationImplementation Strategies Use during initial nursing courses to introduce students to nursingknowledge and the various levels of thinking.Review with students how to study, organize their time and studyenvironment, take notes, and read in a meaningful manner. 2012 Assessment Technologies Institute , LLC5
NurseLogic 2.0 Discuss the use of critical thinking skills in relation to makingclinical judgments.Help students recognize the role of clinical reasoning and the use of analysiswhen using the clinical decision-making process.Use during initial courses to introduce students to concepts critical to thepractice of nursing and care-related concepts.Hold a discussion during clinical post-conference about legal and ethicalissues related to the use of electronic health records.Set up simulated clients who have multiple needs and health alterations,and have students use priority setting frameworks to determine which needshould be addressed first.Initiate student use of evidence to support classroom assignments andclinical practice.Review the role of priority setting frameworks in relation to clinicaldecision making.Prior to faculty-developed and standardized exams, have students reviewthe Testing and Remediation Strategies module that addresses the ABCs ofstudying and how to prepare for faculty-developed and standardized tests.Review how to critically read test items using examples fromNurseLogic 2.0.Review the various types of alternate format items using video examplesfrom NurseLogic 2.0.Familiarize students with the remediation process and the individualizedfocused review on an ATI assessment score report.Review the NCLEX test plan, and have a class discussion of ATI’s top 10 tipsfor taking the NCLEX.Have students take the module test appropriate for their level inthe curriculum. 2012 Assessment Technologies Institute , LLC6
NurseLogic 2.0Examples of Student Learning Strategies Identify personal learning style and related study strategies.Keep a log of study time, study strategies that were used, andinterfering factors. Support written work and clinical practice with documented evidence. Develop a client care protocol based on evidence and best practices. Analyze a sentinel clinical event using root cause analysis. Develop a client teaching plan that addresses all three domains of learning. Maintain a list of time savers and time wasters used during clinical. Cite use of priority setting frameworks during clinical decision making. Perform a risk assessment on at-risk clients. Participate in a mass casualty drill. Practice critically reading test items using Learning System tests. Complete remediation activities as indicated on ATI Focused Reviews,including remediation templates.Take the NCLEX Alternate Item Test (NAIT) on the ATI Web site(https://www.atitesting.com) under the Demo tab.Recommended Time Spent About 1 hour is the amount of time recommended for a student to spend oneach module.Completing an assessment at the end of a module will require an additional40 to 60 minutes. Provide students adequate time to read the extensive rationales thatprovide an analysis of what knowledge and test-taking skills wererequired to answer the item correctly. 2012 Assessment Technologies Institute , LLC7
NurseLogic 2.0Product SupportAt ATI, we pride ourselves on timely and effective support to meet your needs.Please contact us at 800-667-7531 if you need assistance with this product.Technical Requirements For optimal testing experience, we recommend a wired network connection.Direct links to downloads for starred (*) programs are provided in the bottomright-hand corner of the ATI Student/Faculty Home Page under “TechnicalRequirements.” Silverlight 4 or higher* Adobe Acrobat Reader X or higher* Adobe Flash Player 11 or higher* Windows XP, Vista, or 7 Internet Explorer 8 or higher; 9.0 recommended* Mozilla Firefox 14 or higher*Mac OS X 10.5 (Leopard) or higher Mozilla Firefox 14 or higher* Safari 5 or higher*Session time-out counter Your browser must allow status bar updates via script for a sessiontime-out counter to be visible. 2012 Assessment Technologies Institute , LLC8
NurseLogic 2.0NurseLogic 2.0 Module OutlineNurseLogic 2.0ModulesKnowledge and Clinical Judgment (1 hour)Nursing Knowledge Learning Styles Learning Strategies for Success Foundational Thinking Critical Thinking and Clinical Judgment Clinical Reasoning Nursing Concepts (1 hour)Client-centered Care Interdisciplinary Collaboration Evidence-based Practice Quality Improvement Informatics Safety Client Education Professionalism Leadership Priority Setting Clinical Priority Setting Frameworks (1 hour)Maslow’s Hierarchy of Needs Nursing Process Airway, Breathing, and Circulation Safety and Risk Reduction Least Restrictive/Least Invasive Survival Potential (triage) Acute vs. Chronic Urgent vs. Nonurgent Unstable vs. Stable Testing and Remediation Strategies (1 hour)Preparing for Faculty-developed Tests Preparing for Standardized Tests Critically Reading Test Items Test-taking Strategies Using Priority Setting Frameworks Mastering Alternate Format Items Taking the NCLEX Drills and Tests 10-item drill20-item test for beginning students20-item test for advanced students10-item drill20-item test for beginning students20-item test for advanced students10-item drill20-item test for beginning students20-item test for advanced students10-item drill20-item test for beginning students20-item test for advanced students200 items 2012 Assessment Technologies Institute , LLC9
NurseLogic 2.0ReferencesModule 1American Association of Colleges of Nursing. (2009). The essentials of baccalaureateeducation. Retrieved from als08.pdfAssessment Technologies Institute. (2009). Learning strategies: Your guide to classroomand test-taking success. Stilwell, KS: Assessment Technologies Institute, LLC.Assessment Technologies Institute. (2009). Quest for academic success. Stilwell, KS:Assessment Technologies Institute, LLC.Cherry, B., & Jacob, S. (2008). Contemporary nursing: Issues trends and management(4th ed.). St. Louis, MO: Mosby Elsevier.Hilton, L. (2006). 10 Study tips for student nurses. Nursing Spectrum. RetrievedSeptember 29, 2010 from StudyTips.htmMarquis, B., & Huston, H. (2011). Leadership roles and management functions innursing: Theory and Application. Philadelphia, PA.: Lippincott, Williams &Wilkins.Russell, S. (2006). An overview of adult learning processes. Urologic Nursing, 25(5),349-352.Tanner, C. (2005). What have we learned about critical thinking in nursing? Journalof Nursing Education, 44(2), 47-48.Module 2American Association of Colleges of Nursing. (2009). The essentials of baccalaureateeducation. Retrieved from als08.pdfAmerican Nurses Association. (2001). Code of ethics for nursing with interpretativestatements. Washington, DC: American Nurses Publishing.Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursingpractice. Sudbury, MA: Jones & Bartlett Publishers.Berman, A., Snyder, S, Kozier, B., & Erb, G. (2008). Kozier and Erb’s fundamentalsof nursing: Concepts processes, and practice (8th ed.). Upper Saddle River, NJ:Pearson Education, Inc. 2012 Assessment Technologies Institute , LLC10
NurseLogic 2.0Cherry, B., & Jacob, S. (2008). Contemporary nursing issues, trends and management.(4th ed.). St. Louis, MO: Mosby Elsevier.Institute of Medicine. (2010). Forum on the future of nursing education: A reportbrief. Retrieved from B-22.aspxKelly, P. (2010). Essentials of nursing leadership and management (2nd ed.). CliftonPark, NY: Delmar Cengage Learning.Kovner, C., Brewer, C., Yingrengreung, S., & Fairchild, S. (2010). New nurses’ viewsof quality improvement education. Joint Commission Journal on Quality andPatient Safety, 36(1), 29-35.Marquis, B., & Huston, H. (2011). Leadership roles and management functions innursing: Theory and application. Philadelphia, PA: Lippincott Williams &Wilkins.McCormick, K., Delaney, C., Brennan, P., Effken, J., Kendrick K., & Murphy, J.(2007). Guideposts to the future: An agenda for nursing informatics. Journalof the American Informatics Association, 14(1), 19-24.McGonigle, D., & Mastrian, K. (2008). Nursing informatics: A foundation of knowledge.Sudbury, MA: Jones and Bartlett Publishers.Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St. Louis, MO:Mosby Elsevier.Sammer, C., Lykens, K., Singh, K., Mains, D., & Lackan, N. (2010). What is patientsafety culture? A review of the literature. Journal of Nursing Scholarship, 42(2),156-165.Thornlow, D., & McGuinn, K. (2010). A necessary seas change for nursing facultydevelopment: Spotlight on quality and safety. Journal of Professional Nursing,26(2), pp. 71-81.Whitehead, D., Weiss, S., & Tappen, R. (2007). Essentials of nursing leadership andmanagement (4th ed.). Philadelphia, PA: F.A. Davis. 2012 Assessment Technologies Institute , LLC11
NurseLogic 2.0Module 3Berman, A., Snyder S., Kozier, B., & Erb, G. (2008). Kozier and Erb’s fundamentalsof nursing: Concepts processes, and practice (8th ed.). Upper Saddle River, NJ:Pearson Education, Inc.Ignatavicius, D., & Workman, M. (2010). Medical-surgical nursing: Patient centeredand collaborative care (6th ed.). St. Louis, MO: Saunders Elsevier.Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St. Louis, MO:Mosby Elsevier.Smeltzer, S., Bare, B., Hinkle, J., & Cheever, K. (2010). Brunner and Suddarth’stextbook of medical surgical nursing (12th ed.). Philadelphia, PA: LippincottWilliams & Wilkins.The Joint Commission. (2010). National patient safety goals. Retrieved June 18, 2010from http://www.jointcomission.orgTownsend, M. (2008). Essentials of psychiatric mental health nursing: Concepts of carein evidenced-based practice (4th ed.). Philadelphia PA: F.A. Davis Company.Varcarolis, E., & Halter, M. (2006). Foundations of psychiatric mental health nursing: Aclinical approach (6th ed.). St Louis, MO: Saunders Elsevier.Module 4Assessment Technologies Institute. (2007). Quest for academic success. Stilwell, KS:Assessment Technologies Institute, LLC.Assessment Technologies Institute. (2009). Learning strategies : Your guide toclassroom and test-taking success. Stilwell, KS: Assessment TechnologiesInstitute, LLC.National Council of State Boards of Nursing. (2011). Retrieved from https://www.ncsbn.org/nclex.htm 2012 Assessment Technologies Institute , LLC12
Practice critically reading test items using Learning System tests. Complete remediation activities as indicated on ATI Focused Reviews, including remediation templates. Take the NCLEX Alternate Item Test (NAIT) on the ATI Web site (https://www.atitesting.com) under the Demo tab. Recommended Time Spent
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