OCNE Faculty viewing posters at a poster session

Continued Growth Through Ongoing Research & Learning

OCNE Research

One of the OCNE Committees is deadicated for Research & Evaluation.  OCNE frequently evaluates ours own consortium, our members, and our graduating students, as a mechanism of continual improvement.  We have contributed to many major national publications and we are currently involved in three research projects.  

OCNE Clinical Competency Assessment Tool (OCCAT)

In the 2018-19 academic year, the committee rolled out a new clinical assessment tool, the OCNE Clinical Competency Assessment Tool (OCCAT).  CTA and faculty satisfaction with the new tool was evaluated after spring term 2019. The quantitative analysis of the data is complete, the qualitative part is under review. The quantitative results show the CTAs and OCNE faculty were overall very satisfied with the tool.  Qualitative findings for the satisfaction survey will be completed early next year.  The final step in completing this project will be evaluation of reliability of the OCCAT tool itself, pending funding for this project, with subsequent publication of the findings.  

 

Ongoing Grants & Current Research

Advancing Health Equity through Student Empowerment & Professional Success (HealthE STEPS)

OHSU School of Nursing has been awarded a special grant to enroll, empower and graduate students from backgrounds typically underrepresented in Nursing, including students from ethnic and racial minority groups, to improve health equity within our communities through professional nursing practice.

The HealthE STEPS program provides funding and academic support for pre-nursing and nursing students on select campuses. Learn more here.

Failing to Fail in Schools of Nursing: A Qualitative Exploration

Angela Docherty, Nurs.D.,M.P.H., RN, Assistant Professor at our Monmouth campus received the Dorothy Otto Research Award grant from the National League for Nursing (NLN). This grant is one of NLN’s Nursing Education Research Grants. The funding is for one year to allow her to look at the issue of grading practices. It is a follow up to a survey she did last year looking at ‘failing to fail’ across a number of nursing schools.

Selected Publications

 

    • Driggers, B., & Shaver, K. S. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: statewide integration of high fidelity manikin based simulation. Communicating Nursing Research, 38, 127-127.

 

    • Eddy, L. L. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: mutuality and reciprocity: keys to decreasing the nursing faculty shortage. Communicating Nursing Research, 38, 128-128.

 

    • Gaines, B. C., & Harris, P. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: faculty development: new approaches for new pedagogies. Communicating Nursing Research, 38, 126-126.

 

 

 

    • Gubrud, P. M. and Schoessler, M. (2009). OCNE Clinical Education Model. In Ard, N., & Valliga, T. M. (Eds.), Clinical Nursing Education: Current Reflections, (pp. 39-58),New York, NY: National League for Nursing.

 

 

    • Herinckx, H., Munkvold, J. P., Winter, E., & Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing Education Perspectives, 35(1), 30-36.

 

 

 

    • Magnussen, L., Niederhauser, V., Ono, C., Johnson, N., Vogler, J., & Ceria-Ulep, C. (2013). Developing a Statewide Nursing Consortium, Island Style. Journal of Nursing Education, 52(2), 77-84. doi:10.3928/01484834-20130114-01.

 

 

    • Nielsen, A. E., Noone, J., Voss, H., & Mathews, L. R. (2013). Preparing nursing students for the future: an innovative approach to clinical education. Nurse Education in Practice, 13(4), 301-309. doi:10.1016/j.nepr.2013.03.015 [doi].

 

 

 

    • Noone, J., Bromley, T., McKenzie, G., Naumes, S., Sideras, S., & Voss, H. (2013). Implementing cultural learning activities through community and academic partnerships. In L. Caputi (Ed.) Innovations in nursing education: Building the future of nursing (pp.61-73). Philadelphia: Lippincott, Williams, & Wilkins.

 

 

 

    • OCNE strives to increase number of nurses. (2007). Oregon State Board of Nursing Sentinel, 26(1), 2-2.

 

 

    • Ostrogorsky, T. L., & Raber, A. M. (2014). Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education. Nursing Education Perspectives, 35(2), 115-121.

 

 

    • Ross, A. M., McKenzie, G., & Noone, J. (2010). Overview: spiraling evidence-based practice in the OCNE curriculum. Communicating Nursing Research, 43, 160-160.

 

    • Ross, A. N., & Salveson, C. (2009). Building RN/BS bridge/transition courses to the OCNE curriculum. Communicating Nursing Research, 42, 236-236.

 

    • Sideras, S., McKenzie, G., Noone. J., Markle, D., Frazier, M. & Sullivan, M. (2013). Making simulation come alive: Standardized patient in undergraduate education. Nursing Education Perspectives, 34(6), 421-425.

 

    • Shores, L., & Gabrud-Howe, P. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: transforming nursing education in Oregon. Communicating Nursing Research, 38, 125-125.

 

    • Tanner, C. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: overview. Communicating Nursing Research, 38, 124-124.

 

    • Tanner, C. A. (2007). Nursing education: current themes, puzzles and paradoxes. Communicating Nursing Research, 40, 3-14.