Nursing Education

Making Nursing Knowledge Stick: Teach-Back Strategies for Long-Term Learning

Discover new methods for creating long-term learning using teach-back strategies

Connie Wilson shares new techniques for empowering teacher candidates to think critically and engage more deeply in their own learning, through self-reflection and feedback. The slides from the webinar are also available.


Karenna Glover:

Hi everyone, and welcome to our webinar Making Nursing Knowledge Stick. We are so glad you’re able to join us today. We know it’s such a busy time of year for most of you, wrapping up a semester and preparing for the holidays. So thank you so much for joining us.

My name is Karenna Glover and I’m with the GoReact team and we are hosting today’s webinar. But the real star of today’s show is Connie Wilson from Utah State University and we’re so glad Connie’s able to join us today. She can tell you a little bit about herself and her journey. Within the last 24 hours, she’s had quite an adventure. So thank you, Connie, for being here.

Before I hand it over to Connie, just a few reminders for our attendees. As you’ve noticed, you all are on mute, but we do want today’s presentation to be as interactive as possible. So we encourage you to participate in the poll questions that Connie will sprinkle throughout her presentation. And we also encourage you to ask any questions that you might have of Connie. So she will give her presentation for about 20 to 30 minutes and then after that we will take your questions live. So please drop your questions into the Q&A and use the chat function. I see many of you are already using it. Thank you. Please introduce yourselves, tell us where you’re from and share any resources with other attendees that you think might be helpful, relevant to today’s topic.

And finally, we are recording today’s presentation. So if any of you have to hop off early or you want to share this with a colleague, be on the lookout for an email from us later today with the full recording. So thanks again. And with that I will hand it over to you Connie.

Connie Wilson:

Well, hello. I’m excited to be part of this today. I just became a huge fan of GoReact and using it with my Canvas learning system a couple years ago. And so today I’m just really going to show you a couple of things about how I’ve learned to use GoReact beyond the skills lab and my journey for trying to really make sure that my students take this knowledge and remember it and pass their NCLEX.

So to segue into that, I’m a unique nurse educator and maybe not so unique. You guys are from all around the country, but I work in a statewide campus actually. So I work at Utah State University, Moab. It’s a stackable program, and so there I teach mostly the second year as an associates level program. But our program does allow the students to sit for their LPN after their first year. Second year they sit for their RN boards, and then they can do their RN to BSN online.

And what I love about our program is Moab, Utah. If those of you who don’t know about where I live and have worked for about 27 years, is that we are a tourist destination here in the beautiful Red Rock country of Southern Utah. And while my students technically live in a rural location, our county is about 10,000, population of 10,000, the world comes to our city. So we on average have about 25,000 tourists a day in our city. So our emergency room is robust and busy and our orthopedic program is very busy.

To give you some sort of concept of what my community is like, we are an outdoor mecca. Arches National Park is here, Canyonlands National Park is here. The Colorado River runs through us. So we have river run, mountain biking, jeeping. Rock climbing is robust here as well. So I educate a lot of second degree students who have decided to go back to school after being in the tourism industry. I also educate our local population who have decided to either start school later, and lately we’ve also been having a lot of traditional students, not a lot, but a larger population.

That being said as well, my cohorts are small. So when we’re talking about data today, you got to understand this isn’t true scientific data, I’m just going to tell you my experience. But my cohorts, my total program has a maximum of 20 nursing students and my cohorts have been as small as three and as large as 13. And I’ve been teaching, this is my sixth year teaching now, so I haven’t been teaching that long. But I did teach during the pandemic. So it was an interesting way of learning how to use technology.

And if you haven’t read my bio, I started teaching six years ago, earned my master’s degree in nurse education and really, as I moved away from bedside, really wanted to learn how to educate nurses. And I learned really quickly that our job is hard and I just was really excited to be part of creating this next generation of nurses and have always been passionate about looking for new exciting ways and new learning strategies.

So that’s who I am. My career was mostly obstetrics, a little operating room. But since I do work and have worked. I’ve worked in Salt Lake City but also took a travel assignment this summer in Glenwood Springs, Colorado. So I do have more than just a rural background, but mostly small hospital and small campus.

So I’m going to go ahead and get going with my PowerPoint and making sure we practice. I think I’ve got it right, but I want to share from the beginning. Sorry. Okay, here we are, my beginning. Okay, so let me know if things are not working well or if you’re not hearing things, and I’ll just get going with telling you about what I did.

So, about two or three years into teaching, I realized because of my small cohort that I had these great relationships with these students, they became like my children and I really didn’t understand why they weren’t remembering what we went over in class. We would do so well in class, and I felt like they should know this information and it would get to time to get testing at NCLEX, especially with the RN, and I was devastated when my students wouldn’t pass. I had a co-professor at the time too and we just became really interested. She’s no longer teaching, but we really became interested about what we could do and going back to actually even our master’s degree. What are we doing and what do we need to do to really make this information stick with our students?

I also realized at the same time that we’re in a nursing shortage, these nurses are vital. Especially in my small community, every time a student wouldn’t pass their boards, it was devastating to not only my program, to the student, to the unit that was hoping to hire them. So I really started to feel this pressure of what can I do to make sure that their time with me in the classroom really helped them as much as possible to pass their boards.

So I started noticing the students that do really well, and they were spending a lot of time with nurse influencers and bloggers. So I started looking at the same things they were looking at, these fun Instagram bloggers. And I noticed these young new nurses that are putting their information out there on Instagram and YouTube are just using Teach- Back, which is a technology and a learning style that we know about as nurse educators. Right?

And because I had such small cohorts, I started using lectures in the classroom and those were hard because they would take a long time and I had to spend a lot of time editing them before they came to present in the classroom. So I wanted to know what kind of assignments I could give them and how they could use teach-back in assignments and make it in a way that would actually help them remember the content. So I started searching and I just did a quick search about how do you help your students memorize? And I kept seeing over and over and over again this Ebbinghaus’ Forgetting Curve.

You guys probably already know about him because he’s all over the literature. I think medical students use the forgetting curve with their studying a lot as well. But Ebbinghaus found back in 1880s and I think he did the study on himself, if you look at Wikipedia, but it was reproduced scientifically in 2015. And his research found that if we really want to remember things, we have to follow a few predictable plans. We have to go back to the content right away, and we have to make the way that we learn very meaningful, and we have to have opportunities to challenge our memory.

So I started looking at his kind of cocktail to make sure that students study properly, and I started developing assignments. Now we all know students don’t love assignments, but I felt like, I don’t want to use the word forced, I started thinking about saying that I’m forcing my students into the content isn’t what I want to say. I guess maybe encourage them into the content by making the most meaningful assignments I could. But if I didn’t create assignments my students, and you know guys might have different experience and I’d love to hear about it in Q&A, but my students just routinely do not read. They come out of their prerequisite courses. They just aren’t used to using their textbooks, they’re not reading. And so I tried to develop these assignments to help them dig in and make reading a meaningful thing for them.

So here’s my first poll question: How many hours a week do you think your students spend reading their textbooks? I’m just curious to see what your experience has been, because when I went to nursing school that’s what I did. I read, I highlighted, and I showed up to lecture. And we’re just going to take a minute here to let you guys answer the poll.

So it looks like we have this result here, 16%. I’m happy to see this didn’t say none because I kind of really feel like that. 68% though do say one to three hours. And more than three hours is like 16%. It’s great.

Of course we all have one or two students in my cohorts that are great readers, which I actually really love as a instructor because it really helps, and it helps me to want to dig into my textbooks more before I show up to the next lecture as well. So here’s the example of this, the forgetting curve. And you can see this in many different ways all over the internet and in your university libraries.

But what Ebbinghaus found was you’ve got to leave that lecture and then you’ve got to get back to your textbooks that first day. So if you are not revisiting that lecture with that next day, you’ve already lost 50% of what you just think you got through to the students. And then at six days is another really critical time to revisit the content. So I decided to develop my med surge adult course my spring semester, so that semester before they take their RN boards, with assignments that fit this curve. But again, so I was like okay, what do I do? Now how do I make those assignments meaningful though?

So the next question for you is what do you guys do? Do you ever go back and have them jump into the textbooks that very same day as lecture? I’ll take a minute for you guys to answer this poll.

Okay, so it looks like the majority are no. And that’s the way I was. I know I attended quite a few workshops in my first couple years of teaching and there’s a lot of nurse presenters out there in education that really believe in the four tests and a final kind of plan for these courses, and that you need rigor in your testing and that will kind of create the opportunity for your students to study. But what I found is my students just wouldn’t. They would bomb these tests and, yes, after they failed the test they were a little more motivated to study for the next one. But I wanted to do something a little different to see if we could get them learning in a more meaningful way.

So then I turned to the learning pyramid and I remember learning about this in nurse education, and remembering is tricky. So the learning pyramid shows that when you actually teach others you have that higher level of learning. But as we know with students, what they’re teaching, we need to make sure that they’re teaching the right things. So we have to make sure we’re guiding them into how they teach others. And those students that have study groups and they participate in study groups really do well. But in a program like mine, I’ve got busy students who are working sometimes full time, and they don’t always have opportunities to be spending times with study groups. Some of my students aren’t practicing as nurses along the way. So they’re not getting those opportunities to see things at work because they’re busy still working in the tourism industry.

So I just thought, okay, so I got to start figuring out how to use teach-back because I was really successful with using GoReact in my skills labs and our rubric really focused on that they had to be telling us almost like an actor in a [inaudible] skills videos. How I explained it to them, you need to be telling us how to do this skill as you’re doing it. And so I noticed they really learned the skills well that way because they were teaching. They were teaching back, but they were doing it with their GoReact phones and uploading it into Canvas and it just gave them that opportunity to really focus on their knowledge. They had to record several times to make sure that they knew what they were doing. And that person who was videoing them, their buddy videoing them was learning too. And this teaching and talking about it out loud was helping to keep that information in their memory.

So we knew it was working well in skills, and so then we decided, when I say we, my nursing instructor and I kind of worked together. She taught the first years. I taught the second years and we talked about this hours at a time about how we could kind of transition it. And I started trying something first and it was kind of organically, I had tried it was right during the lockdown so that would’ve been the spring of 2020. And I had about a cohort of, I think it was 13 and we were all on Zoom. And so I created these assignments using the GoReact software and what I had them do was they each chose one of our… I’m in a concept based curriculum, I’m sorry I haven’t told you that. But I’m concept based and we teach by exemplars. And so each of my students chose a exemplar for the semester and they had to make one video with a really solid rubric.

I like to use the nursing process so I just make sure that if they’re teaching thyroid, hyperthyroid that they’re following the nursing process in what they’re delivering to their peers. So I decided let’s have them record it on GoReact first and then we showed it to each other over Zoom and then we had a question and answer about it. And I used those as kind of the summary of the class. But I realized they learned their examplar so well.

Here we go. They learn they did such a great job with these assignments and they learned their examplar so well when they had that opportunity to present to their peers. But then I thought, gosh, it would be great if they could learn every examplar that way. So that kind of led us to the next year using it in our notes assignments, which I’ll show you in a second. But I have this linked up as a video and I just want to show you how great a job these students end up doing.

I allowed them flexibility, they could submit any kind of video they wanted within the guidelines of the rubric. I really like color. But they got creative with how they wanted to do it. But I’m going to cue this forward just a little bit and show you a quick example of how great, this is one of my students submissions, they did with teaching each other. This one is actually hyperparathyroidism.

Student #1:

So in this video we will be going over parathyroid and more specifically hyperthyroidism. I was able to receive my information.

Connie Wilson:

Okay. There he is.

Student #1:

Protected from getting any fracture. How the patients may also complain of bone pain as. And you’re going to be seeing an increase serum calcium levels as it is released from the destroyed bones. Now if we can remember that the function of calcium is for the three big B’s.

Connie Wilson:

So I also have in my rubric, I’ll say I want you to have a memory trick in this too, just really encouraging them to find ways of how they remember it, whether it’s a new mnemonic or some sort of way of making the knowledge stick for them so that they could share with their peers. So I added the memory trick to the rubric, and they just blew me away how well they did with these submissions.

So this is an example of how some of my students would add their video and their notes for me and I’d let them use whatever notes formats they felt would help them learn the knowledge. This is actually one of my notes assignments, which I’ll tell you more about in just a little bit. That was kind of our most recent use of GoReact.

But this is the first thing I started trying. So we did the assignments where each student did one submission a semester and then I decided, okay, day one, what am I going to have them do when they go home that puts them into the textbooks and helps them think about the content in meaningful way? So I created these quiz question assignments. These actually also were just kind of like, I watched these nurse influencers and they were throwing NCLEX style questions on Instagram and I thought gosh, I wish my students would do this and at the same time it would help them with some testing strategies. And so I made these assignments where they had had to submit a quiz question just right after lecture. So it was short, easy. They could get the quiz question from anything. Our program uses ATI so they could go into their ATI book.

But what they had to do in the assignment is what they had to teach their peers about this quiz question. And to make sure my students actually watched all of their peers’ GoReact assignments, I would take a couple of these questions and move them into each unit exam. And so that would encourage them to go watch all their peers’ submissions because I do know, you know got to make them get in the content.

So my students sometimes had a hard time meeting the time requirements that I gave them in GoReact because I really had to do that ’cause I just couldn’t watch 10, 15 minute submissions and sometimes they would take that long. So they learned really quickly how to change the pitch so that they could make them a little quicker too because they just sometimes couldn’t submit in the timeframe that I gave them. But here’s an example of how one of my students would submit a quiz question submission.

Student #2:

Today we’re going to look at this.

Connie Wilson:

I’m going to forward this so you can kind of see where they’re doing the teaching here.

Student #2:

Type of shock that septic shock is. And this is going to be different. In distributive shock, you’ll see warm skin because of vasodilation and that will cause the skin to look flushed as well. So we can say already that in early shock this is what’s happening because they’re still compensating at this point and so the skin is going to be warm and flushed. So that we can say is true.

Connie Wilson:

So you can see they would type out the quiz question and then they had to go read the rationale and then create this opportunity to teach after they had read the rationale. So it was their opportunity to teach their peers.

And then you can see in my rubric I always had this memory trick. What’s your trick? What are you doing? What can you do to help your peers remember this information as well? And so then here is this notes assignment that we started doing, I believe it was spring of ’21. We started with the PN program and this was initially my peers assignments and it went so well. So this is where we would have them do notes on the exemplars that we taught that week and they could choose just whichever examplar they wanted to work on and it would be at that day four or six.

So they had to go back in at the end of the week and revisit and then we really wanted to make sure that they were teaching-back. So in the rubric, we had them teach us back the information. And I remember my co-professor Rachel calling me up after the first submissions and she was like, “There is nothing about this disease they don’t know.” After listening to their teach-back, it’s like they know everything they need to know about this disease now and the nursing process surrounding that disease.

And they just really had so much fun doing these assignments. I’m going to show you this one student’s submission where she would just use her dogs as the introduction. This is traumatic brain injury. So I thought it would be fun to show her submission.

Student #3:

See more of the country where I teach.

Connie Wilson:

You can see she would move into this would be her submission where she’s actually her teaching her notes.

Student #3:

You know might also have to worry about spinal cord injuries.

Connie Wilson:

These students, we have Nurse Tim’s workbooks and they like to use that format some to take their notes and then they would just teach-back everything that’s on those notes. And I found it fascinating because prior to this I had notes assignments where the students would upload them and you could just read things and I do the same thing myself. You read things you go, “I’ve got that, I’ve read it, I’ve got it.”

But until you actually have to teach somebody something it can go in and out of your brain so quickly. So it just allowed them at two in the morning to be teaching, through their computers or their phones teaching themselves and uploading it to GoReact. And so they had to revisit everything they learned that week in summary and these notes assignments. And the students really like them.

Here’s another example. Again, I let them do anything that works for their learning style just within the rubric. And this one I really like how she made her own notes. I did suggest to her to start using color because I really think it will help her make the information stick as well. But you can see how the submission goes here. I’ll kind of forward it a little bit.

Student #4:

Including daily weights. And if they gain more than two pounds in 24 hours or five pounds in one week, then you should call the provider.

Connie Wilson:

So now here this is what I found. These are my outcomes and I want to make sure you guys do understand that I have small cohorts. This is not evidence-based results. This is a gorgeous chart that GoReact helped me make. But we saw, and really quickly in that first PM semester, adding specifically that notes assignment at the end of the week made a huge increase in their test scores. And even though it just an 89 to 93%, really we saw those lower students really move up, the ones that were getting those C pluses. Our program, you have to have a B minus or better on all unit exams to move forward in the course or in the program, actually.

So the exams are just really vital to the students. So we saw great increase in the exam scores and then my first blush at this whole process of having my assignments at day one, making the classroom a little bit more meaningful, which doing things like I would add Play-Doh to the patho when we were learning Alzheimer’s disease and we would make the plaques and tangles out of Play-Doh.

I used debate assignments in fluid and electrolytes, which when you say moving to meaningful, what I had to do is I had this debate assignment where one side had a case scenario and had to defend using colloids for fluid resuscitation. And the other side had to defend crystalloids for fluid resuscitation. But when I decided, and this was my spring of ’22, to really see if I could get these students to really move forward, I took that debate assignment and I asked a local CRNA, a certified registered nurse anesthetist who’s really a fun open-minded nurse who loves to be part of our program. He was a judge and the med surge nurse manager was a judge. So it really made those students really prepare for this assignment. And I’ll tell you, my students know everything they need to know about crystalloid and colloid fluids.

And the other thing I do is add a tiny bit of extra credit to their unit exams because they really try harder and take things more seriously if they get a little bit of extra credit on this debate assignment. I also use sims and what I’ve been finding lately, and you guys probably know this too, but in our simulations, if we can make the students actually be the actors, I feel like they understand it more and learn more from actually acting out the disease. I just did an interagency sim last week where the students actually were the actors and they weren’t part of the sim.

We were testing the EMS and it was a mock code for the emergency room of our local facility. My students were the actors and, man, they know everything they know need to know about burns now, because it was a burn explosion of a husband and wife and the wife was pregnant. She had an abruption. It was beautiful. But anyway, I feel like they learned more out of that day than two or three days worth of lecture.

But going back to this wonderful chart of moving from 73% first time pass rate to 100%, I want to make sure you understand this is one cohort. For seven years I’ve always had one to two students fail on their first attempt, and of course that’s not great for our accreditation. But I don’t want to think about it that way. I want to think about how I want them to pass on first attempt because we need them. We’re in a nursing shortage. We need them, and we need them right away. My second time pass rates are very high, but I just felt this urgency to make sure I was doing something extra to help them get this content that last semester to really stick in their minds so that they could do well on their boards. And so far things look really encouraging.

Another thing I noticed. Just last week, I allowed my students to have a week off of notes assignments because they were really busy with doing sim and they had a lot of ACI assignments due. And so I thought okay, they can study on their own and I won’t give them this assignment. And boy that unit exam score, I don’t like to use remediation, but I feel bad because I didn’t have that notes assignment for them and they certainly did as a cohort decrease their test scores in that unit.

So I’m feeling really good about these outcomes. I’m excited to see how this progresses. And the other great thing about it is the students really like it. They ask for the notes assignments most of the time. And so I’m going, to end my presentation here, show you a testimonial of one of my students and how he feels about using GoReact. And really it’s just this teach-back method to using GoReact to dive into the didactic material in a rigorous course like my nursing process course. I’ll let you hear from John who says it the best.


Hello, my name is John Garcia. I’m a nursing student here at Utah State University and I’m here to talk about GoReact. Our nursing instructor, Connie, allowed us to use GoReact, and with the app we would write our notes, write them down. And we don’t just read our notes, but we would also video ourselves explaining the notes and teaching our ourselves the notes. And this allowed us to do a lot better on the test. Me myself have seen significant improvement using GoReact when it came to the test, and I have nothing bad to say about it. GoReact really helped me on the test. It helped me learn, and I am glad the system is available to allow students to use that. Thank you.

Connie Wilson:

Yeah, so that’s really all I have to share with you guys today. And John was just such a great example. His learning style really responds well to this kind of learning and it’s really helped him in his education. So he was happy to help me with his presentation today, and share his opinions. So yeah, that’s all I have. Should I stop sharing right now so we can do some question and answers?

Karenna Glover:

Yeah, Connie, that would be great. You can stop sharing. Thank you so much. What a terrific presentation.

Connie Wilson:

Thank you.

Karenna Glover:

And a great way to end it on such a high note with good feedback from a student and certainly the outcomes, the results, that you’re seeing speak for themselves. So thank you so much for including that.

We do have a couple questions, so I’ll go ahead and start with the first one. So from Kelly, she’s wondering if this approach would be beneficial in a clinical experience. So maybe you could speak to that from your own experience, Connie.

Connie Wilson:

Yeah, honestly I think that’s a great idea, especially on a slow clinical experience. I haven’t ever used that. So my assignments, what we usually use in our clinical experience is a care map. And our students have to choose one patient that day that they’ve worked with regardless of the environment, and they have to make a care map with the whole nursing process. And they submit it. So my idea with that was turn that into teach it back. Instead of just submitting that care map, they could go that next step and actually have to revisit all that content again. My patient had a femur fracture and they were high risk for infection and this was their lab results and this was my assessment.

I think that’s a great idea. I’m sure you guys have other ideas too of how to take that to the clinical setting or maybe even doing it together in a post-conference. Sometimes, I think as we know, it’s hard. You have to really direct your students when it comes to using the time to talk about the things that happened in that clinical experience.

Yeah, I mean that’s all I can come up on that. But we haven’t yet. Certainly skills, we definitely use it in skills lab, and it’s mostly the first semester, their PN year. Our first year of nursing school, they have about six weeks of skills labs and they use it there. And actually we also use it second year the first week of school. They come back their second year and they do what we call RN mega skills and then they use GoReact to record all their mega skills. And we have a really fun assignment where they have to take admission orders, and then actually do all the admission orders and upload that into a GoReact, telling about how they’ve admitted this patient and start to fully put the NG tube down, all of that. So.

Karenna Glover:

Awesome. Maybe you could show that on our next webinar.

Connie Wilson:

Yeah, it’s longer.

Karenna Glover:

Well that’s great. Our next question, we had several comments about your results and the impressive scores that you’ve seen as a result of using GoReact. One person has asked how many students are in your cohort. I think there’s some questions about how does this translate to a larger cohort. So can you give any perspective on that?

Connie Wilson:

Yeah, so we’re small, right? Right now I have seven students in my second year and six students in my first year, and my largest has been 13. So yeah, this is small. So I think you might need a TA if you had a large cohort to help you grade some of these things. But I think for a large cohort it would also be awesome because the students would all have this opportunity to present, do this notes assignment every week, and maybe even if you wanted to share. I don’t share the students notes. I do a presentation assignment where everybody does one exemplar, which I don’t know that you could do when you had 40 students. But I think it’s important to try to get the other students to watch the other submissions so then they can learn from their peers. So if you could do something like add some of that content to your unit exams to get them to go watch, because they can speed it up and watch them.

But yeah, so it is unique. But the other hand, when I have one student fail their boards, it is devastating to my pass rates. So I really have this pressure to make sure that this knowledge is getting into them. Where if I had 40 students, I don’t think I’d feel the pressure as strong, but I probably will. I mean I’m sure we all do. And my students, at this point we have an open campus so that if they get a B or better on their prerequisite courses, they’re in pretty much.

So I do teach students frequently that haven’t really developed rigorous study skills and they haven’t had to compete to get into the program. I think they’re equally as capable. I’m not saying there’s differences in what product we produce, but I do know these students. I’m excited that they have the opportunity to become nurses and they may not be able to get that opportunity in a big city where they’re competing so heavily to get in. So it makes a different dynamic for sure.

I think I’m answering that question, but the other issue is, yeah, I hope to share with you how my pass rates go this year. I’m not anticipating another 100% because that could also be an anomaly. But my gut tells me that I’m going to stay more in the nineties I really feel like. I think it’s helping, just because I continuously see this on the unit exams. And it’s not just using the teach-back notes assignments, it’s doing everything else too. It’s taking that time too. I watched the webinar from the Nurse Tim website on escape rooms and maybe one of you developed those. And the Google escape rooms are wonderful too. But again, it just depends on your student’s learning styles. I always have to bounce around and adjust things based on how I think this cohort’s working.

Karenna Glover:

Awesome. That’s very helpful. A couple more questions. Can you share how many unit exams you have, and how you weigh the assignments?

Connie Wilson:

Yeah, yeah. Utah State has, I think, six statewide campuses and then they have a traditional BSN program. Maybe it’s five statewide campuses. So we work together and we all have to have the same rules. So every course has to have four unit exams and a final, and they’re weighted at 65% of their grade. So there’s two things. So it’s 65% of their grade. So my assignments are low consequence, which is a good point, yes. So it’s low consequence to their grade, but they do have to finish every single assignment. Even if they get a zero because of my late policy, they have to finish every assignment to complete the course too.

So they have to do it, but it is very low consequence on their grade. I think our in-classroom assignments are about 10%. Outside of classroom assignments are 15%. And then our program, ATI, is 10%. Their ATI scores are 10% of the grade in their didactic course. Was there one more part to that question?

Karenna Glover:

I think you answered it. How many unit exams do you have, and how are they weighted? How are the assignments weighted?

Connie Wilson:

Yeah. And it really works well in a robust course like my nursing process course, which is mostly adult. Medical, surgical, mental health exemplars are taught in that. Because it’s associates program, we don’t break out for critical care or community. It’s all just lumped into our nursing process course. But I do teach OB and Peds and those are just one credit courses each year and those are hard. They’re hard to get that four exams and a final, but that’s our program policy.

Karenna Glover:

Super. All right. And the final question, Brooke is asking if you’re willing to share the rubrics that you use and the directions that you’re giving on these assignments?

Connie Wilson:

Sure. I think the easiest way to do that would be my email. Right? Is my email already shared with them?

Karenna Glover:

We can certainly share it in the chat if that’s something.

Connie Wilson:

It’s really easy. Can somebody put it in there for me? I’m just And my name’s really spelled all easy. C-O-N-N-I-E dot W-I-L-S-O-N Yeah.

Karenna Glover:


Connie Wilson:

And be sure put follow up GoReact webinar in the subject matter because we get a lot of hacking, so I have to be kind of careful with my emails. I think the .edu, which you guys probably know about really gets a lot of people who want to send us links to open.

Karenna Glover:

Well, thank you for being generous with your contact information. That’s terrific.

Connie Wilson:

Oh yeah, and I would love to hear from you guys too. Will you please email me your ideas. We’re all in the same boat. There’s not very many of us doing nurse education. We’re in shortage too. But I’ve gotten rid of a lot of lengthier assignments and I find these more meaningful and easier for me to grade for sure. So I’m excited to share it with you.

Karenna Glover:

Awesome. Well thank you so much, Connie. Those are all the questions that have been submitted, but I do want to share. You probably haven’t had a chance to see the chat, but there’s a lot of thanks and a lot of recognition for the information that you shared today. So it was super valuable and a lot of people very impressed with your numbers, so thank you.

Connie Wilson:

Yeah, let’s just cross our fingers it’ll keep heading in that direction. And good luck to all of you. We’re all just vital, wonderful parts of the process, so.

Karenna Glover:

That’s absolutely right. Well, thank you so much, Connie, on behalf of GoReact for joining us today and sharing your great ideas and results. Thank you to everyone who’s been able to attend today, and anybody who’s watching on demand. We appreciate you tuning in and we look forward to seeing you on a future GoReact webinar. Thank you so much and have a great day.

Connie Wilson:

Okay, bye.