1800 - Implementing Transformative Learning: Building Virtual Relationships to Transform the Remediation Process (Session Available ONLINE ONLY)

This session took place live and online. The recording has been posted. Click "View Recorded Video" to watch.

During the COVID-19 pandemic, faculty and students were overwhelmed by the sudden need to transition from in person learning to online learning. Clinical experiences were cancelled and supplemented with virtual simulation experiences. This transitioning process increased student anxiety and stress levels. Fourth semester graduate students needed to pass the HESI Exit Exam as a graduation requirement. They were permitted 4 attempts to pass the exam. The transformative learning theory was used as a framework for changing the remediation process. Faculty recognized that focusing the process on the two main components of the transformative learning theory (instrumental learning and communicative learning) encouraged self-reflection, self-directed learning, and problem-solving within the remediation process.

Collaborative relationships were established to support student success and pass the HESI Exit Exam. Partners included nursing faculty, nursing skills lab staff, nursing tutors, completion specialist, counseling support services staff, and Elsevier nurse educators. Before the exam, a virtual HESI Exit Exam Prep Rally was given to motivate students to begin studying. Students were also given free UWorld.com access to practice NCLEX style questions. Mandatory virtual concept and exemplar review sessions were provided. The skills lab staff distributed free skills kits to students, held virtual skills review sessions, and NCLEX RN review sessions. A virtual coping and stress workshop was given for emotional support. Students unsuccessful on the first attempt of the HESI Exit Exam virtually met with a nursing faculty member (5 hours per student). Faculty-student meetings appealed to student’s individual needs and provided emotional support. The remediation process encouraged self-reflection, self-directed learning.