Components of CJMM
Questions
• What viable solutions might there be to address the hypothesis(es) you have identified? • What would have the highest priority? Why?
Generate Solutions
• Identify actions you would take in the order you would perform them. • What is the rationale for your decision?
Take Actions
• What evaluation strategy(ies) would you use? • When? • Why?
Evaluate Outcomes
In another example of how individual students and faculty might work together to support the student’s progress, they may meet to review answers to test questions, particularly those the student answered incorrectly. The goal is for the student to analyze their own errors, determine exactly where they went wrong, and generate ideas for doing better the next time. Again, the role of the faculty is not to provide the student with specific answers, but to prompt the student to answer their own questions. In the box below is a checklist that faculty might use to help the student analyze their work and to develop self-reflection skills.
Diagnostic Checklist 1. Why is the correct answer correct? 2. Why did you answer the question incorrectly? 3. What content would be necessary to answer the question correctly? 4. Explain the reasons underlying the correct answer?
The NGN process and its impact on the preparation of nursing students is significant. It is up to the nursing faculty to provide sufficient remediation/support to prepare them for the exam. The faculty effort in the remediation/ support process can make a huge difference in the success of the students.
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