PORTAAL, a new evidence-based classroom observation tool, identifies 21 elements of classroom best practices for active learning that have been correlated with positive student outcomes in the education literature. After only 5 h of training, instructors can reliably use this tool to determine their alignment with these teaching practices.

Background: Research competencies across nurses' career stages have not been adequately explored. Yet, research skills to appraise, synthesize, and implement research findings are required for evidence-based practice.Purpose: To explore the literature on registered nurse research competencies; to identify core competencies (i.e., knowledge, skills, and attitudes), research capacity-building activities, strategies and recommendations to strengthen nurses' research capacity; and to propose a conceptual developmental framework of nurse research competencies. Methods:As part of a larger project titled "Health Services Researcher Pathway", with the consultation of a health sciences librarian, we conducted an integrative literature review drawing on relevant publications. The PubMed (Medline), CINAHL, Web of Science and ProQuest Dissertations and Theses databases were searched from 2000 to 2012. From the revealed publications (n=1012), only 22 articles were relevant to nurse research competencies. Findings:The key themes cited in the literature reviewed include models and partnerships for building and developing competencies for research production (rather than utilization), and educational strategies and recommendations for interventions to provide confidence in evidence-based practice including research utilization and in clinical decisionmaking. According to the five-step evidence-based practice model (i.e., formation of answerable research questions, literature search and retrieval of the best available evidence, critical appraisal of the evidence, application of research findings into practice, and evaluation of performance based on the outcomes), we propose a framework for a nurse researcher pathway that may contribute to two research competency streams: for research users and research producers. The important area of research users is open for further research, since scarce literature exists. Conclusions:The proposed conceptual developmental framework for a nurse researcher pathway includes essential steps toward evidence-based practice in healthcare that have implications at the micro-level (nurse), mesolevel (organization), and macro-level (society). Our work continues to pilot and refine a nurse researcher pathway and its associated competencies.

Active learning is defined and implemented in a variety of ways. Yet how activities are implemented in the classroom may be key to whether student learn. Recognizing the cognitive science underpinning the activity is therefore an important first step to successfully implementation. Unfortunately, there are few easy to use observation tools to assess implementation of active learning. We created our tool/rubric by first reviewing the literature and identifying four key dimensions shown to increase student learning: 1) Ericsson’s “deliberate practice” (1998); 2) encouraging meaningful participation through accountability addresses the need for attention in learning (Bjork 2002) & Chi’s Active‐Constructive‐Interactive framework (Chi 2009); 3) logic development is an opportunity for students to generate, interpret and elaborate on their understanding (deWinstanley & Bjork 2002) and 4) reducing student apprehension which reinforces Dweck’s mindset work (1999). We deconstructed each dimension into 28 different elements observable in a classroom and used PORTAAL: a Practical Observation Rubric to Assess Active Learning to observe 27 different instructors across two years of introductory Biology. PORTAAL was able to successfully differentiate a wide range of active learning behaviors and future work will correlate student academic performance in class with PORTAAL results. Grant Funding Source: NSF DUE 1118890