8:00 - 8:30 AM POSTER FORUM/EXHIBITS
8:20- 8:30 AM DRAWINGS
8:30 - 9:30 AM KEYNOTE ADDRESS
“EDUCATION,
EDUCATORS, AND THE EDUCATED:
A NURSING PERSPECTIVE”
Beverly Malone, PHD, RN, FAAN
CONTENT:
8:00 - 8:30 AM POSTER FORUM/EXHIBITS
8:20- 8:30 AM DRAWINGS
8:30 - 9:30 AM KEYNOTE ADDRESS
“EDUCATION,
EDUCATORS, AND THE EDUCATED:
A NURSING PERSPECTIVE”
Beverly Malone, PHD, RN, FAAN
CONTENT:
This presentation will focus on presenting nursing as a profession built on continuous learning, educating others, and an evidence-based practice-oriented endeavor. There will be some comparisons of nursing education in the U.S. with the U.K. Nurses and members of the nursing family will be described as exemplar educators who have to be educated to provide quality patient care. Finally we will explore “educated” behavior and the difficulty in putting what one knows into what one does.
| Time |
Title
-- Click on the "Session Code" for a complete abstract of
the session. |
Session
Code |
| 10:00 - 11:00 AM | “WORKING
AGAINST THE CLOCK: TIME MANAGEMENT FOR STUDENTS” Help students make time work for them. This presentation will replicate with conference participants a Time Management activity used with beginning nursing students to help them manage their time effectively. Results of student data will be reported. Kathleen Blais, EdD, RN, Associate Professor; Lauren Konefsky-Schwam, MSN, RN, ARNP; Florida International University, College of Nursing AND Health Sciences, Miami, FL |
|
| “TEACHING
A NEW GENERATION OF NURSING |
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|
“BOOMERS, GEN X AND Y: LEARN HOW TO REACH OUT AND TEACH
THEM!” Do you teach in a multi-generational classroom? Learn how to utilize a variety of teaching strategies that promote learning with students of all generations from baby boomers to generation Y! Theresa Delahoyde, MSN, RN, Assistant Professor; BryanLGH College of Health Sciences, Lincoln, NE |
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| “TEST
BLUE PRINT AND ANALYSIS TOOLS: THE BIG PICTURE” Bring an exam. Learn to make decisions about test items in a snap with the Analysis Kit. And paint a picture of an exam with the Test Blueprint Tool. Paulette D. Rollant, PhD, RN, Part-time Faculty; Spencerian College and University of West Georgia; Navarre Beach, FL |
||
| “A
LESSON IN DISASTER RESPONSE. . . A JOURNEY OF CARING AND HOPE” Nurse educators will be captivated by a regional university’s timely and meaningful response following Hurricane Katrina. Attendees will explore lessons learned as well as share many of the memories that returned home with those who responded. Carrie B. Elkins, MSN, RN, Nursing Instructor; Deborah M. Curry, DNP, APRN, BC, Assistant Professor; Kristi Beam, MSN, RN, Nursing Instructor; Becky Bertalan, MSN, RN, Nursing Instructor; Jacksonville State University, Jacksonville, AL |
||
| “ESTABLISHING
IDEAL LEARNING RELATIONSHIPS WITH STUDENTS” Do you feel out of touch with today’s nursing student? Are you frustrated with trying to provide an educational environment suitable for learning and meet the complex needs for the individual student? Come and discover how to create ideal relationships with your students. Chris-Tenna M. Perkins, MSN, RN, Nursing Instructor; Bon Secours Memorial School of Nursing, Richmond, VA |
||
| “DEBRIEFING:
THE CRITICAL PIECE TO THE PUZZLE” The presenter will provide practical applications to strengthen and enhance your debriefing skills. Debriefing and reflection are two of the essential components that enhance the learning process in the clinical and simulation encounters of students and practicing nurses. Barbara Cheuvront, MS, RN, Assistant Coordinator, Nursing Skills Lab and Simulation Center; Regis University, Loretto Heights Department of Nursing, Denver, CO |
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 |
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| 1:30 - 2:30 PM | “REGULATORY
STANDARDS MADE FUN” Are your student nurses up-to-date on the newest regulatory and quality initiatives that hospitals implement to improve patient outcomes? Do they understand Core Measures and National Patient Safety Goals? Come and listen to a discussion of some of the newest initiatives and hear creative ways to teach the initiatives in the clinical setting or through simulation Kelley Degarate. MBA, RN; Program Manager for Clinical Education; Exempla Good Samaritan Medical Center, Lafayette, CO |
|
| “ENHANCING
STUDENT CRITICAL THINKING AT CLINICAL SITES” Students commonly have difficulty with clinical judgment and critical thinking. The Clinical Worksheet is an easily implemented clinical teaching tool that promotes student critical thinking and safe clinical practice through instructor guided dialogue. Courtney Riggs, MNSc, RN, Clinical Instructor; Timi Fox, MNSc, RN, Clinical Instructor; Jujuan English, PhD, RN, Clinical Assistant Professor; University of Arkansas for Medical Sciences, Hope, AR |
||
| “YOU,
TOO, CAN BE FUNNY: USE OF HUMOR IN THE CLASSROOM” Humor as a teaching tool has the potential to change attitudes, decrease anxiety, and increase achievement. “Let the . . .’ha-ha’ of humor. . . contribute to the ’aha’ of learning.” (Garner, 2006) Lorrie Query, BSN, RN; Sterling Regional MedCenter, Sterling, CO; Jacalyn, P. Dougherty PhD, RN. Assistant Professor; University of Northern Colorado, Greeley, CO |
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| “WANT
‘EM TO THINK? TEACH ‘EM TO STUDY” Do you know how your students study? Do you know how to teach them in one hour or less to study? A new look at essential tips for fundamentals of nursing. Paulette D. Rollant, PhD, RN, President, Rollant Concepts, Inc., Part-time Faculty; Spencerian College and University of West Georgia; Navarre Beach, FL |
||
| “NURSING
EDUCATORS: CREATING COLLEAGUES” This presentation is designed to give concrete tools and useful information to the beginning nurse educator. These take away tools can be utilized by new and experienced educators to achieve a collegial climate in their classroom. Becky Bertalan, MSN, RN; Jacksonville State University, Jacksonville, AL |
||
| “LEAP
OF FAITH: CONVERTING FROM LECTURE TO PROBLEM-BASED LEARNING” Learn how an AD Program converted entirely from lecture based curriculum to Problem-Based Learning. Consideration will be given to steps leading to the change, utilizing resources, and overcoming barriers. Marlene Ethier, MS, RN, Director of Nursing; David Bodily, BS, RN, Instructor; Western Wyoming Community College, Rock Springs, WY |
||
| “LEAP
OF FAITH: CONVERTING FROM LECTURE TO PROBLEM-BASED LEARNING” Do you dream of creating a Simulated Medical Center? The ultimate simulation collaboration made the dream come true! Join us for an interactive discussion of how to achieve your own interdisciplinary simulated medical center. Jana Berryman, ND, RN, CNS, Director; Margaret Mulhall, MSN, RN; Barbara Cheuvront, MSN, RN; Ken Forinash, BS, EMT-P; Connie Pardee, MS, RN; Judy Crewell, MS, RN; Nancy Kreger, MS, RN; Jeanie Burnkrant;, MS, RN; Colorado Center for Nursing Excellence, Denver, CO |
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| 2:30 - 3:00 PM | BREAK | |
| 3:00 - 4:00 PM | “M:I.
. . . MULTIPLE INTELLIGENCES OR MISSION IMPOSSIBLE?” Are you trying everything you know to do but it still seems difficult to reach some of your students? The goal of this workshop is to examine Gardner’s Theory of Multiple Intelligences and to challenge the instructor to develop and implement a more challenging and emotional learning experience. Amy S. Hamlin, MSN, RN, Assistant Professor; Austin Peay State University, Clarksville, TN |
|
| “READY
OR NOT FOR SIMULATION!” Want your students to get more from their simulation experiences? Get the tools you need to successfully implement this creative teaching strategy. Christy Nibbelink, BSN, RN; Bret Lyman, BSN, RN, Lecturer; University of Northern Colorado, Greeley, CO |
||
| “THE
‘HOW TO’S’ OF TEACHING EVIDENCE-BASED PRACTICE” |
||
| “A
TOOL FOR PLANNING EFFECTIVE CLINICAL CONFERENCES” How can you keep tired nursing students engaged in a clinical conference? How can you make the most of your time with busy and stressed nursing students? A template for developing clinical conferences may help! Lori Rusch, MSN, RN, Assistant Professor; Creighton University School of Nursing, Omaha, NE |
||
| “PUBLISHING:
YOU CAN DO IT!" This experienced editor/author will identify strategies for successful publication to facilitate promotion and tenure despite faculty schedules that make it difficult to find the time needed to complete scholarly activities. Jane Hokanson Hawks, DSNc, RN, BC, Professor of Nursing; Midland Lutheran College, Fremont, NE; Editor, “Urologic Nursing”, Co-Editor, “Medical-Surgical Nursing” (6-8 ed) |
||
| “PROMOTING
HEALTH THROUGH MUTUALLY VALUABLE PARTNERSHIPS” Do you struggle each semester with community clinical hours? Have you ever thought about starting a community clinical with a cultural diversity theme? Let us tell you about our experience in creating a rural community clinical that has developed into a partnership promoting health. Annette L. Ray, MSN, RN, Assistant Professor; Amy Hunsley-McTighe, MSN, RN, Assistant Professor; University of South Dakota School of Nursing, Pierre, SD |
||
| “COACHING
CLINICAL COACHES” Utilizing a coaching relationship for on-boarding new graduate RNs provides a valid and reliable structure for facilitating the transition to professional nursing. Diane R. Mueller, MSN, RN, CNS, Director, Primary Care; Littleton Adventist Hospital, Littleton, CO |
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Kathleen Blais, EdD, RN, Associate Professor; Lauren Konefsky-Schwam, MSN, RN, ARNP; Florida International University, College of Nursing AND Health Sciences, Miami, FL
Background:
One national trend in the overall health of college students is an increase
in student perceived stress (Misra & McKean, 2000; Nichols & Timmons,
2005; Sax, 1997). Several learning inhibitors for college students have been
identified: including time pressure related to academic workload, necessity
to work while going to school, family responsibilities, and social commitments
(Ashcroft & Foreman-Peck, 1994; Quinn, 2000; Reece & Walker, 2000).
Effective time management can result not only in stress reduction but also
promote academic retention and degree completion.
Goal: The goal of this project was to assist beginning nursing
students to implement strategies to manage their time effectively to enhance
their potential for academic success.
Purpose: The purpose of this project was to develop and implement
a short interactive workshop on time management for beginning nursing students.
Method: The workshop and instrument was developed and implemented in 2003.
All students entering the nursing program participated in the workshop during
the first semester. Students were required to assess their own use of time
in the following areas: scheduled class, college laboratory, and clinical
participation; outside work; family obligations; spiritual observance; sleep;
meals; personal time; and study time.
Findings: Data were analyzed and reported on 357 students
who participated in the time management workshop between 2003 and 2005. Students
reported a mean of 32 hours per week in required classroom or laboratory activities.
Other activities that took time were work (M=10.61 hours/week), family activities
(M=11.77 hours/week, spiritual activities (M=2.43 hours/week), sleep (M=48.04
hours/week), meals (M=14.84 hours/week), and personal activities (M=11.77
hours/week). Students reported a mean of 35.70 hours per week in study (range:
0-70 hours). Gender, ethnicity, and academic status were not found to be significant
predictors of study hours per week. Anecdotal data related to student time
management will be presented.
Conclusions:
The time management workshop is an effective tool in raising students'
awareness of the importance of time management. Findings have implications
for faculty related to advising and supporting students while still maintaining
academic expectations and standards for success.
OBJECTIVES:
1. Describe the benefits of time management interactive workshops conducted
with beginning nursing students as a strategy to reduce student stress.
2.
Implement an interactive time management workshop with nursing students.
Beth
A. Starnes, PhD, RN, Assistant Professor;
Purdue University North Central, Westville, IN
Nursing
students embrace learning as rote memorization of key concepts. Students described
reading, then highlighting assigned chapters and making note cards on the
content as primary methods for studying. These techniques promote short-term
retention of information. A challenge exists for educators to create learning
opportunities that move students beyond recall, into application and analysis
of content. Teaching techniques that require learning through thinking can
enhance retention of concepts and transfer to clinical settings. Based on
student comments, observations, and assessment outcomes, educators developed
teaching interventions. The educators opened a discussion area within the
WebCT learning management system, already in use, to provide a platform for
learning. The instructors held a learning to Think' session that provided
information regarding methods that fostered application and analysis of content
covered in class. Students learned how to look at test questions; from basic
recall/comprehension to application and analysis. Students were encouraged
to write their own test questions on the content and provide rationales for
the responses. A second learning strategy involved developing case studies
with critical thinking questions based on clinical experiences. The instructors
scaffolded this method by initially posting case studies with questions then
gradually decreasing the instructor role from guiding to facilitating learning.
Participation
in the WebCT discussions was voluntary with no grade attached. Performance
on class learning assessments suggested higher content retention. Related
outcomes included collaboration between students, better performance on assessments
from active participants, and student comments that the technique helped them
to learn the content and addressed their individual learning needs. Identified
issues include increasing participation by students, altering the student's
concept of perceived value for the method, and timing for initiating the method
within the course.
OBJECTIVES:
1. Describe teaching strategies that enhance student retention of content.
2. Examine own teaching methods against desired learning outcomes.
Theresa
Delahoyde, MSN, RN, Assistant Professor;
BryanLGH College of Health Sciences, Lincoln, NE
Nursing educators are faced with many challenges
when addressing the needs of individual learners in the classroom. One of
these challenges is the ability to facilitate learning among different generations
of students, including baby boomers and generations X and Y. To enhance the
learning experience for all generations of students, it is important to become
educated about generational learning styles and most importantly utilize a
variety of teaching strategies.
This session is designed to assist all educators in developing effective teaching
strategies that incorporate different generational learning styles. Participants
of this session will learn ways to assess each student's learning style, become
familiar with generational learning styles, and discover how to incorporate
a variety of teaching strategies to meet the needs of all generations of learners.
Participants will also be encouraged to share their own personal teaching
strategies when teaching in a multi-generational classroom.
OBJECTIVES:
1. Identify learning style characteristics of each generation of students
including baby boomers and generations
X and Y.
2. Discuss how to incorporate a variety of teaching strategies to promote
learning in the multi-generational classroom.
Paulette
D. Rollant, PhD, RN, Part-time Faculty;
Spencerian College & University of West Georgia; Navarre Beach, FL
Bring
an exam and the statistics for exam's questions. With
the use of a test Blueprint Tool get an exam revised during this session.
And with the Analysis Kit learn an easy way to make decisions about your test
questions. Which ones are performing or not?
These tools have been developed and used by Dr. Rollant and revised with input
from faculty members across the USA. The Test Blueprint Tool allows for seeing
the big picture of individual exams - test questions per topic, nursing process,
NCLEX® categories, item difficulty level, and specific percentages based
on prior set curriculum design decisions for test item leveling.
The Analysis Kit allows for a quick, simple, and different view for decision-making
about questions. Different decisions can be more easily made about what questions
to revise, eliminate, or reuse and what content is being tested or should
be tested. The use of these tools will enhance the development of nursing
exams for similarity to the NCLEX® test plan and ease decisions for the
progression of exams and their item analysis throughout the process of testing
in nursing curriculums.
OBJECTIVES:
1. Apply decisions based on item analysis for revisions about questions and
options with the use of the Analysis Kit.
2. Sketch a picture of an exam with the use of the Test Blueprint Tool.
Carrie
B. Elkins, MSN, RN, Nursing Instructor;
Deborah M. Curry, DNP, APRN, BC, Assistant Professor;
Kristi Beam, MSN, RN, Nursing Instructor;
Becky Bertalan, MSN, RN, Nursing Instructor;
Jacksonville State University, Jacksonville, AL
Imagine driving into New Orleans, Louisiana at 10 pm, crossing the Five Mile Bridge over Lake Ponchatrain and being the only vehicle on the road. This surreal scenario was experienced by 6 nursing faculty and 15 senior nursing students as they journeyed into the heart of Orleans Parrish to assist in the reopening of a nursing home that had evacuated the city. During the trip students and faculty were confronted and conquered many issues that come to the forefront during a disaster, and while the experience provided students the opportunity to apply pedagogical concepts in a "real world" disaster, the journey provided a glimpse into the lives and hearts of those directly impacted by this devastating event. The response of the students and faculty also provided an array of learning opportunities, and by involving students in each phase of the response, from planning to evaluation, students gained an understanding of how nursing process can be applied on a much larger scale than they had become accustomed. Some of the recurring themes students and faculty dealt with during this experience included working with culturally diverse populations after a disaster, providing nursing care with no outside resources and a skeleton staff, the psychological impact of disaster (on patients and staff), and limited availability of supplies and medicines, not to mention the luxuries of safe food, water, and shelter. Learned lessons also included the realization that patient care must continue regardless of the chaos and disaster that thrived outside the confines of the facility. The people, the stories, and the lives touched were life-changing and will forever be imbedded in the hearts and minds of the responders. For those involved, the journey of this experience did not end upon leaving the facility to return home, it did not end once at home when life had returned to normal; this journey will be one that will live on for years to come through the memories that were made. Of those experiences the day-to-day routine will be more easily forgotten, but the faces of the people whose lives were touched, their struggles, their triumphs, their gratitude...those that became the true heart of this journey...is what will live on forever.
OBJECTIVES:
1. Identify appropriate educational opportunities and resources related to
disaster intervention.
2.
Integrate developmental, cultural and learning theories into disaster response.
Chris-Tenna
M. Perkins, MSN, RN, Nursing Instructor
Bon Secours Memorial School of Nursing, Richmond, VA
It is a well-known fact that there is a growing shortage of qualified nursing faculty which, in turn, positively correlates with the ever-increasing shortage of nurses across the country. Nursing faculty are in high demand, but typical work conditions for nursing instructors are not always alluring. One of the stressors affecting nursing faculty today is the teacher-student relationship. Students today are older, wiser, and have different needs than the typical student of previous decades. In addition, there has been an educational paradigm shift encouraging nursing faculty to facilitate learning instead of delivering it. Because of this change, nursing faculty are challenged to alter the type of relationships they have with students. Change can be anxiety provoking and nursing faculty need guidance to build healthy, helpful relationships. Murray Bowen developed Family Systems theory that describes how anxiety can build in close relationships and how one repairs the entire system, not just the individual. Roberta Gilbert (1992) discusses techniques to create extraordinary relationships utilizing Bowen's theory. This presentation will discuss the changes in educational paradigms, the perception of the condition of relationships between students and nursing instructors, and ways to create effective relationships through separateness, openness, and equality.
OBJECTIVES:
1. Identify issues that influence faculty-student relationships.
2.
Identify ways to create an ideal faculty-student relationship.
Barbara
Cheuvront, MS, RN, Assistant Coordinator, Nursing Skills Lab and Simulation
Center;
Regis University, Loretto Heights Department of Nursing, Denver, CO.
What makes your simulation and clinical
encounters complete? Do you want to know the "ins and outs" of debriefing?
What is the latest evidence supporting debriefing and reflection as learning
strategies?
The author will provide practical applications to strengthen and enhance your
debriefing skills. The presentation will include a discussion of the link
between debriefing and a reflective practice. Debriefing is a critical piece
in the simulation encounter in the process of knowledge acquisition. High-fidelity
simulation scenarios involve a group of interdependent and interacting components.
Debriefing and reflection are two of the essential components that enhance
the learning process in the clinical and simulation encounters of students
and practicing nurses.
The latest evidence in healthcare and educational literature will support
the tools and steps of debriefing. A tool will be presented that will aid
the participant in a systematic process for guiding the debriefing process
and reflective analysis in simulation and practice.
OBJECTIVES:
1. Discuss two important elements of debriefing in the process of knowledge
acquisition.
2.
Discuss the latest evidence supporting debriefing and reflection as learning
strategies in academia and practice.
Kelley
Degarate. MBA, RN; Program Manager for Clinical Education
Exempla Good Samaritan Medical Center, Lafayette, CO.
In today’s acute care hospital setting, a hospital’s performance and patient outcomes can be traced back to the clinical competence of staff. As new quality and regulatory initiatives are embraced by hospitals, new standards for clinical competence are being established. This presentation will identify new quality and regulatory initiatives that should be included in school’s curriculum in order to prepare students for an environment of quality-based outcomes and national reporting. We will discuss creative ways to incorporate these standards through clinical experience and simulation in order to measure clinical competence. The outcome of incorporating regulatory and quality standards into nursing education will be better prepared graduates for the hospital setting.
OBJECTIVES:
1.
2.
Courtney Riggs, MNSc, RN, Clinical Instructor; Timi Fox, MNSc, RN, Clinical Instructor; Jujuan English, PhD, RN, Clinical Assistant Professor; University of Arkansas for Medical Sciences, Hope, AR.
In an effort to assist senior students effectively use critical thinking skills in client care, a clinical worksheet and journal template were developed. Factors that lead to the development of these clinical tools were: 1) poor student critical thinking and clinical judgment skills observed by faculty and 2) a major employer in the area began testing new graduates to determine their level of critical thinking skills and safety in practice. Students are required to bring the worksheet to clinical as a reference. The worksheet facilitates critical thinking and problem solving by first directing the student to evaluate client history, current physical and mental status, treatments, and diagnostic test results. To use the worksheet effectively, the client must be continually assessed and monitored. From these data students prioritize nursing diagnoses and interventions/rationales. The client's perceived priority problem/need is compared to what the student has identified as the priority problem. Emphasis is placed on awareness and implications of changes in client status. In addition, students are required to consider co-morbidities and their impact on other disease processes and on client status. The instructor and students discuss client situations based on the worksheet throughout the day and in post conference. The instructor uses these discussions to guide the student's critical thinking ability by asking questions designed to make students consider all aspects of the client and their health problems. The critical thinking worksheet is continuously revised and used during the clinical experience. After clinical, students use their worksheets to formally document their critical thinking and clinical judgment by completing a structured journal which is turned in to the faculty. Results of the value of the worksheet and journal in the enhancement of student critical thinking are pending because the worksheet and journal were implemented in September of this year. To date, instructors have observed a change in student focus from disease processes to individual clients. Also, preliminary indicators show the worksheet and journal are better indicators of student understanding of client problems and needed interventions than previously used clinical assessment tools. Copies of the clinical worksheet and journal template will be provided to conference participants for consideration for use in their programs. This clinical teaching strategy would not be difficult for other faculty to implement. Faculty would need to review the tools and may need to make slight modifications based on their curriculum and objectives.
OBJECTIVES:
1. Identify limitations in critical thinking, clinical judgment, and clinical
decision making observed in nursing students and novice nurses and possible
causes of these limitations.
2.
Identify questions to ask students in clinical settings to enhance the students'
critical thinking, clinical judgment, and clinical decision making skills.
Lorrie
Query, BSN, RN;
Sterling Regional MedCenter, Sterling, CO;
Jacalyn, P. Dougherty PhD, RN. Assistant Professor;
University of Northern Colorado, Greeley, CO.
Current
research suggests that the use of humor in the classroom creates a positive
feeling, captures the attention, and is memorable for students. Perhaps one
of the best reasons for using humor as a teaching tool is stated by Berk (1996):
"There is already incontrovertible evidence that students cannot laugh
and snore simultaneously." “Using humor while teaching reduces
tension, improves classroom climate, increases enjoyment and student-teacher
rapport, and, most importantly, facilitates learning (Ulloth, 2002)."
This presentation will identify acceptable uses of humor by nurse educators.
Topics to be discussed include: Humor related to classroom material; humor
unrelated to class material; self-disparaging humor; and unintentional or
unplanned humor. Inappropriate uses of humor will also be identified, such
as humor deemed offensive, disparaging of students or patients, or hurtful
to individuals or groups.
Specific strategies to incorporate humor in the classroom, even if the instructor
does not view himself/herself as a humorous person, will be discussed and,
at times, demonstrated. These include: humorous getting-to-know-you exercises;
the planning of lectures and presentation in short segments with humor injected;
relating content to the everyday life of students; encouraging a give-and-take
climate between the instructor and students; telling of jokes and anecdotes;
doing unexpected or somewhat outrageous things; admitting to things that the
instructor feels s/he is "no good at"; and appearing 'human."
This presentation will also discuss the use of humor in online instruction.
LoSchiavo and Shatz (2005) found that humor significantly influenced student
interest and participation in an online course, but did not increase overall
performance. However, students in the humor-enhanced online classes were more
likely to agree that humorous content made the course more interesting and
they interacted with each other more often, important factors in encouraging
engagement with the material participation in assigned discussions and, of
course, instructor evaluations.
Berk (1996) suggests that the "...potential of humor as a teaching tool
to change attitudes, decrease anxiety, and increase achievement is unlimited
and, at this point, largely unrealized....As professors, we must take humor
seriously; it is no laughing matter." To this we say, "Let the humor
begin!"
OBJECTIVES:
1. Identify two appropriate uses of humor and two inappropriate uses of humor
in the classroom.
2. Describe three techniques or strategies for integrating humor into classroom
instruction and evaluation.
Paulette
D. Rollant, PhD, RN, President, Rollant Concepts, Inc.,
Part-time Faculty;
Spencerian College & University of West Georgia; Navarre Beach, FL.
"I studied for hours. I knew the
material. Why did I not do well on the test?" The NEW problem of students
in nursing programs is study skills -time management, attention spans, and
available time. This new generation of students has different education experiences,
priorities, and challenges. Thus, different approaches to study need to be
included within the initial hour of the first class in any fundamentals nursing
course. Why wait until students have problems? Be ahead in the process.
Approaches to teaching students the essential of how to study nursing content
for thinking skills development will be presented. The focus will be three
fold: availability of time, attention span, and how to think and organize.
Details of how to teach effective cramming - you know they do it, how to do
bits and pieces of study within the framework of their busy lives.
OBJECTIVES:
1. Determine what study activities students do and what is needed for any
student group.
2.
Describe at least one new creative way to guide students towards critical
thinking during study.
Becky
Bertalan, MSN, RN
Jacksonville State University, Jacksonville, AL.
Are you a new educator? Do you want to create a learning environment that encourages questions and learning? Do you want to prevent confrontational episodes with students, especially during test reviews! This presentation is designed to give concrete tools, activities, and useful information to help the beginning nurse educator survive their first year of teaching. These take away tools can be utilized by new and experienced educators to create a collegial climate in their classroom. Specific guidelines for handling exam reviews, lecture preparation, and classroom management techniques will be reviewed. You will leave with a Student Success Plan PowerPoint that you can adapt for use in your own classroom.
OBJECTIVES:
1. Identify specific techniques that can reduce conflict between nursing
students and faculty.
2. Explore their personal values as an adult learner and apply adult learning
principles to their nursing students.
Marlene
Ethier, MS, RN, Director of Nursing
David
Bodily, BS, RN, Instructor;
Western Wyoming Community College, Rock Springs, WY.
There
is broad consensus about the shortcomings of traditional lecture-based education,
especially related to the development of the skills essential to effective
nursing practice. Alternative methods in nursing education have been proposed,
discussed, and implemented to varying degrees, but the idea of a complete
paradigm shift away from lecture remains daunting.
For faculty and administration even willing to consider such fundamental change,
some questions are predictable: Where do we start? What do we do? How can
we trust completely unfamiliar processes? WILL IT WORK?
This session presents a leap of faith and details the successful conversion
of a traditional lecture-based Associate Degree Nursing Program in its entirety
to Problem-Based Learning.
OBJECTIVES:
1 . Consider the steps your program might go through to create a problem based
learning curriculum.
2. Identify the resources available to you to make this change.
3. Identify the barriers you would need to overcome to make this change.
Jana
Berryman, ND, RN, CNS, Director;
Margaret Mulhall, MSN, RN;
Barbara Cheuvront, MSN, RN;
Ken Forinash, BS, EMT-P; Connie Pardee, MS, RN
Judy
Crewell, MS, RN;
Nancy Kreger, MS, RN;
Jeanie Burnkrant, MS, RN;
Colorado Center for Nursing Excellence, Denver, CO.
The ultimate simulation collaboration
has occurred! A partnership between three organizations accomplished the creation
of the WELLS Simulation Medical Center, a simulated seven-bed Emergency Department,
Triage and a four-bed Critical Care Unit. Regis University Loretto Heights
Department of Nursing, Community College of Aurora (CCA) and the Work, Education
and Lifelong Learning Simulation (WELLS) Center all participated in a demonstration
project which exposed nursing and paramedic students to the communications
and interactions seen when EMS and hospital personnel interact. This simulated
medical center allowed fifty first-semester senior nursing students and four
paramedic students to experience a two unit hospital environment without the
high risk.
The nursing students were enrolled one of the following elective course: Introduction
to Critical Care Nursing or Introduction to Emergency Nursing. They took on
roles such as a primary RN, Charge Nurse, or moulaged as a patient. The faculty
were nursing supervisors and actors such as family members during the event.
There were patients of all age levels in the Emergency Department and had
trauma and ailments such as a motorcycle accident, six year with abdominal
pain and SIDs infant. The triage nurses assessed patients whom presented with
a broken ankle, rash and other multiple illnesses. The Critical Care Unit
had high acuity patients such as an organ donor, DKA and Respiratory Distress.
The crew of four paramedic students found a patient semi-reclined on a park
bench with the sound of traffic bustling by on the street. As they approached,
they noticed that he was in pain, hand clutched to his chest and was having
a difficult time catching his breath. The crew assessed the patient and prepared
to transport him via ambulance to the WELLS Simulation Medical Center. The
patient was a high-fidelity mannequin that was at CCA's simulation center
and ambulance.
The WELLS Simulation Medical Center event demonstrated the value of collaboration.
It has potential to be replicated in other areas and to include other ancillary
staff and physicians.
OBJECTIVES:
1. Identify strategies to develop an interdisciplinary collaboration to incorporate
into simulation scenarios.
2.
Replicate a Simulation Medical Center with mid-to-high fidelity simulation
mannequins.
Amy
S. Hamlin, MSN, RN, Assistant Professor;
Austin Peay State University, Clarksville, TN .
Nursing
is a discipline born of tenacity, compassion, and intellect; of experience
and of ingenuity; of structure and of fluidity; of tradition and of evolution.
The practice of Nursing is not static; it is ever changing, with each patient
bringing its own unique set of variables and challenges. However, in the realm
of Nursing Education, the organic nature of the profession is primarily confined
to the text and the classroom. In a profession that lives and breathes, is
there not room for the same life in its teaching? Can we incorporate new and
innovative theories that take the learning experience beyond the classroom
or lab, away from academia and the university, and into the lives of the students
and professionals?
Each individual processes and applies information differently. A biological
or scientific concept may be simple for one student to grasp from a lecture;
another student may only be able to process the concept through text, while
yet another may require a "hands on" application of the concept
for it to be understood.
Academia dictates that tradition rather than a student's specific needs have
been the premise of education. The individual either grasps the information
as presented or they are left behind. This is how academic success is measured.
Only recently has research been available to suggest varying areas of intelligence
and the myriad of means in which the brain processes information.
This presentation will explore and address Gardner's Theory of Multiple Intelligences.
Major premises of the theory will be explored and described. In addition,
the relationship between the theory and its applications to the development
of nursing knowledge used in practice and nursing education will be made.
Through exploration and definition of Gardner's theory, teaching strategies
that will capture the imagination of multiple types of student learners will
be addressed and examined. By challenging nursing educators to break from
routine and step out of the world of traditional academia, perhaps the life
which is the practice of Nursing will be able to be breathed into the classroom.
OBJECTIVES:
1. Describe and discuss Gardner's Theory of Multiple Intelligences.
2. Develop strategies to enhance teaching and learning by incorporating principles
from Gardner's theory.
Christy
Nibbelink, BSN, RN;
Bret Lyman, BSN, RN, Lecturer;
University of Northern Colorado, Greeley, CO
This session was created to give you the
tools you need to create more effective, learner-centered simulation experiences
through powerful pre-conferences. Nurse educators across the globe are facilitating
learning through the use of using cutting edge human patient simulation technology.
Integrating human patient simulation into the nursing curriculum demands many
hours and resources. Purchasing simulators, preparing lab space, training
faculty, designing scenarios, and integrating the technology into existing
courses are all significant investments. As more nursing education programs
step into this 21st Century teaching strategy, it is essential that we learn
how to get the most "bang" for our simulation "bucks".
Well designed pre-conferencing can have a significant impact on what students
learn before, during, and after an experience with human patient simulation.
Pre-conferences do more than offer motivation and direction for students preparing
for the learning experience. They also provide students with opportunities
to deepen their understanding of complex clinical situations, solidify their
understanding of the nursing process, prioritize nursing care, collaborate
with other students, and enhance their teamwork skills.
This interactive session will begin with a discussion of what we have learned
about pre-conferencing through our personal experiences with this creative
teaching strategy. An example of a powerful pre-conference will be given,
outlining the essential steps to successful implementation of this technique.
Participants will be given the opportunity to develop an effective pre-conference
for a human patient simulation scenario.
OBJECTIVES:
1. Describe three elements an effective pre-conference.
2. Successfully develop powerful pre-conferences simulation scenarios.
Janice
Hays, PhD, RN, Associate Professor;
Jacalyn P. Dougherty, PhD, RN; Assistant Professor;
University of Northern Colorado, Greeley, CO.
The
current buzzword in nursing education is "Evidence-Based Practice."
Although nurse educators at all levels-from Associate degree program to university
doctoral faculty—educate students about developing and using evidence-based
practice in clinical settings, questions often arise about how to successfully
incorporate this content into existing curricula.
We used the ANA Position Statement on Education for Participation in Nursing
Research as the context for developing a plan to teach students this content.
In addition, Melnyck and Fineout-Overhold's (2005) framework for assessing
level of evidence was used to determine appropriately-leveled expectations
for students as they developed their evidence-based projects. The guidelines
and evaluation criteria will be discussed. In addition, we will provide specific
suggestions for incorporating this content at an appropriate and meaningful
level for associate degree students and will discuss the articulation of content
on evidence-based practice among these three levels.
OBJECTIVES:
1. Describe a framework for educating associate, baccalaureate and master's
level nursing students about evidence-based practice.
2. Identify appropriate levels of activity for each level of student according
to the ANA Position Statement on Education for Participation in Nursing Research.
Lori
Rusch, MSN, RN, Assistant Professor;
Creighton University School of Nursing, Omaha, NE
There
never seems to be enough time to teach our students all of the pearls of wisdom
we feel they need to be safe, competent nurses. Increasing numbers of students,
decreased numbers of faculty, and the complex needs of patients demand that
we make the most of every teaching moment with have with our students. Clinical
conferences are one opportunity that we have to do just that. The demands
of being a clinical instructor can make planning and executing effective clinical
conferences difficult. Student interest and engagement in the learning process
can also be a barrier to an effective clinical conference.
This
presentation will provide nurse educators with a simple template for developing
clinical conferences which truly help the students learn. The template involves
identification of specific student outcomes, incorporation of nursing care
concepts, and application of purposeful learning strategies to keep students
engaged. The template serves as a tool to guide lesson planning, reduce clinical
instructors' workload, and to support student critical thinking in their development
as competent nurses.
OBJECTIVES:
1. Identify barriers to planning effective clinical conferences.
2.
Develop effective clinical conferences which engage students in active learning
helping them apply nursing knowledge in the practice setting.
Jane
Hokanson Hawks, DSNc, RN, BC, Professor of Nursing;
Midland Lutheran College, Fremont, NE;
Editor, “Urologic Nursing”, Co-Editor, “Medical-Surgical
Nursing” (6-8 ed).
The
editor will discuss types of publications that best fulfill promotion and
tenure guidelines in research and non-research institutions.
Additionally, the following will be discussed:
Strategies for determining topics suitable for publication How to contact
editors and publishers regarding possible topics Methods for packaging ideas
into written format Suggestions about ways to use time wisely in order to
complete a manuscript in a short period of time
Basic rules of publishing, phases of the publication process form submission
to print, and the advantages and disadvantages pf open access publication
will also be reviewed.
OBJECTIVES:
1. Discuss strategies for determining article, book chapter, or book topics
and how to approach editors to facilitate publication.
2. Identify methods for producing scholarly publications when time is limited.
3. Compare and contrast open access versus subscription journal publication
alternatives.
Annette
L. Ray, MSN, RN, Assistant Professor;
Amy Hunsley-McTighe, MSN, RN, Assistant Professor;
University of South Dakota School of Nursing, Pierre, SD.
Community
Clinicals… They're everywhere!
Graduating
nursing students are required to possess multiple skills in the care of a
highly diverse community. Nurse educators are continuously searching for effective
clinical experiences which promote the synthesis of knowledge and greater
acquisition of skills. In an effort to provide students with such an experience,
a community clinical partnership was created fulfilling both the needs of
the students and a community. The clinical experience provided students with
the opportunity to not only gain cultural awareness, but to also gain experience
in the creation of professional presentations, working as a member of a team,
conflict resolution, critical thinking, and professionalism.
This presentation will highlight lessons learned through our initial clinical
experience with a local Native American Indian Reservation, and the further
identification of greater health promotion needs which lead to a valuable
and mutually satisfying intercultural partnership.
OBJECTIVES:
1. Describe how this community clinical could be replicated in own setting,
and identify the benefits of working with culturally diverse populations in
the clinical setting.
2. Create a community clinical experience which promotes the development of
communication skills, group collaboration, professionalism, and problem solving.
Diane
R. Mueller, MSN, RN, CNS, Director, Primary Care;
Littleton Adventist Hospital, Littleton, CO
Healthcare
continues to be a changeable and chaotic environment, in the era of a continued
nursing shortage.
New graduate RNs desire to begin their journey toward professional practice
and excellence in clinical care, but are many times ill prepared to begin
practice in the current healthcare situation. In order to increase the retention
of these novice nurses, it is essential for partnerships to be formed with
strong and experienced clinical coaches. Experienced nurses in the clinical
setting do not instinctively possess the skills required to be remarkable
clinical coaches and very often, as part of the on boarding process, review
a skills check list, rather than developing the potential of the novice
RN. Coaching is an influential, mutual relationship between a coach and
a willing individual, and as such, requires the right person, who has had
the opportunity to prepare for this role.
Best demonstrated
practices for developing clinical coaches are well documented. Identifying
the prime characteristics of experienced coaches and matching them to applicants
is a key component of choosing the correct person. Once chosen, developing
the natural talents of individuals who are training to be coaches is imperative.
Finally, coaching the experienced RN, now functioning as a clinical coach,
requires a senior leader who has a passion for developing staff and understands
the language of coaching. Clinical coaches, through their enthusiasm and
clinical leadership, can construct an environment in which the new RN can
fully develop, contributing to the next generation of professional excellence
and stabilization of the workforce.
OBJECTIVES:
1. Describe three key components of the coaching relationship and distinguish
the coaching relationship from the orientation process.
2. Identify the
behavior of a coach, such as use of the "coaching conversation".
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