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Shepherd University FOSL Presentation January 2013 Review of Nurse Educator Boot Camp

Shepherd University FOSL Presentation January 2013 Review of Nurse Educator Boot Camp Paula Donohue MSN, RN, FNP-BC Assistant Professor Nursing Education. 14 th Annual Boot Camp for Nurse Educator Albuquerque, New Mexico July 19 -23, 2013. Focus on Student-centered Learning

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Shepherd University FOSL Presentation January 2013 Review of Nurse Educator Boot Camp

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  1. Shepherd University FOSL Presentation January 2013 Review of Nurse Educator Boot Camp Paula Donohue MSN, RN, FNP-BCAssistant Professor Nursing Education

  2. 14th Annual Boot Camp for Nurse Educator Albuquerque, New Mexico July 19 -23, 2013

  3. Focus on Student-centered Learning • Learning versus teaching • Engage learners as full partners, who assume responsibility • Create and offer diversity in learning options • Promote collaborative learning

  4. Theory of Learning • Develop knowledge, skills and attitudes required to learn competencies • Encourage • Engage (Build Community) • We are starting the conversation today • Radical transformation in student education

  5. “While all changes do not lead to improvement, all improvement requires change” Institute for Healthcare Improvement http://www.ihi.org/knowledge/Pages/default.aspx

  6. Students are amazing learners we just need to guide them Average attention span is 6 ¼ minutes

  7. Computers compete for attention • Text/Email/ On-line forums/Phone calls/Face Time • Avoid slang, sarcasm, jokes • Avoid overuse of emoticons and acronyms

  8. Communication- Theirs/Yours • Clear • Concise • Correct • Complete

  9. Lecture is a form of 1 way communication-incorporate student dialogue-ask many questions Power Point Slides-highlight & summarize points

  10. Enter data • Pair-sharing- • Think about the answer to this question and write it down. • Introduce yourself to someone you don’t know. • Share what you wrote with your new partner.

  11. Use iClickers or other audience query devices to engage students 20 minutes of lecture-reinforce content/concepts with something else Pause lecture-incorporate active learning

  12. Use a Star * • Help focus on important concepts-critical information • Guide review

  13. Strategies to build priority setting skills-Pause for Priority Setting • After teaching such as discussion on a topic or demonstration in lab, ask students- • What is the big deal • What is the point ? • What is the first priority ? • What is the first action to take ? • Why is this so important ?

  14. Critical Thinking • There is a better way and I can find it • There is a logic to this and I can figure it out • Recognizing my weakness is a strength • Critical thinking improves us

  15. Focus the learning/thinking process • Admit/Exit Ticket • Importance of preparation for lecture or exams • Preparation Sheet • Quizzes • Test Questions • Case Studies and questions • Create a video

  16. Mental Practice/Imagery • Use imagery to mentally practice the steps of a procedure • Close your eyes • Imagine yourself setting up for and beginning the new skill • See yourself performing the skill • See yourself completing the skill • What is the outcome you accomplished ?

  17. Pair-sharing- • Think about the answer to this question and write it down. • Introduce yourself to someone you don’t know. • Share what you wrote with your new partner.

  18. Use your resources-infuse throughout class • Resource neglect affects outcomes-current recommendations in specialty

  19. Knowledge management tools • Reduce reliance on memory • eBook vs Printed Textbooks-same vehicle, quick access to effective information • Smartlinking for Multilogical thinking

  20. Journal discussions • Video clips lasting 3 to 5 minutes • Reflect on concepts in the film

  21. Concept Map An illustration that represents Key Concepts and Ideas within a Framework of Propositions shows Relationships

  22. Concept map cont. • Meaningful Learning • Linked to existing body of knowledge • Hierarchy and organization • Makes sense to the learner

  23. Begin with Focus Question or Main Concept • Have students identify 15-20 key concepts & make a list • Rank order of importance • Place concepts on the map as students determine where they fit

  24. Expand concepts into sub-concepts • Make connections • Revision increases clarity

  25. Encourage Collaborative Learning • Work in groups • Brainstorm • Clear misconceptions • Thinking out loud • Learn from one another

  26. Phased integration • Be part of the solution-Value change

  27. Use experiential learning Example Plan-Do-Study-Act

  28. REFERENCES Alfaro-LeFevre, R. (2008). Critical thinking and clinical judgment: A practical approach to outcome-focused thinking (4th ed.) St. Louis, MO: Saunders. 2. Institute for Healthcare Improvement http://www.ihi.org/knowledge/Pages/default.aspx 3. Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in nursing (3rded). New York:Springer Publishing. 4. Neilsen, A. (2009). Concept-based learning activities using the clinical judgment model as a foundation for clinical learning. Journal of Nursing Education, 48, 350-354. 5. VanHorn, R. & Freed, S. (2008). Journal and dialogue pairs to promote reflection in clinical nursing education. Nursing Education Perspectives, 29, 220-225.

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