Shepherd UniversityFOSL Presentation January 2013Review of Nurse Educator Boot CampPaula Donohue MSN, RN, FNP-BCAssistant Professor Nursing Education

14th Annual Boot Camp for Nurse Educator Albuquerque, New Mexico

July 19 -23, 2013

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

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

“While all changes do not lead to improvement, all improvement requires change”

Institute for Healthcare Improvement http://www.ihi.org/knowledge/Pages/default.aspx

Students are amazing learners we just need to guide them

Average attention span is 6 ¼ minutes

• Computers compete for attention

• Text/Email/ On-line forums/Phone calls/Face Time

• Avoid slang, sarcasm, jokes

• Avoid overuse of emoticons and acronyms

Communication- Theirs/Yours

• Clear

• Concise

• Correct

• Complete

Lecture is a form of 1 way communication-incorporate student dialogue-ask many questions

Power Point Slides-highlight & summarize points

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.

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

Use a Star *

• Help focus on important concepts-critical information

• Guide review

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 ?

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

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

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 ?

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.

• Use your resources-infuse throughout class

• Resource neglect affects outcomes-current recommendations in specialty

Knowledge management tools

• Reduce reliance on memory

• eBook vs Printed Textbooks-same vehicle, quick access to effective information

• Smartlinking for Multilogical thinking

• Journal discussions

• Video clips lasting 3 to 5 minutes

• Reflect on concepts in the film

Concept Map

An illustration that represents

Key Concepts and Ideaswithin a

Framework of Propositionsshows

Relationships

Concept map cont.

• Meaningful Learning

• Linked to existing body of knowledge

• Hierarchy and organization

• Makes sense to the learner

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

• Expand concepts into sub-concepts

• Make connections

• Revision increases clarity

• Encourage Collaborative Learning

• Work in groups

• Brainstorm

• Clear misconceptions

• Thinking out loud

• Learn from one another

• Phased integration

• Be part of the solution-Value change

Use experiential learning

Example Plan-Do-Study-Act

REFERENCES1. 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 (3rd ed). 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.