the ip as an educator - department of public...
TRANSCRIPT
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The IP as an Educator
Basics of Infection Prevention 2-Day Mini-CourseNovember 2017
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Objectives
• Review common types of educational presentations and innovations the IP can use to meet learning needs
• Develop objectives with action verbs and match these with teaching methods and learner needs
• Identify ways to engage learners and make learning meaningful
• Identify methods for providing Competency Based Education
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What’s the Purpose?
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Education - Formal and Informal
• Planning• Delivering• Monitoring• Assessing
Teaching
• Participants• Objectives• Needs• Barriers• Styles• Logistics
Variables • Knowledge • Skills• Attitudes• Sustained Change
Learning
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Review common types of educational presentations and innovations the IP can use to meet learning needs
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Know the Audience
Assess learning needs
• New Employee Orientation or Manager’s meeting?• What do they need to know? • Are they new to healthcare or experienced? • How can you make it meaningful?
• Department staff meeting?• What is their interest and willingness?• Is there buy in about infections on their unit?• Will they cooperate with a change of practice?• Story telling
• Just-in-time?• How can you engage that employee to promote a change in
behavior?
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Recognize Learner Diversity - People
• Wide gaps in ages: are they boomers, gen X, gen Y?• Cultural differences • Language barriers• Educational background• Values• Learning Styles
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Recognize Learner Diversity - Situations
• Many part-time or temporary staff• Contract labor, students, volunteers• Little “scheduled” time for inservices• Competing priorities
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Tailor Educational Approaches
• Try explaining “bloodborne pathogens” in a way that engages each segment of your workforce
• Some = “I already know it”• Others = “I don’t need to know it”• Even those that say = “I don’t WANT to know it” = make it
meaningful
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Ideal Environments for Learning
• Comfortable seating• Safe and non-threatening • Pleasant room temperature• No distractions from noise (smart phones)• Frequent stretch / bathroom breaks• Engaging presentations / effective handouts• Willing and motivated learners
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Reality sets in. This is a hospital. Pagers and phones will ring
You must be engaging enough to overcome distractions
Noise is everywhere
!!!!
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Innovative & Infection Prevention
• Lectures• New information• Effective speaking required• Does not readily allow for involvement
• Computer-based training (or Learning)• Self-paced• Can meet individual needs• Alternative to attending formal classroom training• Requires some level of computer skill & reading ability
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PowerPoint Tips -1
• Keep it simple
• Font sizes• 32-36 point fonts for headings• 20-28 points for text• Use a clean font for easy reading
• Colors• Cool colors have good contrast• Warm colors can be difficult to read
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PowerPoint Tips – 2
• Know how to work audio visual equipment • Do a practice run• Check timing • A good estimate is 1 minute per 1 slide• Always have a paper and an electronic backup (flash drive) • Don’t “read” the Slides! • Follow the slide outline
• Elaborate or give examples • Speak to the audience, not to the screen
The Slide should be your Guide
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Bad slide……….bad slide• Here is an example of a font that is too small (12 font)
• And font that is difficult to read
• other font that is difficult to read – this is 28 font as opposed to this 28 font
• Oh this color hurts my eyes !!
• Consider your use of colors (red and green appear grey to color-blind audience members)
• Don’t have too many “fly –ins”
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Hint: If you place the slide on the floor by your feet, you should be able to read it clearly
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Blah, Blah, Blah
Blah 1• Blah, blah, blah
• Blah• Blah, blah, blah, blah, blah • Blah, blah, blah, blah, blah
• Blah• Blah, blah, blah, blah, blah
• Blah• Blah, blah, blah, blah, blah • Blah, blah, blah, blah, blah • Blah, blah, blah, blah, blah
Trends of Blahs during Blah Season
0
2
4
0 5
Blah 2
Blah2
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Use Animation to Engage
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Use the Tools to Engage
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A Successful Presentation
• Must be meaningful for the learner– “What’s in it for me?”
• Time well spent • Relevant• Language
• Clear & aligns to AUDIENCE• Worded to the Positive of what you want them to do
• Don’t never not tell them what you don’t want them to remember
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Innovative & Infection Prevention
• Games• Engaging!• Fun is Ok for adults even in serious work• Examples: scramble puzzles, word search, Jeopardy
• Case Studies / Clinical Experiences• Help with problem solving skills• Build on learners experience• Help people relate to their own work
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Innovative & Infection Prevention
• Simulation– Staging of “infractions” I– Challenge staff to spot the errors
» Urinary catheter tube on the floor» Soiled dressing on an IV site
• Education cart– Demonstration cart displaying educational materials/ DVD– Placed on unit for access by all shifts– Handouts, sign-in sheet– Good for changes in policy or equipment– Do not use if topic complex or a demonstration required
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Formal Presentations
Assess your readiness and get prepared•Are you comfortable with public speaking?•Know your material so you are “sharing,” not “lecturing”•For new presenters
• Practice in front of a mirror• Record yourself to hear “hums” and “haws” • Note any annoying mannerisms• Humor can be is good…but if you are not skilled at comedy, you
may want to bypass this at first. • Be Comfortable saying “I’ll get back to you”
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PechaKucha : The Art of 20 in 20
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Other Formats
• Prezi• Debates• Journals• Ask the Question
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Develop objectives with action verbs and match these with teaching methods and learner needs
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Direction
Focus
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Remember who you are addressing
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Plan
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Bloom’s Taxonomy
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Creative Commons retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
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Bloom’s Taxonomy ( a fancy word for classification)
Domains• Cognitive knowledge ...... Knowledge• Affective attitude ............ Attitudes • Psychomotor skills........... Skills
When possible address all 3 in synergy to maximize learning
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Competency Based Learning
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Identify ways to engage learners and make learning meaningful
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Aligning Teaching & Learning
Teaching Methods • Demonstrations• Return demonstration• Pre / Post • Paired Learning• Verbalizing key points• List • Define• Select
Learning Needs• Psychomotor
– Skills– Procedures
• Cognitive– Knowledge
• Affective– Feelings– Communicating
• KSA
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Matching up to Maximize Meaningfulness
Learning Styles • Visual
• Auditory
• Verbal
• Physical
• Logical
• Social
• Solitary
Methods
Visuals
•Color•Text•Pictures
Auditory
•Sound•Repeat
Activities
•Lets Stand•Muscle Memory
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Identify methods for providing Competency Based Education
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Competency Based Education (Learning)
• What is this?• Elements• KSAs
• This lines up with Bloom’s Taxonomy! • Formative & Summative
• Steps, objectives, and goals • Build simple to complex and Sequence• Frame with the Familiar
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Quality and Safety Education NursingQSEN
Competencies Knowledge Skills Attitudes
Patient-Centered Care
Teamwork & Collaboration
Evidence Based Practice
Quality Improvement
Safety
Informatics
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http://qsen.org/
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From QSEN … the Safety Competency
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Connecting the “Valuing”
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Objectives
• Review common types of educational presentations and innovations the IP can use to meet learning needs
• Develop objectives with action verbs and match these with teaching methods and learner needs
• Identify ways to engage learners and make learning meaningful
• Identify methods for providing Competency Based Education
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Putting it All Together
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Presentations
Teaching (Methods)VariablesLearning (Styles)
Objectives
Bloom’s Taxonomy
Engaging
Learner StylesActive Learning
Competency Based
SequenceKnowledgeSkills Attitudes
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Objectives
• Identify the number 1 way to prevent the spread of infections and illness
• List the 2 options for completing the number 1 way to prevent.• Describe the number of steps of 1 of the models for
prevention.• Demonstrate the technique required to successfully
accomplish this.
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What’s the Number 1 Way to Prevent?
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For more information, please contact any HAI Liaison Team member
Thank you