Simplifying Teaching Learning - Deanne Blach€¢Exam blueprints •[Admission testing] ... Dr....
Transcript of Simplifying Teaching Learning - Deanne Blach€¢Exam blueprints •[Admission testing] ... Dr....
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Simplifying Teaching‐Learning
Dr. Janice S. Williams, RN; ACNS‐BC; CDE; CNENurse Educator Institute
April 5, 2017
Today’s Learning Outcomes
1. Create a nourishing environment to embrace intentional teaching‐learning strategies.
2. Mentor simplification of concept analyses.
3. Prepare student for successful mastery of core concepts/content.
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“If you can’t explain it simply, you don’t understand it well enough.”
…Albert Einstein
Expectations Assessment
Faculty Student
Teaching
Learning
Noticing is key
Nightingale states that “the most important practical lesson that can be given to nurses is to teach them what to observe — how to observe —what symptoms indicate improvement —what the reverse —which are the evidence of neglect — and of which kind of neglect” (Notes on Nursing, 1859/1969, p. 105).
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Death by Didactic Teaching
• The “game”
• Memory vs. memorization–1, 2, & 3 category (system) thinking
–Goal: category ____
• Connecting & relevant
Paul (1995), used by permission
What does the student reallyneed to know to be successful?
What core content MUST be taught with DEPTH to allow for application
[to patient care] with BREADTH?
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THINK AS A NURSE
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It’s about the outcomes…
“The main things are the plain things, and the plain things are the main things.”
…Alistair Begg
Video Analysis
• Student Learning Outcome (SLO) :
–Retrieve human from home safely.
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Relationship to Teaching
Learner Needs
Instruction
Formative
Summative
Learning Outcomes
Course Syllabus – Purpose Driven
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What to teach ?
What to evaluate ?
Learning Outcome ‐ samples
• Compare/contrast the pathophysiology and clinical manifestations of fluid volume excess from chronic renal failure, liver failure, peritonitis, and nephrosis.
• Determine impact of lab results on patient’s medication regimen.
• Prioritize patient teaching needs…
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Clinical faculty …..
• Primary role Guide and evaluate their Learning
• Ask WHY (analyze their thinking)
• Help student prioritize
• Differentiate between novice and expert practice (role model and think out loud)
• Coach student to success
Responsive Evaluation….
• Be clear on learning outcomes
• Be fully present
• Allow think time
• Ask for the student to cue you for what they need
• Give specific feedback on each step of the process
“Mapping our Teaching”
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Original Model
Concept Analysis drill down
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Determine primary
concepts for course
Determine
sub-concepts for each unit of
study
Drill down details of
concept for diseases (or meds) selected
Implementing conceptual learning outcomes
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Priority – Teach best practices
• National Patient Safety goals
• Top 50 medications
• Top 20 admitting diagnoses
• Community assessment/s
• NCLEX® educator test plan
• Accreditation standards
• CNE review book
Purpose of NCLEX
• Measures
competency
for entry
level
practice
• Measures
critical
thinking &
clinical
reasoning
Levels of Test Questions• Knowledge
• Comprehension
• Application
• Analysis
• ALL NCLEX Questions come from last two levels.
• 75‐265 questions (more right than wrong)
Do we teach what we expect?
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• Knowledge: “What is a normal serum K+?”
• Comprehension: The K+ is 2.8mEq/ml. The Na+ level is expected to respond ________.
• Application: “The client’s K+ is 2.8. What cardiac complication should the nurse be alert for?”
• Analysis: “The client has renal failure. The nurse will prepare to give what medication to assist with the abnormal K+ level?”
• Difficulty level between 30‐90%
• PBCC .20 and higher
• 40 questions or more
• Nullification process
• Exam blueprints
• [Admission testing]
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Exemplars
Tuberculosis
• Transmission– Airborne, UV‐sensitive mycobacterium
• Pathophysiology– Lung destruction leads to cavitation and
calcification “Ghon tubercle”
– Can spread to other organs
• Manifestations: “constitutional”– Low‐grade fever, night sweats, weight
loss
– Positive PPD, chest x‐ray, + acid‐fast bacilli
• Treatment: multidrug therapy
Fundamental Content
• Fluid Balance
• SNS
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PURPOSE: What is the question asking?
A 36 year‐old patient is admitted to the hospital in Addisonian crisis. Upon admission, she should be placed in which of these positions?
A. Semi reclining, on her right sideB. Flat in bed, with her feet slightly elevatedC. High‐fowler’s with an overbed table placed so that she can rest her armsD. Supine, with her head on a pillow
R‐A‐A‐S core patho concept
Flashcards for concept analysis
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decreased myocardial perfusion
partially ischemic cells
anaerobic metabolismand lack of ATP
no ATP
ion leak across cell membrane
ST changes dysrhythmias
cell rupture and death
Q waveselevatedenzymes
totally ischemic cells
Sequela of Myocardial Infarction
Responsiveness…
Small Group Work
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Model and teach ANALYSIS
• Pick the most useful criteria for the concept• Explain the concept in detail• Use a relevant, consistent image to portray the concept
• Choose prototype ‐‐ sample diseases or medications ‐‐ to compare/contrast the core concept
• Group health problems by pathophysiologic concept (more complex)
• LISTEN to students thinking and examine their note‐taking to determine “gaps”
“The function of education is to teach one to think intensively and to think critically…
Intelligence plus character – that is the goal of true education.”
Dr. Martin Luther King, Jr.
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SummaryFaculty Student
Teaching Determine purpose (outcomes)
Clearly frame most important concepts to learner
Evaluate outcomes
Teachable spirit Prepare for
class/clinical what is required
Developmental stager/t consequences
Learning Navigate best‐practices in education and clinical outcomes
Be responsive & teachable
Perseverance to learn and work hard
Speak and write notes Ask relevant questions
Looking for a teachable spirit …
Write down 2 ideas/concepts that you will consider for
implementation soon…….
Share ………
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References/ResourcesAlfaro‐LeFevre, R. (2016). Critical thinking, clinical reasoning, and clinical
judgment: A practical approach (6th ed.). St. Louis, MO: Saunders.Benner, P., Sutphen, M., Leonard, V., and Day, L. (2010). Educating
nurses: A call for radical transformation. San Francisco, CA: Jossey‐Bass.
Brown, S. (2012). Visual notetaking 101 (http://sunnibrown.com)
Caputi, L. (2010). Teaching Nursing: The Art and Science – Vol. 2 (2nd ed). Glen Ellyn, IL: College of DuPage Press.
Chabeli ,M. (2010). Concept‐mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature. Journal of Interdisciplinary Health Sciences, 15(1), 70‐76.
Copstead, L. & Banasik, J. (2012). Pathophysiology (5th ed). St. Louis, MO: Saunders.
Foer, J. (2011). Moonwalking with Einstein: The art and science of remembering everything. New York, NY: Penguin Press.
Gaberson, K., Oermann, M. & Shellenbarger, T. (2014). Clinical teaching strategies in nursing (4th ed). New York: Springer Publishing.44
References/Resources continued
Giddens, J. (2012). Concepts for nursing practice. St. Louis, MO: Elsevier.
Google images from www.google.com/imagesHogan, M. (2008). Pathophysiology: Reviews & Rationales (2nd ed).
Upper Saddle River, NJ: Prentice Hall.
Hybels, B. (2015). Simplify: Ten practices to unclutter your soul. Carol Stream, IL: Tyndale.
Irvine, L. (1995). Can concept mapping be used to promote meaningful learning in nurse education? Journal of Advanced Nursing (21), 1175‐1179.
Karch, A. (2012). Focus on nursing pharmacology (6th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.
Nightingale, F. (1860). Notes on nursing. New York, NY: Appleton & Co.O’Connor, A. (2015). Clinical instruction and evaluation: A teaching
resource (3rd ed). Sudbury, MA: Jones & Bartlett.Paul, R. (1995). Critical thinking: How to prepare students for a rapidly
changing world. Sonoma, CA: Foundations for CT. 45
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References/Resources continued
Ridley, R. (1997). Interactive teaching: A concept analysis. Journal of Nursing Education, 46(5), 203‐209.
Schaefer, K.M., & Zygmont, D. (2003). Analyzing the teaching style of nursing faculty: Does it promote a student‐centered or teacher‐centered learning environment? Nursing Education Perspectives, 24, 238‐245.
Shirer, P. (2014). Breathe: Making room for Sabbath. Nashville, TN: Lifeway.
Tanner, C. (2006). Thinking like a nurse: A research‐based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204‐211.
YouTube® clips – Pixar® and Disney®
Vacek, J. (2009). Using a conceptual approach with concept mapping to promote critical thinking. Journal of Nursing Education, 48(1), 45‐48.
Wilson, J. (1963). Thinking with concepts. New York, NY: Cambridge University Press.
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Dr. Williams serves as Professor of Nursing and Program Director at College of the Ozarks (BSN program). She has been a med‐surg nurse for over 30 years, including 25 years in nursing education. She has taught Pathophysiology for 15 years and Pharmacology for 20 years in AD & BSN programs in Tennessee, South & North Dakota, and Missouri. She enjoys curriculum development and creating a nourishing environment of servant leadership for faculty and students. She has been engaged in over 150 hours of critical thinking (CT) conferences (>60 hours of leading CT workshops) and has been trained as a CT “trainer” at the national level by Center for CT in Sonoma, CA. She has presented content to assist in improving patient care outcomes, student learning, mentoring faculty, and curriculum development for audiences of nurse managers, nursing and non‐nursing educators, and students in AD, BSN, and MSN programs.