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Slide 1
Patricia Winford B.S.N, R.N. EDG-602 Course Project Fall 2009
Family Nursing Clinical Practicum CCHMC A4N Solid Organ Transplant
Unit
Slide 2
1.What will students learn? 2.Which strategies will provide
evidence of student learning? 3.Which strategies will help students
acquire and integrate learning? 4.Which strategies will help
students practice review and apply learning? Marzano, R.J. (1998).
A theory-based meta-analysis of research on instruction.
Mid-continent Research for Education and Learning. Retrieved July
1, 2009, from http://www.mcrel.org/instructionmetaanalysis.
Slide 3
Category Average Effect Size Identifying similarities and
differences 1.61 Summarizing and note taking 1.00 Reinforcing
effort Reinforcing effort and providing recognitionproviding
recognition.80 HomeworkHomework and practicepractice.77
Nonlinguistic representations.75 Cooperative learning.73 Setting
objectives Setting objectives and providing feedback.61 Generating
and testing hypotheses.61 Questions, cues, and advance
organizers.59 Marzano, 1998 Strategies are hyperlinked to slides
that represent the HYS (High Yield Strategy)
Slide 4
Pediatric Unit In class learning on Pediatric Nursing Taught at
NKU- formal classroom. 8 week clinical practicum at Cincinnati
Childrens Medical Center. Students assigned a Clinical Site with a
Clinical Instructor. Student groups are 8 students per instructor
and clinical unit.
Slide 5
The Pediatric 8 week clinical practicum is represented by
Inspiration Course Map. Pediatric Unit
Slide 6
Application of nursing concepts and theories in the care of
pediatric clients and their families. (Course Syllabus)(Course
Syllabus) Subject content is designed for the undergraduate student
in a BSN nursing program. Successful completion includes passing 8
week clinical practicum at Cincinnati Childrens Medical Center.
(Grades and attendance spreadsheet)
Slide 7
Projects completed during Pediatric Unit 1.Growth and
Development PaperGrowth and Development Paper 2.Process
PaperProcess Paper 3.Clinical experiences with patient assignments
on A4N Solid Organ Transplant UnitClinical experiences with patient
assignments on A4N Solid Organ Transplant Unit 4.Observational
experiences in various units of CCHMC.Observational experiences in
various units of CCHMC.
Slide 8
Students participate as a group, in pairs, and as individuals
for patient care. Students have an opportunity to do hands on
nursing care of assigned patients, written projects, observe and
participate in specialty units, and use technology to augment and
enhance care and learning.
Slide 9
CCHMC: Hospital and online Intranet NKU Blackboard PowerPoint
presentations Inspiration Computer access with Internet
GoogleDocs.Com CCHMC provided Computer Aided Instruction (CAI) Disk
and Intranet modules
Slide 10
To provide nursing care to a variety of pediatric clients and
their families ( Nursing Care of the Pediatric Patient with Liver
Disease and Transplant.) To employ cultural concepts when providing
nursing care to clients Utilize the nursing process with pediatric
clients and their families
Slide 11
Use appropriate and effective communication skills with clients
and staff Critically analyze assessment data for decision-making
and prioritizing of nursing care Demonstrate professional behavior
in interactions with instructor, peers, clients and hospital
clinical staff.
Slide 12
In order for instructor and students to be clear and concise on
learning objectives, A KWHL chart (HYS) will be done on first
clinical day to record what students already know and what they
want to learn. The charts will be looked at by instructor and
appropriate learning objectives discussed with clinical group or on
an individual basis if needed. KWHL chart
Slide 13
Blog A Journal of students thoughts and feelings while in
clinical is a way of evaluating if students feel that their
learning objectives and goals are being met. In the past this has
been done with a 5-10 min written activity at the end of the
clinical day. An alternate activity could be a blog of student
thoughts and feelings about different activities.
Slide 14
Epic Computerized Charting System (EMR) Computerized-assisted
Instruction (CAI) for charting of patient assessment data. 1.Disc
available from library desk at NKU 2.CAI must be completed before
first clinical day. 3.CAI HIPPA and Privacy and Security modules
and tests completed with certificate printed. (Instant feedback and
recognition certificate, HYS)
Slide 15
Assessment Students will be given final grade on Pass/Fail
grading system. Clinical Practicum must be passed in order to
receive grade and credit in classroom portion of class. (Clinical
Evaluation Form)(Clinical Evaluation Form) Requirements to Pass
clinical practicum include maintaining a safe environment for
student and client, attendance at all clinical sessions or
completion of make up session, and completion of all assignments as
given.
Slide 16
Providing Feedback (HYS) Students provided with feedback each
clinical day with one-on-one interactions with instructor, graded
assignments, course evaluation and effort rubric. Personalized,
prompt recognition will be given to students during clinical
interactions.
Slide 17
Providing Recognition Papers receiving over 95% posted on
clinical group page in Blackboard with student approval Students
with outstanding clinical performance will be encouraged to use
Instructor as resource of reference letters and job
applications.
Slide 18
Providing Feedback Post Conference Time to tell about patient
assignment, what went good for them, what didnt go so well, how
they could have improved client interactions and care. Open to
feedback from other students.
Slide 19
Identifying Similarities and Differences (HYS) Pediatric and
Adult Liver Disease patients share some commonalities yet there are
distinct differences between Pediatric and Adult patients.
Inspiration- rapid fire feature Discuss and create a visual
representation of similarities and differences. Inspiration
Similarities and Differences
Slide 20
Reinforcing Effort and Providing Recognition Effort Rubric
gives students a clear indication of what effort is. (HYS)Effort
Rubric Instructor reviews rubric with students for understanding.
Looking at the achieved scores on the rubric, students can have an
understanding of success in the clinical area.
Slide 21
Cooperative Learning (HYS) Students interacting with each other
helps to enhance learning by enriching collaborative work,
communication skills, decision making, conflict resolution and
teamwork skills. Working in groups prepares students for real world
workplace environment, where they produce a product or achieve a
task cooperatively.
Slide 22
Cooperative Learning (HYS) Growth and Development Paper is
completed with a partner. Students work together to play with,
interview and gather information on a child and complete the paper
with the use of GoogleDocs as the collaborative document.GoogleDocs
G&D Grade Doc.G&D Grade Doc
Slide 23
Procedure: Practice (HYS) How will you help students make their
new learning permanent? The last clinical day we play Jeopardy. The
questions included in the game are from the course content.
Jeopardy Jeopardy
Slide 24
Procedure: Homework and Practice (HYS) During Post Conference a
worksheet is given of math problems that are drug calculations
based on actual orders from M.D. orders. Students may work in
groups or alone to complete. Worksheet is gone over in class with
student volunteering to explain problems. Dosage Worksheet
Slide 25
Patricia Winford B.S.N, R.N. EDG-602 Course Project Fall 2009
The End Have a Great Holiday!