Utilizing Deliberate Practice

Utilizing Deliberate Practice

Sue Kerr, MSN, RNJosie Scott, MSN, RN

Disclosures

Conflict of InterestSue Kerr MSN, RN Nursing Instructor, Francis Tuttle

Technology Center reports no conflict of Interest.Josie Scott MSN, RN Simulation/Skills Lab Coordinator,

Metro Technology Center reports no conflict of Interest.

Objectives Today’s learner will be able to:1. Describe how to use deliberate practice and peer coaching as a part

of the flipped classroom model.2. Describe how to integrate a lab simulation scenario, utilizing

deliberate practice, into realistic patient situations creating meaningful learning and building critical thinking skills.

3. Describe how to incorporate EHR and/or documentation concepts into deliberate practice through the flipped classroom model and lab simulation.

Research “To retain skills and become competent in performing them,

students need to continue practice beyond their initial instruction and assessment, and as teachers we need to plan for those practice sessions” (Oermann, et al. 2014). “Utilizing a “flipped classroom” approach, instructors are able to

successfully assist their students in absorbing and synthesizing materials” (Schwartz, 2014).“By incorporating DP and mastery learning in the skills lab,

students gain greater confidence and knowledge that are transferable to the bedside.” (Gonzalez, et all. 2017).“Using deliberate practice, the learner actively works to improve

personal performance in skills, knowledge, and procedures “ (Clapper, et al. 2012).

Creating Stations With Content Specific Fundamental Respiratory Objectives Using Deliberate Practice

Class Size: 24 students Group Size: 6 students Total Time: 3 hoursPre-Planning: Homework

(PPT/video) Packet instructions: 5 min. Station Time: 20-30 min. each

stationPre-briefing/instruction: 10 min.

(before each station start time)Debriefing and Q&A session: 35 min.

(typically divided between each station rotation)

Stations**Students place nasal cannula on a partner and wear the NC for the remainder of the activity/stations

Station #1: Lung sounds (includes understanding of condition/treatment)Station #2: Incentive Spirometry – Peer TeachingStation #3: Applying Oxygen (to include pulse oximeter) –

Peer Teaching Station #4: Documentation (as assigned by EHR family

member/scenario)

**Stations satisfy skill check off requirements for pulse oximetry, applying nasal cannula & oxygen mask, and Incentive Spirometer patient teaching.

Bringing Deliberate Practice To Life Through Simulation

Class size: 24 studentsSim group size: 6 students Total Time: 3 hours Pre-briefing/prep: 1 hour Simulation: 15 min. each

groupDe-briefing: 1 hour

Utilizing Deliberate Practice in Multiple Patient Simulation

Focus is on Assessment and Medication AdministrationPreplanning EssentialBuilding Simple to more

complex simulations Debriefing: Linking Disease

processes with assessment, labs and medications.

Deliberate Practice: Assessment Skills Normal vs. Abnormal

Critical Thinking in Medication Administration

Debriefing: Bringing it all together

Simulation- Small Groups vs Clinical Group

2 Students/Group

1 Facilitator and 1 Assistant/Instructor2 Students/4 Patients45-55 Minute Simulation45-60 Minute Debriefing

Clinical Group of 8

1 Instructor/Facilitator8 Students2 or 4 Working Simulators as

Patients4 As Nurses (work in pairs)2 utilizing checklistSwitch for second scenario

References• Clapper, T. C. & Kardong-Edgren, S. (2012, March). Using deliberate

practice and simulation to improve nursing skills. Clinical Simulation in Nursing, 8(3), e109-e113. doi:10.1016/j.ecns.2010.12.001.

• Gonzalez, L., & Kardong-Edgren, S. (2017, January). Deliberate practice for mastery learning in nursing. Clinical Simulation in Nursing, 13(1), 10-14. http://dx.doi.org/10.1016/j.ecns.2016.10.005

• Oermann M.H., Molloy M.A., Vaughn J. Use of deliberate practice today. (2015) Nurse Education Today, 35 (4) , pp. 535-536. http://dx.doi.org/10.1016/j.nedt.2014.11.007

• Schwartz, TA. Flipping the statistics classroom in nursing education. J. Nurs Educ. 2014; 53(4): 199-206.

Contact Information

Josie Scott, MSN, [email protected]

Sue Kerr, MSN, RN [email protected]