Sunday, August 29, 2010
Using Facebook for evolving case study
I found a small snafu with using Facebook for the istan (hfsm) project. Make sure you have you students create a new Facebook account. If they link to their existing account, all of their posts will appear on istan's wall. This created sharing of too much personal information. Once each student created a specific account for this project- problem was solved. As a side note, the students were pretty excited to get started. They are doing a great job educating "istan"
Thursday, August 19, 2010
Peer mentoring
My dear friend and fellow educator, Colleen Branchaw and I have decided to implement peer mentoring in our clinical rotation. A 4th semester student will collaborate with a 3rd semester student. The students will be assigned a pre selected group od patients.(2-3). The students will listen to report, review the charts and assess the patients. Then they will collaboratively develop a comprehensive plan of care for each patient. The students will describe how they would prioritize care and what tasks would be delegated and to whom. The students would present the completed project tom their peers during post conference.
Tuesday, August 10, 2010
iStan's Facebook Page-incorporating FB with hfsm
How to incorporate Facebook into Nursing Education
The report for Childnet International and funded by Becta, the government body for technology in learning, says while teachers and lecturers may be using social networking services they may not recognize the educational potential for their students. (http://www.digizen.org/socialnetworking/). I would like to expand on the educational use of facebook.
I am incorporating facebook into my 4th semester advanced med/surg course. I created a facebook page for our high fidelity mannequin. He instantly got 6 friend requests. I intend to use facebook as an evolving case study. I have created a profile for “iStan”. He lives with his wife, in laws and 1 adult child and 1 toddler grandchild. I have personalized the site with pictures and stories from his life. I plan posting questions to his friends (students). Size will be limited to 8 students. The questions will focus on a variety of topics. The students will be expected to research responses, provide education and appropriate educational materials/websites. All students will participate but I will rotate each student through the lead position. This will ensure each student posts an initial response.
The questions will cover a variety of issues. Questions will focus on all age groups and health care concerns. Eventually professional and conflict resolution items will be included. Some examples could be:
• "My doctor gave me a prescription for a beta blocker. I was taught how to take my pulse but now I am not sure I remember. Please help". The follow up question may be “I am depressed, why?” Goal would be to evaluate critical thinking by students.
• “My doctor told me my BUN is elevated. Should I be concerned?”
• “My doctor does not answer my questions. How do I get him to listen to me?”
• “My mother in law is becoming very forgetful. My wife is concerned she may have Alzheimer’s disease. How would we know?
• “My daughter read an article and has decided not to immunize her son. Is this okay?”
Students will be required to read an article “Teaching with Social Networks: Establishing a Social Contract” by Diane Sieber. This article focuses on appropriate social behaviors in a social network environment. The students will sign a contract stating they will comply with the behaviors. The instructor will provide clear guidelines of student responsibilities/expectations. A grading rubric will be provided for this assignment.
Students will respond and offer education/clarification/resources. Students’ responses’ will be read/reviewed and changes made to Istan’s responses based on them. I believe this would create a virtual patient and family for the students in an evolving case study format. In the article by Educause, it states as social networking sites become more mainstream, online groups might begin to resemble existing campus communities and be influenced by the social norms and protocols inherent in such academic communities. The hook for students is using a platform they are comfortable with. Facebook is ranked number one with college students and it is estimated that over 90% of college students communicate via facebook (http://www.insidefacebook.com/2009/07/06/college-students-facebook-use-easing-up-over-the-summer-while-parents-logging-on-in-record-numbers/).
The use of this learning method would only be limited by your creativity and imagination. There is no cost to the students and the learning curve is nonexistent. This teaching method will be evaluated at the end of each semester.
The report for Childnet International and funded by Becta, the government body for technology in learning, says while teachers and lecturers may be using social networking services they may not recognize the educational potential for their students. (http://www.digizen.org/socialnetworking/). I would like to expand on the educational use of facebook.
I am incorporating facebook into my 4th semester advanced med/surg course. I created a facebook page for our high fidelity mannequin. He instantly got 6 friend requests. I intend to use facebook as an evolving case study. I have created a profile for “iStan”. He lives with his wife, in laws and 1 adult child and 1 toddler grandchild. I have personalized the site with pictures and stories from his life. I plan posting questions to his friends (students). Size will be limited to 8 students. The questions will focus on a variety of topics. The students will be expected to research responses, provide education and appropriate educational materials/websites. All students will participate but I will rotate each student through the lead position. This will ensure each student posts an initial response.
The questions will cover a variety of issues. Questions will focus on all age groups and health care concerns. Eventually professional and conflict resolution items will be included. Some examples could be:
• "My doctor gave me a prescription for a beta blocker. I was taught how to take my pulse but now I am not sure I remember. Please help". The follow up question may be “I am depressed, why?” Goal would be to evaluate critical thinking by students.
• “My doctor told me my BUN is elevated. Should I be concerned?”
• “My doctor does not answer my questions. How do I get him to listen to me?”
• “My mother in law is becoming very forgetful. My wife is concerned she may have Alzheimer’s disease. How would we know?
• “My daughter read an article and has decided not to immunize her son. Is this okay?”
Students will be required to read an article “Teaching with Social Networks: Establishing a Social Contract” by Diane Sieber. This article focuses on appropriate social behaviors in a social network environment. The students will sign a contract stating they will comply with the behaviors. The instructor will provide clear guidelines of student responsibilities/expectations. A grading rubric will be provided for this assignment.
Students will respond and offer education/clarification/resources. Students’ responses’ will be read/reviewed and changes made to Istan’s responses based on them. I believe this would create a virtual patient and family for the students in an evolving case study format. In the article by Educause, it states as social networking sites become more mainstream, online groups might begin to resemble existing campus communities and be influenced by the social norms and protocols inherent in such academic communities. The hook for students is using a platform they are comfortable with. Facebook is ranked number one with college students and it is estimated that over 90% of college students communicate via facebook (http://www.insidefacebook.com/2009/07/06/college-students-facebook-use-easing-up-over-the-summer-while-parents-logging-on-in-record-numbers/).
The use of this learning method would only be limited by your creativity and imagination. There is no cost to the students and the learning curve is nonexistent. This teaching method will be evaluated at the end of each semester.
iPads in clinical
I attended a great seminar last week and met many talented nursing educators. And it got me thinking about how infrequently we communicate and share ideas and teaching strategies. I am hoping by posting some of my creative ideas, others will join and and this blog will stir much exchange. So here is my article:
Clinical Preparedness: Stethoscope, Watch and iPad?
The newest technology from Apple is the iPad. The iPad has been described as the new handheld computing device. It is larger than a smart phone but smaller than a laptop. It allows the user to use existing applications (apps), a movie and music player, a photo display device, and an e-book reader, as well as instant access to the web. The graphics are well designed and the touch screen is easy to use. So, can the iPad be more than a new gadget? Is there educational value in the iPad?
Will the iPad revolutionize how the clinical setting? Probably not, but it will definitely augment knowledge and resources for nurses. So, how does the nursing incorporate iPad into clinical? How does this technology improve nursing education?
Listed below are what I believe are the applications of iPad that will be of most use to nurses and nursing students.
1. Healthcare applications. There are currently many healthcare applications available. They range from acute to chronic illness, infectious diseases, A & P, medical calculations to name a few. Some of free and some are costly. An example would be a free A & P application. Besides describing the A & P, it includes case studies, questions and related links. This could be used during down clinical time, when the instructor is busy with one student; another student can be reviewing the application and present a brief synopsis in post conference.
2. Videos for skills. Videos can be accessed and reviewed prior to performing the clinical skill. A great way to review a skill prior to performing on a live patient.
3. Reference materials. Many times instructors post information on the college’s course management site. These are well researched reference materials available to enhance student learning. The students can now access the information in clinical
4. Books. Nurses/nursing students would be able to access textbooks and other reference books. Many of the students textbooks on available online. Also, many have online enhancements. I have used the evolve concept mapping (Iggy text) in clinical. The iPad would allow the students to search through their textbooks for information.
5. Web inquires. The iPad allows instant access to the web and evidence based materials. Students would no longer have to wait until they got home to look up information. Decisions on patient care could be made quicker based on research.
6. Interactive web sites. During down time, nurses/nursing students can search and use interactive web sites for continuing education. Time could be spent practicing heart/lung sounds, assessment skills, blood gas interpretation, etc.
For faculty, the concern is security. How does one keep the iPad safe when in a patient’s room? The most obvious way would be a have access to a locked area where the iPad would be safely stored. Also, for ease of access, purchasing a pouch for the iPad. The iPad can then be carried on your person at all times. When in a patient room, slide the pouch to your backside, underneath your lab coat. It keeps the iPad safe and out of the way.
Clinical Preparedness: Stethoscope, Watch and iPad?
The newest technology from Apple is the iPad. The iPad has been described as the new handheld computing device. It is larger than a smart phone but smaller than a laptop. It allows the user to use existing applications (apps), a movie and music player, a photo display device, and an e-book reader, as well as instant access to the web. The graphics are well designed and the touch screen is easy to use. So, can the iPad be more than a new gadget? Is there educational value in the iPad?
Will the iPad revolutionize how the clinical setting? Probably not, but it will definitely augment knowledge and resources for nurses. So, how does the nursing incorporate iPad into clinical? How does this technology improve nursing education?
Listed below are what I believe are the applications of iPad that will be of most use to nurses and nursing students.
1. Healthcare applications. There are currently many healthcare applications available. They range from acute to chronic illness, infectious diseases, A & P, medical calculations to name a few. Some of free and some are costly. An example would be a free A & P application. Besides describing the A & P, it includes case studies, questions and related links. This could be used during down clinical time, when the instructor is busy with one student; another student can be reviewing the application and present a brief synopsis in post conference.
2. Videos for skills. Videos can be accessed and reviewed prior to performing the clinical skill. A great way to review a skill prior to performing on a live patient.
3. Reference materials. Many times instructors post information on the college’s course management site. These are well researched reference materials available to enhance student learning. The students can now access the information in clinical
4. Books. Nurses/nursing students would be able to access textbooks and other reference books. Many of the students textbooks on available online. Also, many have online enhancements. I have used the evolve concept mapping (Iggy text) in clinical. The iPad would allow the students to search through their textbooks for information.
5. Web inquires. The iPad allows instant access to the web and evidence based materials. Students would no longer have to wait until they got home to look up information. Decisions on patient care could be made quicker based on research.
6. Interactive web sites. During down time, nurses/nursing students can search and use interactive web sites for continuing education. Time could be spent practicing heart/lung sounds, assessment skills, blood gas interpretation, etc.
For faculty, the concern is security. How does one keep the iPad safe when in a patient’s room? The most obvious way would be a have access to a locked area where the iPad would be safely stored. Also, for ease of access, purchasing a pouch for the iPad. The iPad can then be carried on your person at all times. When in a patient room, slide the pouch to your backside, underneath your lab coat. It keeps the iPad safe and out of the way.
Subscribe to:
Posts (Atom)