Shepherd University FOSL Presentation January 2013 Review of Nurse Educator Boot Camp Paula Donohue MSN, RN, FNP-BC Assistant Professor Nursing Education

14 th Annual Boot Camp for Nurse Educator Albuquerque, New Mexico July , 2013

Focus on Student-centered Learning Learning versus teaching Engage learners as full partners, who assume responsibility Create and offer diversity in learning options Promote collaborative learning

Theory of Learning Develop knowledge, skills and attitudes required to learn competencies Encourage Engage (Build Community) We are starting the conversation today Radical transformation in student education

“While all changes do not lead to improvement, all improvement requires change” Institute for Healthcare Improvement

Students are amazing learners we just need to guide them Average attention span is 6 ¼ minutes

Computers compete for attention Text/ / On-line forums/Phone calls/Face Time Avoid slang, sarcasm, jokes Avoid overuse of emoticons and acronyms

Communication- Theirs/Yours Clear Concise Correct Complete

Lecture is a form of 1 way communication- incorporate student dialogue-ask many questions Power Point Slides-highlight & summarize points

Enter data Pair-sharing- Think about the answer to this question and write it down. Introduce yourself to someone you don’t know. Share what you wrote with your new partner.

Use iClickers or other audience query devices to engage students 20 minutes of lecture-reinforce content/concepts with something else Pause lecture-incorporate active learning

Use a Star * Help focus on important concepts-critical information Guide review

Strategies to build priority setting skills-Pause for Priority Setting After teaching such as discussion on a topic or demonstration in lab, ask students- What is the big deal What is the point ? What is the first priority ? What is the first action to take ? Why is this so important ?

Critical Thinking There is a better way and I can find it There is a logic to this and I can figure it out Recognizing my weakness is a strength Critical thinking improves us

Focus the learning/thinking process Admit/Exit Ticket Importance of preparation for lecture or exams Preparation Sheet Quizzes Test Questions Case Studies and questions Create a video

Mental Practice/Imagery Use imagery to mentally practice the steps of a procedure Close your eyes Imagine yourself setting up for and beginning the new skill See yourself performing the skill See yourself completing the skill What is the outcome you accomplished ?

Pair-sharing- Think about the answer to this question and write it down. Introduce yourself to someone you don’t know. Share what you wrote with your new partner.

Use your resources-infuse throughout class Resource neglect affects outcomes-current recommendations in specialty

Knowledge management tools Reduce reliance on memory eBook vs Printed Textbooks-same vehicle, quick access to effective information Smartlinking for Multilogical thinking

Journal discussions Video clips lasting 3 to 5 minutes Reflect on concepts in the film

Concept Map An illustration that represents Key Concepts and Ideas within a Framework of Propositions shows Relationships

Concept map cont. Meaningful Learning Linked to existing body of knowledge Hierarchy and organization Makes sense to the learner

Begin with Focus Question or Main Concept Have students identify key concepts & make a list Rank order of importance Place concepts on the map as students determine where they fit

Expand concepts into sub-concepts Make connections Revision increases clarity

Encourage Collaborative Learning Work in groups Brainstorm Clear misconceptions Thinking out loud Learn from one another

Phased integration Be part of the solution-Value change

Use experiential learning Example Plan-Do-Study-Act

REFERENCES 1.Alfaro-LeFevre, R. (2008). Critical thinking and clinical judgment: A practical approach to outcome-focused thinking (4 th ed.) St. Louis, MO: Saunders. 2. Institute for Healthcare Improvement Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in nursing (3 rd ed). New York:Springer Publishing. 4. Neilsen, A. (2009). Concept-based learning activities using the clinical judgment model as a foundation for clinical learning. Journal of Nursing Education, 48, VanHorn, R. & Freed, S. (2008). Journal and dialogue pairs to promote reflection in clinical nursing education. Nursing Education Perspectives, 29,