1. Miranda Agin RN, BSN CPN EDG-602 Course Project 3-31-2012

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.

3. CategoryAverage Effect Size Identifying similarities and differences 1.61 Summarizing and note taking 1.00 Reinforcing effort and providing recognition.80 Homework and practice.77 Nonlinguistic representations.75 Cooperative learning.73 Setting objectives and providing feedback.61 Generating and testing hypotheses.61 Questions, cues, and advance organizers.59 Marzano, 1998

4.  This lesson will cover requirements of the Ohio Board of Nursing on gathering a patient history and performing a nursing assessment. With these generalized guidelines, some resources will be offered for adjustment for those who choose pediatrics.  This lesson is aimed at RN students who will be graduating soon and recent graduates of an RN program.  The students will be offered powerpoint information as well as links to valuable resources.  Information can best tested on via exam for definitive material offered on legal websites. Skills can be identified during clinical time, skills will be identified as satisfactory or unsatisfactory.

5.  A computer with powerpoint viewing capability  Internet access to view useful webpages  Cincinnati Childrens Hospital  Ohio Board of Nursing  Other valuable sites throughout the course semester  Download/saving capabilities  Download Inspiration http://www.inspiration.com/http://www.inspiration.com/  Photo story 3 Download http://www.microsoft.com/download/en/details.aspx?id= 11132  Students may use clinical instructor and other students as additional resource during clinical time

6. Procedure  Learning objectives will be measurable and time sensitive. They will be identified at the beginning of all lessons and on the syllabus used for the clinical setting.  Students will attend clinical under the direct supervision of an RN clinical instructor. This instructor will be available as a learning resource and will ultimately determine if the student has successfully met the skills requirements.  Evaluations will be done half way through the clinical period and again at the completion of the clinical semester.  Post conference will occur after each clinical day to allow students to voice any concerns with their clinical performance and also to ask any additional questions one on one with the instructor if needed.

7. Assessment  Skills related to obtaining patient history and completing a head to toe assessment will be deemed met satisfactorily or not met.  Assessments will be formative and deemed met or not met prior to the completion of the clinical period.  Skills will be observed by the instructor at times of completion.  Skills that do not have the opportunity to be directly observed will require a verbal description of the task itself and why the task would be completed.  Some skills may require assistance, whether verbal or hands on and the RN instructor will offer this as necessary to ensure skills are demonstrated appropriately.  Feedback will be given in both verbal and written manner. Verbal feedback will be given with the completion of the skills and in written manner during mid term and final evaluations.

8. Providing Feedback and Recognition  Feedback will be corrective, timely, specific to the task in question and students will have time to discuss feedback.  As students complete tasks, verbal recognition of what they did well, what they did wrong and what could be done a little better with practice.  Midterm evaluations will identify which skills students have made progress on thus far and which skills need further work throughout the semester.  Post conference time is always available for further discussion between student and instructor.

9. Procedure:  All strategies will be used in helping students meet desired outcomes.  Cues, Questions and Advanced Organizers ▪ Students may require cues from the instructor to help them complete tasks. Questions will be presented to students on what they thought of their clinical day and what questions/concerns they may have. Students must complete a mind map on their patient head to toe assessment with each clinical day.

10. Procedure:  Non-linquistic Representation ▪ Multi-media learning tools will be used to teach patient assessment as necessary. This may include power point presentations, videos or interactive webpages.  Summarizing and Note Taking ▪ The evening prior to the clinical day, the students are required to go to the hospital and collect data on their assigned patient. They gather notes and pertinent information to help them plan their day for clinical. This allows for them to use these notes to complete a rough draft of a mind map prior to coming to clinical

11. Procedure:  Cooperative Learning ▪ 7-8 students are in each clinical group. They may used each other as resources for their nursing care. They may ask each other for assistance, or simply another hand. In general, students will go to one another before going to the instructor for further questions and clarification.  Reinforcing Effort ▪ Students are encouraged to become involved in other things that are going on in the medical unit they have clinical on. Volunteering and observing can help students work towards their set objectives and what skills they must obtain. This effort can result in meeting objectives they may otherwise may not have the opportunity to complete.

12. Procedure:  Homework and practice  Students are required to complete a mind map for each patient assignment. This mind map is adjusted and edited after the completion of the clinical day.  Skills are mastered over time and practice. As skills are completed more times, they become more efficient in their nursing skills.  Students are encouraged to help with patients that are not assigned to them. After checking with the assigned bedside nurse, this may allow for them to further practice their skills.