1. Patricia Winford B.S.N, R.N. EDG-602 Course Project Fall 2009 Family Nursing Clinical Practicum CCHMC A4N Solid Organ Transplant Unit

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. 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)

4. Pediatric Unit In class learning on Pediatric Nursing Taught at NKU- formal classroom. 8 week clinical practicum at Cincinnati Children’s Medical Center. Students assigned a Clinical Site with a Clinical Instructor. Student groups are 8 students per instructor and clinical unit.

5. The Pediatric 8 week clinical practicum is represented by Inspiration “Course Map.” Pediatric Unit

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 Children’s Medical Center. (Grades and attendance spreadsheet)

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.

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.

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

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

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.

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

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.

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)

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.

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.

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.

18. Providing Feedback  Post Conference Time to tell about patient assignment, what went good for them, what didn’t go so well, how they could have improved client interactions and care. Open to feedback from other students.

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

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.

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.

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

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

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

25. Patricia Winford B.S.N, R.N. EDG-602 Course Project Fall 2009 The End Have a Great Holiday!