411weil

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A presentation at the 23rd AFACCT Conference, January 10-11, 2013

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411weil

  1. 1. The Flipped, Blended, Mobile,Collaborative & Flexible NursingClassroomColeen Weil, Ph.D., R.N.cweil@worwic.eduAFACCT Conference 2013Session 4.11 Thursday, Jan. 10, 2013
  2. 2. Objectives• Develop collaborative in-class activities usingconcept mapping, case studies, Turning Point,videos, and games• Justify collaborative exam review and sharingPar Score results with students• Design a collaborative allied health exercise
  3. 3. BASICCASESTUDYFLIPPEDCONCEPT MAPPING
  4. 4. Basic MappingChronicRenalFailureCVGIPULMINTEGNEUROPSYC/SOCHEMOTOLRENALFLUID VOLUME EXCESSELEVATED BUNELEVATED CREATININELOW HEMOGLOBIN & HEMATOCRITDRY ITCHY SKINPOOR SKIN TURGORLOW ALBUMINDECREASED COGNITIONCONFUSIONWORK LIFESOCIAL LIFEDECREASED URINE OUTPUTURINARY TRACTINFECTIONSELETROLYTE IMBALANCEACID/BASE IMBALANCEVITAMIN DEFICIENCIESIn a basic concept map, students look at the problem list and place the clients complaints in thecorrect system, making connections between systems. They develop nursing diagnoses andinterventions, again making connections between related items.
  5. 5. FLIPPEDCOLLABORATIVE GROUPS ROTATING GROUPS
  6. 6. Collaborative GroupsCollaborative groups can be used for test review;I have them retake the test in groups and theydiscuss the rationales for answers amongstthemselves.Case studies can be done in groups and conceptmapped, then presented to the class. Eachgroup gets a different case based on theexemplars for the concepts being discussed in aparticular unit
  7. 7. Rotating GroupsStudents number off; I generally have 4 in eachgroup. Each group is given a topic, for exampleone group has Cushings, one has Addisons, onehas SIADH, and one has DI. They each look uptheir disease process and develop a conceptmap. Then the group rotates, but #1 stays putto teach the next group. After everyone hasrotated #2,3, & 4 teach their group #1 personabout the other disease processes.
  8. 8. USING PICTORAL REPRESENTATIONS
  9. 9. VIDEOThis is a video of alveoli. It demonstrates how they snap openand closed. I also have one demonstrating alveoli under theinfluence of PEEP, and with an oscillating ventilator. This givesstudents a better understanding of the concepts being taught.
  10. 10. • Best commercial ever (by Steph L)• When workers become bored (by Ryan Miller)• Granny and the dog (by southwalesmale)• http://www.youtube.com/watch?v=xgHmSdpjEIk (Thousand hands)• http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html (stroke)• http://www.youtube.com/watch?v=LnLVRQCjh8c (amputations)• http://www.ted.com/talks/view/id/82(amputations)
  11. 11. http://www.youtube.com/watch_popup?v=L1_W0LCHwK4(Incontinence)I receive some interesting and some ridiculous things via email. It justtakes a little imagination to incorporate them to make a topic moreinteresting. The first 3 items on this list are available on You tube.“Best Commercial Ever” is used at the beginning of my reproductiveunit, “When Workers Become Bored” is the entrance into the unit onhead injuries, and “Granny and the Dog” introduces the unit onfractures.Please peruse the talks on TED. They are amazing and there are manytopics for nursing students.
  12. 12. Imbedded QuestionsWhen students take notes they frequently don’t “hear” what the instructor is saying.Imbedded questions help them identify the concepts behind the discussion.
  13. 13. A client is receiving IV heparin following a PE.They are receiving their first dose of coumadintoday, but there is no PT/INR ordered fortomorrow. What would be the nurses bestaction:A. Ignore it because a PTT is ordered.B. Ignore it because it is not necessary to knowthe PT/INR tomorrow.C. Obtain an order from the health care provider.D. Hold the coumadin until the lab orders arereceived
  14. 14. Mobile and FlexibleUse Cellphones in Class –I don’t have the answer to everything,and most of my students have smartphones or IPAD’s. We can retrieve theanswers to their questions in a timelymanner.On-line Discussion Groupswith BB by posting a case study andasking what they would do in a situation
  15. 15. Games• http://www.ed.sc.edu/caw/caw/toolboxppt.html• Games PowerPoint
  16. 16. Clinical ActivitiesA student takes report on the whole floor and prioritizes anevacuation plan in the event of an emergencyPrioritizationStudent does a 5 minute assessment then checks in withinstructor to see how they were focused. They then complete theassessment and document. (3-6 clients)AssessmentThey act as me for a clinical day; side by side, supervising their peers,reviewing meds, supervising procedures, etc…Be Me
  17. 17. Interdisciplinary DisasterSimulationEMS• Come on scene, assess, transport & hand offreportRAD• Triage, orders, transcription, positioning, filmsNurse• Simulation, victims, med/surg triage & discharge,report and handoff, emergent triage, bedboard,walking wounded, admits, family, media

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