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Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
Suny ulster 2nd_life_medicalcenter
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Suny ulster 2nd_life_medicalcenter

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At SUNY Ulster, we have created a critical thinking arena for Nursing students to practice the chain of decisions they need to make in critical care scenarios. This presentation explains our process …

At SUNY Ulster, we have created a critical thinking arena for Nursing students to practice the chain of decisions they need to make in critical care scenarios. This presentation explains our process to create a medical facility and where we hope to take this facility...for all of SUNY to use.

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  • HW
  • HW
  • HW ::: 2nd Life for Nursing Education- who is doing it already…England, Tacoma CC (handout article )Process to incorporate 2nd life into curriculumMinigrant purpose Objectives and Outcomes  Cost of $ and Time to get the site up and running Org chart of all people involve ID and IT support to make it happen..Producers, Makers, Training faculty, studentsMuvers as resource for Training the professors and Evergreen IslandEvergreen Island training certain amt hrs , Avenues available for Nursing content Grey Heron, PTSD, MS, TBI Ability Island, Center for Disease Control, MS Society island buildRoad blocks to get up and running …bandwidth, things on the islandBuilding: Working with Oneonta, Oneonta Hospital Ulster land on SLN islandUlster Field Hospital tents  Student Training Case StudyMoving forward and approaches Your questions
  • A factor identified as having a key impact on nursing education is the limited availability clinical sites to adequately prepare our students for an increasingly complex healthcare environment.
  • Duke University
  • LS : Retention of students is a concern for academia and healthcare institutions High attrition rates are costly to the student, the school and the community Providing a variety of experiential opportunities is one way to promote retention Virtually all college students have had expierence with games.. Virtual simulation incorporates discovery, anyalysis, interpretation and performance as well as physical and mental activity.
  • Lisa Schulte / Hope Windle
  • Liken it to a film production
  • HW project manager hat
  • HW, Talk about working with John Miller
  • HW
  • HW
  • sherry
  • Robin S
  • - In a tent, - what could be realistic with where the students were in their studies - what we could actually accomplish in 2nd Life at this time. - Don’t have the opportunity to teach this is classroom to introduce disaster response in nursing
  • HW
  • Transcript

    • 1. It takes a <br />village <br />to create <br />a hospital <br />in<br />Lisa Schulte & Robin Stevens. Nursing Program . SUNY Ulster <br />Hope Windle . Instructional Designer . SUNY Ulster <br />Sherry Chisamore . Director of Distance Learning . SUNY Ulster <br />Jim Greenberg . Director Teaching, Learning and Technology Center . SUNY Oneonta <br />Dan Plows . Student Intern . SUNY Oneonta<br />
    • 2. Audience Survey Show of hands <br />Who is familiar with 2nd Life? <br />Who has an avatar in 2nd Life? <br />Who is teaching in 2nd Life or other virtual worlds?<br />Who is doing Nursing Education in 2nd Life? <br />Who is building in 2nd Life? <br />
    • 3. AGENDA<br />Nursing Education’s need<br />Our Process to incorporate 2nd Life into curriculum<br /> Cost of $ and Time <br />Building <br />Roadblocks<br />Training, Teaching & Learning<br />Next Steps <br />Your questions<br />
    • 4. Need for - Alternative to traditional lecture style classroom- Increased Hands-on learning experience <br />Limited available clinical sites <br />
    • 5. The increasing complexity and widespread use of technology in healthcare has greatly increased the importance of teaching technology skills in the classroom. <br />
    • 6. Tacoma County Community College<br />
    • 7. Duke University<br />
    • 8. Duke University<br />
    • 9. Glasgow University<br />
    • 10. SUNY Ulster Nursing Mini-Grant <br /><ul><li>Integrate learning technologies into the classroom.
    • 11. Institute a forward-thinking transformation that will enhance student success and improve overall retention rates.
    • 12. Provide additional educational opportunities for students to practice critical thinking skills beyond the clinical setting.
    • 13. Incorporates NLN Core Competency of "Facilitator of Learning“
    • 14. High attrition rates are costly to the student, the school and the community</li></li></ul><li>Money<br />$2500 Mini grant for Training<br />1000 Linden dollars from SLN <br />$7.90 = L$2000, changes daily on 2L Exchange<br />$100 per avatar<br />$40 American dollars <br />Island cost issue …SLN island<br />Ulster hospital and tents on Oneonta island<br />
    • 15. People involved and role<br />
    • 16. Project Nursing Student <br />Experience <br />Building in 2nd Life<br />Curriculum Development<br />Faculty<br />training<br />Technology<br />support<br />Land access<br />Training <br />To use <br />2nd Life<br />Student training<br />
    • 17. Time on Task <br />Mini grant (5 hours) <br />Professor Training (40 hours)<br />Getting land (5 hours) <br />Building hospital with SUNY Oneonta land and student intern builder (Dan?) <br />Building field hospital, bots, video (180 hours)<br />Re-Building the hospital on SUNY Oneonta island (Dan?) <br />Set up training and support for students in student labs, on LMS ( 20 hours )<br />Creating the case study (10 hours)<br />Train the students (2 hours per group)<br />Students doing the case study(2 hours) <br />
    • 18. Where went and what learned to do.<br />Place to study on their own.<br />Screen shot of the student Orientation. <br />
    • 19. Training of Faculty<br /><ul><li>Training at Evergreen Island
    • 20. Working with John Miller, RN
    • 21. Build avatars
    • 22. Think about what we want the students to be able to do and utilize 2nd life for …equipment possibilities, limitations</li></li></ul><li>Training for students<br />Creating the avatar with the students… 2 hours<br />To learn to <br /><ul><li>Navigate
    • 23. Teleport
    • 24. Learn rules of 2nd Life
    • 25. Communicate
    • 26. Landmarks
    • 27. Create and save and open Notecards
    • 28. Use and build Inventory
    • 29. Become Members of Nursing Group
    • 30. Give them scrubs, stethoscope, name tag
    • 31. Took 2 hours
    • 32. Needs decent size lab and IT coverage to put 2nd life of all machines. Obtaining a white listing with 2nd Life for IT</li></li></ul><li>The process <br />of Building <br />
    • 33. Wish list of equipment<br />Supply cart w/ drawers that open and close<br />Within the cart, one would find the following items. <br />IV solution <br />Angio catheter<br />Blood pressure monitor<br />Blood draw supplies<br />Suction<br />Movable hospital beds<br />Hand sanitizer on the wall<br />Monitor should be by each bed<br />Glove dispenser on the wall<br />Crash cart in one room<br />COW Computer on wheels<br />Privacy curtains<br />Oxygen suction over bed<br /><ul><li>Two trashcans:  one for bio waste
    • 34. (red bag).  One regular.           
    • 35. Medication cart
    • 36. IV line
    • 37. IV fluid
    • 38. Med Room
    • 39. Clean utility
    • 40. Shelves for supplies
    • 41. IV fluids
    • 42. Gloves
    • 43. IV tubing
    • 44. Dressings
    • 45. IV stat kits
    • 46. IV angiocatheter
    • 47. Med dispenser</li></li></ul><li>
    • 48.
    • 49.
    • 50.
    • 51.
    • 52.
    • 53.
    • 54.
    • 55.
    • 56.
    • 57.
    • 58.
    • 59.
    • 60.
    • 61. Hospital disappeared NLNAC visit is upon us!! <br />
    • 62. The Building Process continues<br /><ul><li>Field Tents emerged
    • 63. Found the medical supplies and equipment to use
    • 64. Created a Disaster Relief scenario
    • 65. Bots </li></li></ul><li>
    • 66. Scrubs<br />Gloves<br />Stethoscopes<br />
    • 67.
    • 68.
    • 69. Case Study: Disaster Relief<br />OBJECTIVES:<br />Second Life provides nursing students an opportunity to:<br />-practice in a safe environment to enhance learning<br />-allow students to practice skills<br />-apply critical thinking in a clinical setting outside of the hospital<br />-network with peers and professionals<br />-be exposed to a disaster response clinical scenario <br />-have real time interaction with their professor and themselves<br />- Introduce and reinforce quality improvement measures <br />OUTCOMES:<br />- Students will gain confidence in critical thinking<br />- Students will demonstrate an increased level of critical thinking <br />- Students will be better prepared to handle a wide variety of real-life patient scenarios<br />- Students will be able to identify various quality improvement measures<br />-first time NCLEX pass scores will increase<br />
    • 70.
    • 71. LESSON PLAN<br />15 minutes :: Set up, Pairing, Instructor Intro 60 minutes :: Do case study30 minutes :: Review with group & instructor<br />
    • 72.
    • 73.
    • 74.
    • 75.
    • 76.
    • 77.
    • 78.
    • 79.
    • 80.
    • 81.
    • 82.
    • 83.
    • 84.
    • 85. Were we successful? <br />
    • 86. Challenges<br /><ul><li>To get up and running
    • 87. Training roadblocks…
    • 88. Making the most of the tool
    • 89. Incorporating the tool into the curriculum
    • 90. Considering where the teaching would occur?
    • 91. In a hospital setting ? Or on field trips
    • 92. Computer lab challenges ..not having enough computers for all the students </li></li></ul><li>Road block<br />Bandwidth…the issue of the white cloud people<br />
    • 93. Student Feedback<br />Initial how-to trainings were confusing <br />Implemented clearly stated outcomes, reviewed whole site and process before any student got an avatar<br />After case study, positive feedback <br />
    • 94. Moving forward <br />Best Practices <br />When we train students <br />Start with clear objectives and outcomes<br />Video clip of what doing in case study <br />Presenter show the Ulster location in 2nd life <br />See where we would go<br />Learn how to use an avatar<br />Next steps, use for group projects …<br />
    • 95. Ulster offerings <br />Orientation <br />With scrubs, stethocope, shoes, notecards<br />Disaster Relief scenario (first year students)<br />Maternity scenario (second year students)<br />Cardio scenario (second year students)<br />Unforeseen offering, online place to work in study groups or teams<br />
    • 96. Second Life Educational Template<br />Case study for critical thinking skills<br />Starting spot with Bot hand off of notecards<br />Notecards of steps, with a decision tree <br />Movement through space to spread the students<br />Feedback from instructor<br />
    • 97. Next Steps..<br /><ul><li>Schools who want to make medical facilities
    • 98. SUNY Oneonta
    • 99. Schools who want to use medical facilities
    • 100. Schools who would like a webinar or in person presentation to stimulate interest
    • 101. Sign up in Google doc in Ulster land on SLN island as well as the SLN NING</li></li></ul><li>Any Questions? <br />Hope Windle, SUNY Ulsterwindleh@sunyulster.edu 845-687-5295<br />Sherry Chisamore, SUNY Ulster chisamos@sunyulster.edu 845-687-5095 <br />Jim Greenberg, SUNY Oneonta, greenbjb@oneonta.edu607-436-2701<br />
    • 102. Tour of hospital & field tent<br />Fly over hospital <br />Walk into Tent A & B<br />Show Bea modeling the student avatar with the scrubs, stethoscope, name tag<br />Students were named their first name and the 2nd life last name<br />Student/Instructor assess patient and obtaining patient data, click on notecard, read scenario and answer appropriately. Goal to move through all 10 notecards<br />Click on case 7<br />Blood flow rate<br />Tara is the faculty with the lab coat<br />

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