Activity type: Interactive Challenge
Aim: To provide a comfortable environment for students to apply theoretical knowledge to clinical scenarios. Provide information to students in meaningful ways. Encourage thought on subtle protocol variations between staff and departments. Discuss activities undertaken to provide feedback and facilitate self-reflection. Improve class confidence prior to placement. The student objectives were to identify areas of deficit in clinical skills and to demonstrate ability to apply theoretical knowledge to clinical practice. This task gave student simulated experience in general practice to challenge their knowledge base and help them to gain confidence.
Description: As part of preclinical session, a PowerPoint file making use of hyperlinks shows images of a skeleton (for surface anatomy) and a simulated field of view over the top in three different positions. The students are asked questions relating to the images. Selected answers link to a discussion. Some options for correcting poor choices are also discussed together with other questions and challenges. Following this 30 minute session, the class discusses the questions and the processes.
Showing posts with label Nursing. Show all posts
Showing posts with label Nursing. Show all posts
Thursday, December 10, 2009
Wednesday, September 16, 2009
Professional Awareness
Name: Rosanne Crouch
Field or discipline: Nursing
Program: Bachelor of Nursing
Year level: 2-3
Class size: 30
Activity type: Presentation
Aim: To have the students become aware of their own profession when compared/contrasted with another health profession.
Description: This was a group activity that I participated in as a student involving four students interviewing a professional from another health discipline. We were required to contrast and compare this professional’s health discipline with our own discipline. The interview was video-taped and a presentation was given to the rest of the class.
This task helped the students to be aware of other health professionals’:
· Academic requirements
· Legal requirements
· Work requirements
Application: There were some issues with the access to, and knowledge of using equipment. The small time frame available also made this task difficult.
I am not able to recall who the lecturer was who developed this task but as a participant, I believe it was a very valuable and engaging experience.
Field or discipline: Nursing
Program: Bachelor of Nursing
Year level: 2-3
Class size: 30
Activity type: Presentation
Aim: To have the students become aware of their own profession when compared/contrasted with another health profession.
Description: This was a group activity that I participated in as a student involving four students interviewing a professional from another health discipline. We were required to contrast and compare this professional’s health discipline with our own discipline. The interview was video-taped and a presentation was given to the rest of the class.
This task helped the students to be aware of other health professionals’:
· Academic requirements
· Legal requirements
· Work requirements
Application: There were some issues with the access to, and knowledge of using equipment. The small time frame available also made this task difficult.
I am not able to recall who the lecturer was who developed this task but as a participant, I believe it was a very valuable and engaging experience.
Friday, September 19, 2008
Role-Playing Line up
Your name: Tina Jenkins
Field or discipline: Nursing
Program: Australian Registered Nurse Training Program
Course: RN: Acute Care
Year level: Non-award Professional Certificate
Class size: 24
Activity type: Tutorial
Description: The ARNTP it's a non-award professional certificate for overseas-educated registered nurses who wish to work in Australia. The activity was a role-play that commenced between two students and resulted in students being added to the activity to role-play the characters as they were integrated into the scenario. The result was a line of students in one row. The role play commenced at the beginning of this line with each role character in acting a part in this scenario. Once at the end of the line characters were swapped and the role-playing commenced in the opposite direction with the participants being gradually replaced as each new person is added to the end of the line.
The roles included;
1. Handover between the angiography RN and receiving ward RN;
2. Handover between early and late shifts;
3. Patient education- cardiac risk factors/ post-operative care/discharge information;
4. Dissemination of patient data between doctor and bedside RN;
5. Physiotherapist - patient education of chest therapy;
6. Dietician - patient education of lifestyle modifications;
7. Doctor educating patients family and significant others.
The students had a great time and were laughing and having fun while learning. We detected in an increase in English language proficiency. The activity also increased confidence in the students. It was important for the teacher to reinforce the tutorial environment as a safe environment; to develop and establish group norms; tomorrow appropriate cultural sensitivity; to set clear expectations that dissipation; and to get to know your students and assist them to get to know each other.
Application: This approach would suit disciplines where communication with the public is an expectation of the position.
Field or discipline: Nursing
Program: Australian Registered Nurse Training Program
Course: RN: Acute Care
Year level: Non-award Professional Certificate
Class size: 24
Activity type: Tutorial
Description: The ARNTP it's a non-award professional certificate for overseas-educated registered nurses who wish to work in Australia. The activity was a role-play that commenced between two students and resulted in students being added to the activity to role-play the characters as they were integrated into the scenario. The result was a line of students in one row. The role play commenced at the beginning of this line with each role character in acting a part in this scenario. Once at the end of the line characters were swapped and the role-playing commenced in the opposite direction with the participants being gradually replaced as each new person is added to the end of the line.
The roles included;
1. Handover between the angiography RN and receiving ward RN;
2. Handover between early and late shifts;
3. Patient education- cardiac risk factors/ post-operative care/discharge information;
4. Dissemination of patient data between doctor and bedside RN;
5. Physiotherapist - patient education of chest therapy;
6. Dietician - patient education of lifestyle modifications;
7. Doctor educating patients family and significant others.
The students had a great time and were laughing and having fun while learning. We detected in an increase in English language proficiency. The activity also increased confidence in the students. It was important for the teacher to reinforce the tutorial environment as a safe environment; to develop and establish group norms; tomorrow appropriate cultural sensitivity; to set clear expectations that dissipation; and to get to know your students and assist them to get to know each other.
Application: This approach would suit disciplines where communication with the public is an expectation of the position.
Domain Bingo
Your name: Jane Warland
Field or discipline: Nursing
Program: IBNU
Course: Lifespan Development
Year level: 1
Class size: 25
Activity type: Icebreaker
Description: This is an icebreaker activity as well as device for enabling student learning about the three major domains that form human development. there are three major domains that form human development that each is interconnected and overlaps the other two domains all through the lifespan:
The students have differed on the squares with people's names (same name can be used once only) until someone shouts bingo. Afterward, we have a discussion about which attribute is in which domain (some overlap) and then how it is quite easy to do certain things in the biological domain, yet the other two domains are much harder (especially cognitive).
Application:The bingo approach can be used in any course as an ice breaker.
Field or discipline: Nursing
Program: IBNU
Course: Lifespan Development
Year level: 1
Class size: 25
Activity type: Icebreaker
Description: This is an icebreaker activity as well as device for enabling student learning about the three major domains that form human development. there are three major domains that form human development that each is interconnected and overlaps the other two domains all through the lifespan:
- the biological domain which is based on genetics and physiological factors and includes changes in the size, shape, and characteristics of the human body such as physiological processes associated with puberty
- The cognitive domain comprises their ability to learn and experience the world we live in and to communicate with others.
- The psychosocial domain comprises of the intra- and inter-personal relationships of an individual with others which includes family, peers, love relationships and co-workers.
The students have differed on the squares with people's names (same name can be used once only) until someone shouts bingo. Afterward, we have a discussion about which attribute is in which domain (some overlap) and then how it is quite easy to do certain things in the biological domain, yet the other two domains are much harder (especially cognitive).
Application:The bingo approach can be used in any course as an ice breaker.
Thursday, September 18, 2008
Nursing workshop
Your name: Kirsten Durdin
Field or discipline: Nursing
Program: IBNU
Course: Being a Health Professional
Year level: 1
Class size: 27
Activity type: Practice-based learning; Work stations; Preparation
Description: Students were prepared for the workshop by the study guide which had some multiple-choice and short answer questions about the topics. The workshop area was then split into two sections. The students move between the stations using the equipment and discussing tasks. r lecturers were available to students to clarify and challenge their knowledge e. If students g were not engaging in the activity, questions around the progression work were asked in many demonstrations provided.
Application: Students doing this type of practical work are much my engaging course and is compared to their experience in tutorials. It also benefits team work.
Field or discipline: Nursing
Program: IBNU
Course: Being a Health Professional
Year level: 1
Class size: 27
Activity type: Practice-based learning; Work stations; Preparation
Description: Students were prepared for the workshop by the study guide which had some multiple-choice and short answer questions about the topics. The workshop area was then split into two sections. The students move between the stations using the equipment and discussing tasks. r lecturers were available to students to clarify and challenge their knowledge e. If students g were not engaging in the activity, questions around the progression work were asked in many demonstrations provided.
Application: Students doing this type of practical work are much my engaging course and is compared to their experience in tutorials. It also benefits team work.
Wednesday, September 17, 2008
The old VITAL is dead - Long live the new VITAL
The Valuable Ideas in Teaching And Learning (VITAL) database died a long a painful death. Already sick and very confused, the home-grown database was mortally wounded by a virus in September 2008 and died. But out of the ashes arises the new VITAL - bigger better and more user-friendly blogger version.
VITAL ideas are shared in person through Student Engagement Swap Shops. Using a template, academics share their great ideas to engage students with their colleagues. The process is mediated through academic development staff member in the Learning and Teaching Unit on your campus.
In this version of VITAL you can add labels to your post to help your ideas be linked to others, e.g.
- Your discipline (e.g. Engineering, Nursing, Speech pathology)
- Teaching-research nexus
- Practice-based learning
- Service learning
- Graduate qualities
- ADRI
- Flexible learning environments
- Concepts
Feel free to comment on the ideas of others - sharing similar experiences and what happened if you tried the idea in a new context. Comments are moderated and as such there will be a delay before they appear.
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