Nurse Tim Conference by rjgranato5

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Slide Notes

Nurse Tim Conference

Published on Nov 25, 2015

Nurse Tim Conference

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PRESENTATION OUTLINE

Nurse Tim Conference

"timisms"

Photo by eflon

Jean Giddens
stated that
“It takes 21 years to know everything we know about nursing.”

Photo by paulssmith

Flipping the Classroom is like EBP on the fly. Access the evidence immediately and create this habit early on in nursing.

Photo by Roland Szilágyi

Flipping the classroom is getting back to the clinical bedside both before and during class..

Photo by ransomtech

Look at the concept the student is learning and then look at the patient at the clinical bedside (use scenario weighted pre-class assignment and during class) and state: There is a Perfusion issue! Or there is a Communication issue. Speak the language.

Photo by Nina Matthews Photography

Teach the students to learn how to learn concepts and processing information.

Photo by Jordanhill School D&T Dept

Build on something you already know about...........

Photo by Slack pics

“SBAR your car”:
S: what type of car
B: how you got car?
A: what is the condition of car?
R: next step in car journey?

Photo by wdroops

In pairs of two students, each student takes turns 1 SBARs the other. In response does the 2+2 = 2 compliments + 2 Questions/Critiques = watching others develop their critical thinking skills which results in a collaborative IQ.

Photo by Dubber

10.

• Flipping the classroom allows the student to always be ready to be at the application and analysis level both before and during class

Photo by ms4jah

11.

This is where straight power-point lecturing keeps them at the knowledge level.

Photo by garethjmsaunders

12.

This is where we want the student of today to be NOT at the knowledge level of learning only.

Photo by mscaprikell

13.

“Death by Power Point” – Don McMillan

Photo by Defence Images

14.

• Too many words

• Too many bullets

• Poor color/background choices

Photo by AP Imagery

15.

Don’t let technology take over the classroom

Photo by smaedli

16.

Untitled Slide

video to watch death by powerpoint
http://bit.ly/1uPW5GI

17.

Your student is going to jump as high as you ask them to.

Photo by CliffMuller

18.

Where do you want your student to be processing information when they are physically present with you?

Photo by Ame Otoko

19.

yes......the answer is at the application and analysis level.

Photo by Noah Sussman

20.

Mix up the student groups….if we keep getting together with our buddies we are going to keep making the same mistakes.

Photo by izzyplante

21.

Learners need to be stretched in areas where they need to grow auditory/visual/
kinesthetic.....mix it up

Photo by chrisada

22.

Students retain information that they experience. They then own it. As opposed to just tell me what I need to know for the exam.

Photo by illuminaut

23.

If you can find it on one page in one book it isn’t higher level thinking it is knowledge & comprehension.

Photo by Honou

24.

When you walk into a patient’s room there are 10 right answers to a problem.

Photo by chrisinplymouth

25.

We are putting students at risk of missing the big picture if they are always kept at a knowledge and comprehension level in the classroom.

Photo by amandabhslater

26.

May put them at risk of not learning how to make clinical judgments. Faculty job will be to teach the learner how to learn to prioritize.

Photo by John-Morgan

27.

“Clinical Imagination” “Giving students permission to be creative.”

Photo by Mr Boz

31.

“6 pack” teaching strategy

Photo by Sentience

32.

1) Students write one to two quiz questions for tomorrow.
2) First ten minutes of next class give your buddy the question and see if they can answer it.
3) Have students practice questions

Photo by Jilligan86

33.

4) Students put questions on discussion board and this becomes their study guide.
5) Include a few of the good ones on next exam.
6) Repeat the “6 pack” every month-not “one and done”.

Photo by Jilligan86

34.

Show the student that their culture is valid and has value

Photo by Jan Persiel

35.

Use Facebook to improve student outcomes

Photo by Master OSM 2011

36.

Create study group on Facebook

Photo by Robert S. Donovan

37.

Everybody creates two questions
carrot stick-
use their question to launch the next lecture and add one point to that student’s exam

Photo by Leo Reynolds

38.

“Highlighting strategies”

Photo by photosteve101

39.

Untitled Slide

40.

1) Students highlight important information in text and bring to class. Ticket to class. All computers open with text highlighted

Photo by Probably Okay!

41.

2) In a concept/subject area have the student highlight in green the three most important chronic but stable conditions then highlight in yellow the three most important acute unstable conditions.

Photo by antonychammond

42.

Then ask the question in class: Who will you care for first?
acute dyspnea/chronic dyspnea

Photo by Leo Reynolds

43.

3) 2 patients with chest pain – 1st patient with unstable CP sitting ....2nd is 1 hour past Physical Therapy with stable CP

Photo by njhdiver

44.

Class time is now considered clinical time

Photo by Leo Reynolds

45.

20 minute rule- do something to reinforce what you just read(heard) look up you-tube video/copy link to you-tube video/add to notes/do 2+2-need 1 per chapter/2+2 critique video, what did it do well(compliments/ what didn’t it do well(critiques)? Students will then see relevance

Photo by ell brown

46.

Share videos and replay throughout curriculum example ACID/BASE

Photo by MarkBTomlinson

47.

Have students create test questions after clinical experiences and share on discussion board-write the stem about what went wrong today on clinical

Photo by albertogp123

48.

Clinical Decision Support Tools-
Actionable data at the point of care.

Photo by A.Currell

49.

Mentor students in an activity that they can use on clinical

Photo by scottfidd

50.

Form Habits not Fear

Photo by bbaltimore

51.

Mentoring students throughout prioritization.

Photo by Darcy McCarty

52.

Scenario regarding a patient at risk for Infection (put anything here).
Give the basics about this patient ahead of time and then come to class ready to be on clinical.

Photo by AJC ajcann.wordpress.com

53.

Realism Example-
Week 8 teaching wounds/drains/tubes:
3X3 strategy= Choose 3 priority assessment areas and three priority interventions.

Photo by Robert S. Donovan

54.

Before reading Chapter 38 perform Pre-class Quiz-
print out and bring ticket to class. Then read Chapter 38 according to evidence in education literature the content that the student got wrong will leap out of text.

Photo by Harald Groven

55.

This builds nursing intelligence. It is dangerous for a nurse to rely solely on memory.

Photo by strangebrewfreak

56.

Christine,Renee,Nancy,
Deb.Diane,
Sister, Julie,Denise,

Photo by Jsome1

Slide Notes

Nurse Tim Conference

MORE DECKS TO EXPLORE

PRESENTATION OUTLINE

Nurse Tim Conference

Jean Giddensstated that“It takes 21 years to know everything we know about nursing.”

Flipping the Classroom is like EBP on the fly. Access the evidence immediately and create this habit early on in nursing.

Flipping the classroom is getting back to the clinical bedside both before and during class..

Look at the concept the student is learning and then look at the patient at the clinical bedside (use scenario weighted pre-class assignment and during class) and state: There is a Perfusion issue! Or there is a Communication issue. Speak the language.

Teach the students to learn how to learn concepts and processing information.

Build on something you already know about...........

“SBAR your car”:S: what type of car B: how you got car? A: what is the condition of car? R: next step in car journey?

In pairs of two students, each student takes turns 1 SBARs the other. In response does the 2+2 = 2 compliments + 2 Questions/Critiques = watching others develop their critical thinking skills which results in a collaborative IQ.

• Flipping the classroom allows the student to always be ready to be at the application and analysis level both before and during class

This is where straight power-point lecturing keeps them at the knowledge level.

This is where we want the student of today to be NOT at the knowledge level of learning only.

“Death by Power Point” – Don McMillan

• Too many words• Too many bullets• Poor color/background choices

Don’t let technology take over the classroom

Untitled Slide

Your student is going to jump as high as you ask them to.

Where do you want your student to be processing information when they are physically present with you?

yes......the answer is at the application and analysis level.

Mix up the student groups….if we keep getting together with our buddies we are going to keep making the same mistakes.

Learners need to be stretched in areas where they need to grow auditory/visual/kinesthetic.....mix it up

Students retain information that they experience. They then own it. As opposed to just tell me what I need to know for the exam.

If you can find it on one page in one book it isn’t higher level thinking it is knowledge & comprehension.

When you walk into a patient’s room there are 10 right answers to a problem.

We are putting students at risk of missing the big picture if they are always kept at a knowledge and comprehension level in the classroom.

May put them at risk of not learning how to make clinical judgments. Faculty job will be to teach the learner how to learn to prioritize.

• “Speed dating lecture style”

•Educating Nurses by Benner

Bridging the gap- critical thinking &clinical reasoning

“Clinical Imagination” “Giving students permission to be creative.”

“6 pack” teaching strategy

1) Students write one to two quiz questions for tomorrow.2) First ten minutes of next class give your buddy the question and see if they can answer it. 3) Have students practice questions

4) Students put questions on discussion board and this becomes their study guide. 5) Include a few of the good ones on next exam.6) Repeat the “6 pack” every month-not “one and done”.

Show the student that their culture is valid and has value

Use Facebook to improve student outcomes

Create study group on Facebook

Everybody creates two questionscarrot stick-use their question to launch the next lecture and add one point to that student’s exam

“Highlighting strategies”

Untitled Slide

1) Students highlight important information in text and bring to class. Ticket to class. All computers open with text highlighted

2) In a concept/subject area have the student highlight in green the three most important chronic but stable conditions then highlight in yellow the three most important acute unstable conditions.

Then ask the question in class: Who will you care for first? acute dyspnea/chronic dyspnea

3) 2 patients with chest pain – 1st patient with unstable CP sitting ....2nd is 1 hour past Physical Therapy with stable CP

Class time is now considered clinical time

20 minute rule- do something to reinforce what you just read(heard) look up you-tube video/copy link to you-tube video/add to notes/do 2+2-need 1 per chapter/2+2 critique video, what did it do well(compliments/ what didn’t it do well(critiques)? Students will then see relevance

Share videos and replay throughout curriculum example ACID/BASE

Have students create test questions after clinical experiences and share on discussion board-write the stem about what went wrong today on clinical

Clinical Decision Support Tools-Actionable data at the point of care.

Mentor students in an activity that they can use on clinical

Form Habits not Fear

Mentoring students throughout prioritization.

Scenario regarding a patient at risk for Infection (put anything here).Give the basics about this patient ahead of time and then come to class ready to be on clinical.

Realism Example-Week 8 teaching wounds/drains/tubes:3X3 strategy= Choose 3 priority assessment areas and three priority interventions.

Before reading Chapter 38 perform Pre-class Quiz-print out and bring ticket to class. Then read Chapter 38 according to evidence in education literature the content that the student got wrong will leap out of text.

This builds nursing intelligence. It is dangerous for a nurse to rely solely on memory.

Christine,Renee,Nancy,Deb.Diane,Sister, Julie,Denise,

Friend of Haiku Deck

Error!

Jean Giddens
stated that
“It takes 21 years to know everything we know about nursing.”

“SBAR your car”:
S: what type of car
B: how you got car?
A: what is the condition of car?
R: next step in car journey?

• Too many words

• Too many bullets

• Poor color/background choices

Learners need to be stretched in areas where they need to grow auditory/visual/
kinesthetic.....mix it up

1) Students write one to two quiz questions for tomorrow.
2) First ten minutes of next class give your buddy the question and see if they can answer it.
3) Have students practice questions

4) Students put questions on discussion board and this becomes their study guide.
5) Include a few of the good ones on next exam.
6) Repeat the “6 pack” every month-not “one and done”.

Everybody creates two questions
carrot stick-
use their question to launch the next lecture and add one point to that student’s exam

Then ask the question in class: Who will you care for first?
acute dyspnea/chronic dyspnea

Clinical Decision Support Tools-
Actionable data at the point of care.

Scenario regarding a patient at risk for Infection (put anything here).
Give the basics about this patient ahead of time and then come to class ready to be on clinical.

Realism Example-
Week 8 teaching wounds/drains/tubes:
3X3 strategy= Choose 3 priority assessment areas and three priority interventions.

Before reading Chapter 38 perform Pre-class Quiz-
print out and bring ticket to class. Then read Chapter 38 according to evidence in education literature the content that the student got wrong will leap out of text.

Christine,Renee,Nancy,
Deb.Diane,
Sister, Julie,Denise,