APA format3 pages 3 references Can you use one of the references from the discussion Please have done by Saturday November 2, 2019 @ 7pm EST
Main Discussion. Examination is the most standard method for assessing a student’s learning. Online examinations are developed two ways. First, it can be created in a Microsoft Word document and uploaded to the course or secondly, the test questions can be generated within a learning management system (LMS) using the provided means (Bristol, 2011). The challenge in writing multiple choice questions is creating a reasonable measure of the learner’s knowledge while not providing clues within a question as opposed to its content. The use of deception as the way to increase difficulty should be avoided. One thing about multiple-choice questions is that the answer is present for the learners to decipher. (Dickinson, 2019). The lesson plan that I used to create multiple choice questions covers the different colors that are used to identify IV catheter gauges and the contents of an IV start pack. I have never created multiple choice questions for a test or used the technology needed to do so. It was difficult at first to create queries that covered the objectives at the same time and not to include the answer to the question within the question. I also had to make a conscious effort not the put the correct answer to the questions in the C or D position. Another challenge was finding a website that I was comfortable with using and one that I could easily navigate to create my multiple-choice test. Survey monkey is a free online survey that has the capability for quizzes. The survey tool is used frequently on my job to poll employees on current issues.
Link to quiz.
https://www.surveymonkey.com/r/ZGV6J88
References
Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.
Dickinson, M. (2019). The thing about multiple-choice tests. Learning Solution Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests
Survey Monkey. (n.d). Retrieved October 29, 2019, from http://www.surveymonkey.com
Name:
Michelle Frierson
Screencast Title:
Intravenous needle catheter selection and IV therapy guidelines
Environment:
(on-site, online, or hybrid)
This lesson is intended for the hybrid environment. Student nurses and novice nurses will watch this screencast before engaging in on-site intravenous (IV) needle selection for IV starts
Screencast Goal:
This screencast will increase the awareness on the importance of IV catheter size selection depending on the intended use and/or patient population and IV therapy guidelines.
Description of Screencast lesson:
This screen cast is directed toward nursing students and novice nurses. The different sizes of IV catheters based on color and the supplies needed will be reviewed. The participants will participate by watching a short video immediately after screencast on IV catheters and therapy guidelines, answer 10 questions at the end of the lesson, print certificate of completion and bring certificate to skill lab for competency checkoff.
Learning Objectives
At the end of this lesson students and nurses will be able to
- Identify the different sizes of IV catheters based on color
- Verbalize uses for different catheter sizes
- Identify supplies needed for IV starts
- Document appropriately
- Demonstrate at least 80% competency on post test on IV catheter sizes, usage, and therapy guidelines
- Demonstrate an IV start in an on-site skills lab
,
Quiz
1. Match the gauge IV catheter with the appropriate color
_____24-gauge pink
_____22-gauge yellow
_____20-gauge blue
_____18-Gauge green
2. What two gauges of IV catheters are commonly used during
for rapid fluid administration?
- 24 gauge and 22 gauge
- 18 gauge and 20 gauge
- 20 gauge and 24 gauge
- 22 gauge and 20 gauge
3. Select the appropriate list of supplies found in an IV start Kit.
A. extension set, tape, and 20-gauge catheter
B. Sterile dressing, tape, tourniquet, gauze pad, extension set, and
chlorhexidine swab
C. extension set, chlorhexidine swab, tape, and gauze pad
D. tourniquet, sterile dressing, and extension set
Identify at Least One in Each Area
Pre-Licensure QSEN Competencies
Integrated Processes
Clinical Relationships
1. Patient-centered care
2. Teamwork and collaboration
3. Evidence-based practice (EBP)
4. Quality Improvement (QI)
5. Safety
6. Informatics
1. Nursing process
2. Caring
3. Communication and documentation
4. Teaching/ Learning
1. Varied sources of data
2. Similar options
3. Prioritization
4. Teaching
5. Notes: ______________
Rationale:
Rationale:
Rationale:
It is important to understand the evidence behind the appropriate size selection of IV catheters to decrease the number of IV infiltrations.
When initiating an IV therapy nursing staff must asses the patient appropriately, the intended use of the IV, select the appropriate size of the IV catheter, and document appropriately.
Nursing staff must prioritize care to include assessing the IV site or sites for redness and/or swelling
Script
Actions on Screen
Audio/Narrative
Power Point: Title Screen
Introduction of the Lesson on IV catheter selection and therapy guidelines
Power Point: Question
Why is it important to select the appropriate size IV catheter?
Power Point: Learning Objectives
State learning objectives
Power Point: Different IV Catheter Sizes
Show pictures of the different catheters
Power Point: Starting an IV
Power Point: Documenting
Identify supplies needed to start an IV
What to document after starting an IV
Power Point: Final thoughts on IV catheter selection and IV supplies
Explain the main point of the lesson
Power Point: Points to Remember
- Have students to watch the video on starting an IV
- Remind students to print certificate of completion and sign up for skill lab checkoff
Evaluate and Revise
If I were to recreate my Screencast, I would:
First, I would make sure that the slides correspond with the lesson as it is discussed. I would include a slide for the 14-gauge catheter, 16- gauge catheter, and the supplies inside the IV start kit. The slide for the IV catheters would include the front of the packaging along with the backside of the packaging. The time of the screencast would not exceed five minutes.
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Due 3/20/19 at 7pm
Impact of Internal Factors on Development and Approval of Curriculum
Impact of Internal Factors
As a bone marrow transplant (BMT) coordinator, education of our patients and their caregivers is our most important role. When we prepare a patient for their admission for their BMT, we plan a family conference that includes discussing and signing consents as well as going over general restrictions that will be required when the patient is discharged. As the number of autologous transplants increased for Multiple Myeloma (MM) patients, we found we had less and less time to go over educational materials. About two years ago, we decided to develop a MM school to help rectify this problem. This would be a once a month class (in the beginning) and patients and their caregivers would attend.
Internal Factors
We pitched it to administration as a need justified by the increasing patient population as well as the idea that a better prepared patient and caregiver could equate to a decreased length of stay (LOS) as an inpatient. As our first internal factor, decreasing inpatient LOS is and had been a goal of the hospital related to initiatives by CMS (CMS.gov, 2017). We were given the go-ahead by administration.
The second internal factor that affected if we could start the school was related to resources (Keating & DeBoor, 2018). Having a conference room with AV equipment available once a month could be a struggle since there was always issues with lack of space. We were able to find an appropriate room at an odd time that would be big enough for 20 or more patients and caregivers. Having enough coordinators to teach the class was our third internal factor (Keating & DeBoor, 2018). There were two coordinators who were willing to teach the class and I was the back-up.
The actual curriculum was a power point presentation adapted from our BMT patient manual. Having the visual aid was important to us to encourage interest in the material and retention of the information by the patient and caregiver (Shabiralyani et al., 2015). We presented it to our MM physicians for input and critique and it was enthusiastically accepted. Having the class would help the physicians – they would not have to go over basic instructions and could focus on the more complicated information.
Summary
Internal factors that impact starting a program can be daunting. But if the need is justified without negative implications, it can be approved quicker than may be expected. In the case of MM school, it would be good for the patients and caregivers, good for administration and their goal, and good for the providers in giving them more time to discuss other issues with their patients.
Note: MM school is going strong with good attendance. It is now twice a month, with the second class being offered on Saturdays. The curriculum is revised annually with input from patients, caregivers, social workers, and the inpatient staff. We are now working on a poster presentation of how it was started and how well it has worked for a future nursing conference.
References
CMS.gov (2017). Outcome Measures. Retrieved from https://www.cms.gov/medicare/Quality-
Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/outcomeMeasures.html
Keating, S.B. & DeBoor, S.S. (Ed.). (2018). Curriculum, Development, and Evaluation in
Nursing (4th Ed.). New York, NY: Springer.
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Danita,
Inspirational post-
Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. Nursing educators by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations, (Aliakbari et al, 2015). Learning theories can be classified into three general groups: Behaviorism, cognitive, and constructivism.
Constructivism is a learner-centered model, with students actively constructing meaning to new information and instructors facilitating learning by providing detailed feedback and asking guiding questions, (Clark, 2018). Constructivist theorists include Bruner (discovery learning) and Vygotksy (social development theory).
Behaviorism emphasizes that learning takes place when a person responds favorably to some type of external stimuli. Learning is defined by behaviorists as nothing more than the acquisition of new behaviors, (Clark, 2018).
Cognitivism emphasizes the role of mental activities in the learning process. Cognitivism replaced behaviorism as the dominant learning theory in the late 1950s and early 1960s, (Clark, 2018). Cognitive psychologists, unlike behaviorists, believe that learning is a targeted internal process and focus on thinking, understanding, organizing, and consciousness, (Aliakbari et al, 2015)
Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2), 180–182. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=132750222&site=ehost-live&scope=site
Fatemeh Aliakbari et al, 2015. Learning theories application in nursing education. Retrieved form :https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4355834/
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Week 8 Initial Discussion Post
Barriers or challenges can substantially impact effective collaboration and team approaches to the development of a curriculum. Many barriers can have this effect, but I am going to discuss the barrier that most nurses and nurse educators face daily within the healthcare system. This barrier is the challenge of time which remains a constant trial. A nurse’s workload is already perceived as heavy with numerous demands placed on us day after day. The difficulty of finding time to participate in collaborative practice can lead to an obstacle to innovation or improvement (Chiang, Chapman, & Elder, 2011).
Each time I start my shift, I think that there will be time for educational opportunities. I am told that it is night shift and we should have ample time to complete our mandatory online learning modules or evaluations because the patients are “asleep.” However, the night shift is usually the shift that is understaffed and with fewer resources available. Our day shift counterparts can attend patient care meetings with interdisciplinary representation and nursing grand rounds which is not available at night. The hospital where I was previously employed even offered “bag lunch sessions” that allowed day shift workers an opportunity to attend an informal educational presentation.
During my research this week, I found an article that discussed the disengagement and turnover experienced on nightshift due to decreased educational opportunities. According to this article, the turnover rate for nightshift nurses is three times greater than the dayshift nurses, and attendance of daytime educational offerings can produce considerable hardship for nightshift nurses (Margretta, Dennis, & McLaughlin, 2019). Another article listed time constraints as the number one learning barrier that nurses report (Santos, 2012). Time constraints not only occur with learning but can also be an essential influence on the team approach to curriculum development.
One strategy that can be utilized to address this time challenge/barrier is negotiating meeting times. Early distribution of meeting agendas, readings, and activities can also assist in guaranteeing a productive team meeting (Chiang et al., 2011). Administrative support that allows extra time for team members to attend meetings can also aid in overcoming a time constraint barrier (Chiang et al., 2011).
A strategy that can promote a learning environment for night shift staff was discussed previously and can provide a no to low-cost intervention that can increase staff engagement and job satisfaction as well as decrease turnover. The continuing up-to-date, evidence-based practice education of nursing staff is imperative for improving the quality of care provided to our hospitalized patients (Margretta et al., 2019).
References
Chiang, C., Chapman, H., & Elder, R. (2011). Overcoming challenges to collaboration: Nurse educators’ experiences in curriculum change. Journal of Nursing Education, 50(1), 27-33. Retrieved from the Walden Library databases.
Margretta, M., Dennis, M., & McLaughlin, D. C. (2019, January). Coffee talk: A jolt for night shift education. American Journal of Critical Care, 28(1), 81-84. Retrieved from the Walden Library databases.
Santos, M. C. (2012, July/August). Nurses’ barriers to learning: An integrative review. Journal for Nurses in Staff Development, 28(4), 182-185. Retrieved from the Walden Library databases.
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Initial Post Week 8
Teamwork is important as it can help inspire innovation and creativity (Chiang, Chapman, & Elder, 2011). Some of the benefits include creativity, learning, blending strengths, trust, conflict resolution skills, ownership and risk-taking (Mattson, 2015). Luckily the group I am a part of has been amazing to work with. Everyone is professional, contributes, and communicates appropriately. Of course, this isn’t always the case. Teamwork isn’t always positive and can come with its barriers which can include meaning, time, work culture, equality, and conflicting views (Chiang, Chapman, & Elder, 2011). Group projects in the online setting can be even harder as most times your group members live quite far away and the only way to contact them is through phone and video chats and email. “It was hypothesized that groups receiving more support from the facilitator, getting more acquainted with teammates, building more trust, having clearer communication among teammates, and involving better organization practices would have greater satisfaction with online collaboration experiences” (Tseng, Ku, Wang, & Sun, 2009, para 31). We have tried to make time by scheduling meetings when it works for the most amount of people and doing it via video chat so that we can all see each and bounce ideas off of each other (Chiang, Chapman, & Elder, 2011). We have made the due dates far enough in advance that everyone has plenty of time to work around their schedules to get the work done. We have split up the work fairly so that no one feels like they have more to do than anyone else.
One of the barriers that we have had to overcome is time (Chiang, Chapman, & Elder, 2011). Everyone has busy lives, children, shift work, families, friends, and school. Sometimes it is hard to find the time to all get together for meetings or to find time to get all of the work done. Strategies that Chiang, Chapman, & Elder (2011) recommend include agendas/readings handed out early so people have enough time to review before meeting and to try and schedule meetings at convenient and acceptable times to people’s schedule (Chiang, Chapman & Elder, 2011). When working together to develop curriculum it is important to make sure everyone involved has a chance to give their input no matter how busy each other’s schedule is. Another interesting barrier I read about which I feel applies to all groups in this class in unfamiliarity of team members. Since we don’t know each other well, we don’t know all of each other’s strengths. Creating smaller teams is a strategy to overcome this barrier (Kalisch & Begeny, 2005). This is beneficial for a nurse educator as when providing group education sessions the educator will know to create smaller group sizes.
https://www.researchgate.net/profile/Beatrice_Kalisch/publication/7424821_Improving_Nursing_Unit_Teamwork/links/5ac319d00f7e9bfc045f3f7d/Improving-Nursing-Unit-Teamwork.pdf
Thanks, Hope
References
Chiang, C-K., Chapman, H., & Elder, R. (2011). Overcoming challenges to collaboration: Nurse educators’ experiences in curriculum change. Journal of Nursing Education, 50(1), 27–33. Retrieved from the Walden Library databases.
Kalisch, B.J., & Begeny, S.M. (2005). Improving nursing unit teamwork. Journal of Nursing Administration, 35(12), 550-556. Retrieved from https://www.researchgate.net/profile/Beatrice_Kalisch/publication/7424821_Improving Nursing_Unit_Teamwork/links/5ac319d00f7e9bfc045f3f7d/Improving-Nursing-Unit- Teamwork.pdf
Mattson, D. (2015). 6 benefits of teamwork in the workplace. Retrieved from https://www.sandler.com/blog/6-benefits-of-teamwork-in-the-workplace
Tseng, H., Ku, H.Y., Wang, C.H. & Sun, L. (2009). Key factors in online collaboration and their relationship to teamwork satisfaction. Quareterly Review of Distance Education, 2, 195. Retrieved from Walden Library Databases.
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please use one of the references from this post
An educational program’s worth is determined by a process that is defined as an evaluation (Keating & DeBoor, 2018). “Evaluation is a broad term that describes the process of determining the value, worth, or quality” (Billings & Halstead, 2016, p. 385). There are several evaluation models that are utilized by nursing programs and nursing educators.
During this week’s assigned readings, I found two models that could be used for the evaluation of an educational intervention in a healthcare setting. One is the RSA Model which was developed by Roberta Straessle Abruzzese, a nursing educator. This model is a triangle that progresses in a hierarchy fashion moving from process evaluation (the lowest level) to content evaluation, outcome evaluation, and the highest level – impact evaluation (DeSilets, 2010). Another attractive model is the CURRICULUM Model which includes context, content, and conduct. Under context the letters C – consider context and U – understand learners; content includes the letters R – wRite goals, R – wRite objectives, I – identify content, C – choose methods and materials, and U – unite resources; and conduct includes the letters L – lead implementation, U – undertake evaluation, and M – monitor outcomes (Kalb, 2009).
Although the above-referenced evaluation models are appropriate for an educational program within a healthcare setting, our team has chosen the Kirkpatrick Evaluation Model combined with a Shared Governance Model approach. The Kirkpatrick Evaluation Model “evaluates four levels of change: reaction, learning, behavior, and results” (Billings & Halstead, 2016, p. 389). Each of these levels must be evaluated before expanding upon the next. This model will be useful for the nurse and the educator as it will show if the training yields the desired outcomes; the degree of change on the nursing units; and the amount of content learned (Kirkpatrick Partners, 2019). Moses Cone Hospital already has a Shared Governance model in place which will aid in achieving quality patient care by aligning nursing professional practice with organizational values and beliefs (Nursing World, 2004). This model can help nurses by encouraging one another to provide evidenced-based care and live the mission, vision, and values of the Cone Health organization.
According to Billings & Halstead (2016, p. 395), “to design and implement an evaluation plan and then ignore the results would defeat the purpose of evaluation.” Evaluation of an educational program not only reveals the success of the said program; it can also assist the nurse educator in any changes that need to be made for future reference. “Implementing an educational model that is based on outcomes reflects the influence of education on practice” (Dickerson, Shinners, & Chappell, 2017).
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th ed.)
DeSilets, L. D. (2010, January). Another Look at Evaluation Models. The Journal of Continuing Education in Nursing, 41(1), 12-13. Retrieved from the Walden Library databases.
Dickerson, P. S., Shinners, J., & Chappell, K. (2017). Awarding credit for outcomes-based professional development. The Journal of Continuing Education in Nursing, 48(3), 97-98. Retrieved from the Walden Library databases.
Kalb, K. A. (2009, May/June). The three Cs model: The context, content, and conduct of nursing education. Nursing Education Perspectives, 30(3), 176-180. Retrieved from the Walden Library databases.
Keating, S. B., & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing education (4th ed. New York, NY: Springer.
Nursing World. (2004). Shared governance models: The theory, practice, and evidence. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/
ANAPeriodicals/OJIN/TableofContents/Volume92004/No1Jan04/SharedGovernance
Models.aspx
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Andragogy
Andragogy is a theory of learning that focuses on the learner; increasing educational experience and motivation by active participation and learner experience (Aucoin, 2011). The theory emphasizes a learner-directed approach to education rather than the traditional teacher-directed approach (Aucoin, 2011).
Andragogy and Art-Based Learning
One interesting learning experience that I found discusses an andragogy-informed art-based learning strategy (Nguyen, Miranda, Lapum, & Donald, 2016). The authors assessed the experiences of 155 undergraduate nursing students after one 24-week course that involved learning activities using arts and andragogical principles (Nguyen, Miranda, Lapum, & Donald, 2016). There were three nursing concepts that were focused on, adherence, uncertainty, and empowerment; the study incorporated arts using drama, illustrated narratives, and reflection exercises (Nguyen, Miranda, Lapum, & Donald, 2016). The findings showed that most students favored this approach and felt that their learning experiences were enhanced (Nguyen, Miranda, Lapum, & Donald, 2016). The study suggests that the approach of andragogy and art-based learning helped the students develop empathy, which enhances emotional intelligence (Nguyen, Miranda, Lapum, & Donald).
I enjoyed reading this study because I find that my learning is enhanced through similar activities such as small group discussion, reflection, and simulation activities. I am often the one in group discussions who shares many stories; not only do I want to share my experience, but I am hoping that I will learn of others related experiences through sharing my own. This study used the learner-based principle of andragogy and combined it with an arts-based learning approach.
Applying Andragogy
Keeping in mind the andragogical principle of focusing more on the process of teaching and less focus on the content (Roebuck, et al., 2015), educators can assess learning preferences of their students to develop interactive activities to enhance learning experiences. In a survey of 272 nurse practitioners, learning needs and learning preferences were assessed in relation to skin cancer prevention, assessment, and diagnosis (Roebuck, et al., 2015). Using andragogical theories, preferences for learning were assessed in the survey with the most desired learning tools being a pocket guide, online continuing education activities and presentations (Roebuck, et al., 2015). By determining learning preferences, educational programs and curriculum can be developed in the student-learning style of andragogy.
arts-based learning.pdf
References
Aucoin, J. (2011). Theoretical basis of e-learning. In T. J. Bristol, & J. Zerwekh (Eds.), Essentials of e-learning for nurse
educators (pp. 13-23). Philadelphia, PA: F. A. Davis Company.
Nguyen, M., Miranda, J., Lapum, J., & Donald, F. (2016). Arts-based learning: A new approach to nursing education using
andragogy. Journal of Nursing Education, 55(7), 407-410.
doi: 10.3928/01484834-20160615-10
Roebuck, H., Moran, K., MacDonald, D. A., Shumer, S., & McCune, R. L. (2015). Assessing skin cancer prevention and
detection educational needs: An andragogical approach. The Journal for Nurse Practitioners 11(4), 409-416
doi: 10.1016/j.nurpra.2015.01.036
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Promoting Learning-Centered Lessons in Hybrid Environments
Hybrid courses allow students to have the best of both worlds. Students who prefer to have face-to-face interaction with their instructor and peers but also have the option to study at home should consider hybrid courses. Hybrid courses offer flexibility in programming and tends to demonstrate the best of both face-to-face education and online innovation (Bristol & Zerwekh, 2011). Hybrid courses require both synchronous and asynchronous interaction. Asynchronous interactions do not depend on a specific time or place. This can be done through email, discussion forum, podcasts, and archive video and audio streams (Billings & Halstead, 2016). Synchronous interaction occurs in real time. Examples of this may include live video conferencing, chat rooms, or webcasts (Billings & Halstead, 2016). Some of the advantages of a hybrid environment are improved course organization, effective record keeping, more communication, multimodal learning experiences, and multilayered assessment activities (Bristol & Zerwekh, 2011). There are various methods that nurse educators can use in the hybrid environment to enhance the instruction of their intended learners
Bradshaw & Hultquist (2017) explains how a blended learning environment utilizing a time saving method known as “flipping”. Students review learning material outside of class before a session. Doing so allows classroom time to used for active learning and discussion rather than listening to a lecture (Bradshaw & Hultquist, 2017). Having access to technology and knowledgeable of its use is essential in flipped classrooms (Billings & Halstead, 2016).
In one study, nurse educators reported use of e-learning (Moodle) in courses using quizzes, notes/PowerPoints, videos, networking, and chats/forums/blogs (D’Souza, Karkada, & Castro, 2014). Moodle enhances communication in teaching, exchange of information with students, and accessibility to Moodle facilitates learning (D’Souza, et. al., 2014). The students had an opportunity to interact with instructors and peers and they felt a “connection” in the learning process (D’Souza, et. al., 2014).
Billings, D., & Halstead, J. (2016). Teaching in nursing (5th ed.). St. Louis, MO: Elsevier
Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA: Jones and Bartlett
Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company
D’Souza, M. S., Karkada, S. N., & Castro, R. (2014). Exploring e-learning among nurse educators in undergraduate nursing. Journal of Nursing Education and Practice, 4(7). doi: 10.5430/jnep.v4n7p73
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Simulated Learning Experiences
Simulation learning provides students the opportunity to practice and master their skills in a structured setting. Students who engage in simulation learning activities demonstrate both personal and professional growth (Swanson, Schaeffer-Fraase, & Riggins, 2019). The purpose of this discussion is to describe a previous learning experience and to explain how simulation learning would enhance my learning experience and would more effectively achieve the same objectives.
Nursing Education in 1984
My nursing school did not incorporate simulation centers or structured skills labs in their curriculum. Instead, we learned our skills on live people – either a classmate or a hospitalized patient. I learned how to give injections and perform venipunctures on my classmates. However, the first time I inserted a foley catheter or a nasogastric tube was on a patient. Even worse, as nursing students, we were assigned relatively stable patients during our clinical rotations. While it is logical to assign a stable patient to a student, this practice ensured nursing students were unable to learn their learning skills before entering the profession. As a result of this educational approach, I did not learn how to start an IV, prepare and hang IV solutions, draw blood, connect a patient to telemetry, perform wound care or any of the other essential nursing skills until I was on the job. This complete lack of preparation for my role as a nurse created a steep learning curve. However, I was not alone in my struggles as the clinical education I received was typical of nursing school at that time.
Retroactively Improving Nursing Education in 1984
Simulation learning using mannequins was introduced in 1911 when a life-sized doll was made to teach nurses how to turn, transfer, and dress patients (Aebersold, 2016). Just three years later, in 1914, the mannequin was upgraded to allow nurses to learn injection skills (Aebersold, 2016). However, even though these mannequins were introduced over 70 years before I entered nursing school, the nursing schools in my area had yet to include simulation learning in their curriculum. I entered the nursing profession fully aware that I did not possess the skills I needed to provide quality patient care. Students who engage in simulation learning are provided the opportunity to develop their skills in a controlled setting (Cant & Cooper, 2017). Although simulation technology in 1984 was limited compared what is available today, my nursing school could have placed a hospital bed in a room along with the basic equipment found in an inpatient hospital room and a mannequin. Additionally, rather than practicing simple skills such as turning and repositioning the patient, the faculty could have created scenarios for the students to address such as finding the patient on the floor and Code Blue situations. Students who engage in simulation learning activities have increased clinical self-efficacy and decreased anxiety (Shahsavari et al., 2017). Additionally, a direct correlation has been identified between simulation performance and clinical practice (Judd, Fethney, Alison, Waters, & Gordon, 2018). Had I been prepared with the skills and critical thinking skills provided in simulation learning, I would have been a much safer and more accomplished graduate nurse.
Summary
Simulation learning has become an integral part of nursing education. However, as with all teaching methods, simulation learning methods must continually be evaluated and modified to ensure the activities are appropriate, and learning objectives are met. After all, not only does the nursing student benefit from simulation learning, but their future clinical settings and patients do so as well.
References
Aebersold, M. (2016). The history of simulation and its impact on the future. AACN Advanced Critical Care, 27(1), 56-61. doi:10.4037/aacnacc2016436
Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Education Today, 49, 63-71. doi:10.10 16/j.nedt.2016.11.015
Judd, B., Fethney, J., Alison, J., Waters, D., & Gordon, C. (2018). Performance in simulation is associated with clinical practice performance in physical therapist students. Journal of Physical Therapy Education, 32(1), 94-99. doi:10.1097/JTE.0000000000000024
Shahsavari, H., Ghiyasvandian, S., Houser, M. L., Zakerimoghadam, M., Kermanshahi, S. S., & Torabi, S. (2017). Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students. Nurse Education in Practice, 27, 151-156. doi:10.1016/j.nepr.2017.08.006
Swanson, K., Schaeffer-Fraase, K., & Riggins, J. (2019). Peer teachers: Learning in the nursing skills lab. In Sigma’s 30th International Nursing Research Congress. Calgary, Canada: Author.
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Need Response To Below Discussion 19408495
/in Uncategorized /by developerAPA format 1 and half pages 3 references
reating Online Quizzes
The growth in online education has resulted in an increasing need for online quizzes. However, creating and posting tests remains the responsibility of the instructor. The purpose of this discussion is to describe how I created quiz questions, how I used a technology platform to post the quiz, and whether I would use this technology in the future.
Challenge to Creating Quiz Questions
I have instructed and performed the Rapid Strep Test for many years. However, this is the first time I have been tasked with creating a lesson plan with follow-up quiz questions. The Rapid Strep Test is a fixed skill with the process established by the manufacturer. Additionally, the Rapid Strep Test requires memory and manual dexterity rather than an in-depth understanding of the scientific principles supporting the testing process. Therefore, I felt I should design questions that focused on the how-to rather than the why. I avoided negative options as those require reverse thinking rather than knowledge (DiSantis, Ayoob, & Williams, 2015). I also made certain that each question had a single answer that was clearly correct so as to avoid ambiguity in the selection (Focuszone Media, Inc, 2019). Finally, I made certain to keep all of the multiple-choice answers similar lengths to avoid distinguishing one from another (Focuszone Media, Inc, 2019).
Challenge to Using the Technology Platform
I chose SurveyMonkey as the technology platform for my quiz. SurveyMonkey is an online platform that allows organizations to obtain feedback from employees, consumers, or students (SurveyMonkey, 2015). I had never used a technology platform before, so the process of creating an online quiz was a new experience. While at first, the process seemed daunting, SurveyMonkey has done an excellent job of streamlining their process. The ease of using this application makes it likely that I will use SurveyMonkey in the future, whether through school or work.
Quiz Hyperlink
https://www.surveymonkey.com/r/W9D3S3R
Summary
The increase in online education has made online quizzing a necessity. The method of creating quiz questions has changed little with the advent. However, the process of handing out paper quizzes and #2 pencils has forever been transformed into an online environment.
References
DiSantis, D. J., Ayoob, A. R., & Williams, L. E. (2015). Journal club: Prevalence of flawed multiple-choice questions in continuing medical education activities of major radiology journals. American Journal of Roentgenology, 204(4), 698-702. doi:10.2214/ajr.13.11963
Focuszone Media, Inc. (2019, April 21). The thing about multiple-choice tests. Retrieved from https://learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests-
SurveyMonkey. (2015, March 19). It’s all about powering the curious. Retrieved from https://www.surveymonkey.com/mp/aboutus/?ut_source=footer
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Need Response To Below Discussion 19409741
/in Uncategorized /by developerAPA format3 pages 3 references Can you use one of the references from the discussion Please have done by Saturday November 2, 2019 @ 7pm EST
Main Discussion. Examination is the most standard method for assessing a student’s learning. Online examinations are developed two ways. First, it can be created in a Microsoft Word document and uploaded to the course or secondly, the test questions can be generated within a learning management system (LMS) using the provided means (Bristol, 2011). The challenge in writing multiple choice questions is creating a reasonable measure of the learner’s knowledge while not providing clues within a question as opposed to its content. The use of deception as the way to increase difficulty should be avoided. One thing about multiple-choice questions is that the answer is present for the learners to decipher. (Dickinson, 2019). The lesson plan that I used to create multiple choice questions covers the different colors that are used to identify IV catheter gauges and the contents of an IV start pack. I have never created multiple choice questions for a test or used the technology needed to do so. It was difficult at first to create queries that covered the objectives at the same time and not to include the answer to the question within the question. I also had to make a conscious effort not the put the correct answer to the questions in the C or D position. Another challenge was finding a website that I was comfortable with using and one that I could easily navigate to create my multiple-choice test. Survey monkey is a free online survey that has the capability for quizzes. The survey tool is used frequently on my job to poll employees on current issues.
Link to quiz.
https://www.surveymonkey.com/r/ZGV6J88
References
Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.
Dickinson, M. (2019). The thing about multiple-choice tests. Learning Solution Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests
Survey Monkey. (n.d). Retrieved October 29, 2019, from http://www.surveymonkey.com
Name:
Michelle Frierson
Screencast Title:
Intravenous needle catheter selection and IV therapy guidelines
Environment:
(on-site, online, or hybrid)
This lesson is intended for the hybrid environment. Student nurses and novice nurses will watch this screencast before engaging in on-site intravenous (IV) needle selection for IV starts
Screencast Goal:
This screencast will increase the awareness on the importance of IV catheter size selection depending on the intended use and/or patient population and IV therapy guidelines.
Description of Screencast lesson:
This screen cast is directed toward nursing students and novice nurses. The different sizes of IV catheters based on color and the supplies needed will be reviewed. The participants will participate by watching a short video immediately after screencast on IV catheters and therapy guidelines, answer 10 questions at the end of the lesson, print certificate of completion and bring certificate to skill lab for competency checkoff.
Learning Objectives
At the end of this lesson students and nurses will be able to
,
Quiz
1. Match the gauge IV catheter with the appropriate color
_____24-gauge pink
_____22-gauge yellow
_____20-gauge blue
_____18-Gauge green
2. What two gauges of IV catheters are commonly used during
for rapid fluid administration?
3. Select the appropriate list of supplies found in an IV start Kit.
A. extension set, tape, and 20-gauge catheter
B. Sterile dressing, tape, tourniquet, gauze pad, extension set, and
chlorhexidine swab
C. extension set, chlorhexidine swab, tape, and gauze pad
D. tourniquet, sterile dressing, and extension set
Identify at Least One in Each Area
Pre-Licensure QSEN Competencies
Integrated Processes
Clinical Relationships
1. Patient-centered care
2. Teamwork and collaboration
3. Evidence-based practice (EBP)
4. Quality Improvement (QI)
5. Safety
6. Informatics
1. Nursing process
2. Caring
3. Communication and documentation
4. Teaching/ Learning
1. Varied sources of data
2. Similar options
3. Prioritization
4. Teaching
5. Notes: ______________
Rationale:
Rationale:
Rationale:
It is important to understand the evidence behind the appropriate size selection of IV catheters to decrease the number of IV infiltrations.
When initiating an IV therapy nursing staff must asses the patient appropriately, the intended use of the IV, select the appropriate size of the IV catheter, and document appropriately.
Nursing staff must prioritize care to include assessing the IV site or sites for redness and/or swelling
Script
Actions on Screen
Audio/Narrative
Power Point: Title Screen
Introduction of the Lesson on IV catheter selection and therapy guidelines
Power Point: Question
Why is it important to select the appropriate size IV catheter?
Power Point: Learning Objectives
State learning objectives
Power Point: Different IV Catheter Sizes
Show pictures of the different catheters
Power Point: Starting an IV
Power Point: Documenting
Identify supplies needed to start an IV
What to document after starting an IV
Power Point: Final thoughts on IV catheter selection and IV supplies
Explain the main point of the lesson
Power Point: Points to Remember
Evaluate and Revise
If I were to recreate my Screencast, I would:
First, I would make sure that the slides correspond with the lesson as it is discussed. I would include a slide for the 14-gauge catheter, 16- gauge catheter, and the supplies inside the IV start kit. The slide for the IV catheters would include the front of the packaging along with the backside of the packaging. The time of the screencast would not exceed five minutes.
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