The Flipped, Blended, Mobile, Collaborative & Flexible Nursing Classroom

Coleen Weil, Ph.D., R.N.cweil@worwic.eduAFACCT Conference 2013Session 4.11 Thursday, Jan. 10, 2013

Objectives

• Develop collaborative in-class activities using concept mapping, case studies, Turning Point, videos, and games

• Justify collaborative exam review and sharing Par Score results with students

• Design a collaborative allied health exercise

BASIC

CASE STUDY

FLIPPEDCONCEPT MAPPING

Basic Mapping

Chronic Renal Failure

CV

GI

PULM

INTEG

NEURO

PSYC/SOC

HEMOTOL

RENAL

FLUID VOLUME EXCESSELEVATED BUN

ELEVATED CREATININELOW HEMOGLOBIN & HEMATOCRIT

DRY ITCHY SKINPOOR SKIN TURGOR

LOW ALBUMINDECREASED COGNITION

CONFUSIONWORK LIFESOCIAL LIFE

DECREASED URINE OUTPUTURINARY TRACT INFECTIONS

ELETROLYTE IMBALANCEACID/BASE IMBALANCEVITAMIN DEFICIENCIES

In a basic concept map, students look at the problem list and place the clients complaints in the correct system, making connections between systems. They develop nursing diagnoses and interventions, again making connections between related items.

CASE STUDIES THAT INVOLVE A CRITICAL

THINKING COMPONENTCase studies can contain more than one comorbid condition.

Lab is included as outlined in the NCLEX test plan. Medications are alsoIncluded. Many times I’ll include meds that may be contraindicated

Based on the lab presented.

DIRECT THE LEARNER; WHATARE YOU LOOKING

FOR?

FLIPPED

COLLABORATIVE GROUPS ROTATING GROUPS

Collaborative Groups

Collaborative groups can be used for test review; I have them retake the test in groups and they discuss the rationales for answers amongst themselves.Case studies can be done in groups and concept mapped, then presented to the class. Each group gets a different case based on the exemplars for the concepts being discussed in a particular unit

Rotating Groups

Students number off; I generally have 4 in each group. Each group is given a topic, for example one group has Cushings, one has Addisons, one has SIADH, and one has DI. They each look up their disease process and develop a concept map. Then the group rotates, but #1 stays put to teach the next group. After everyone has rotated #2,3, & 4 teach their group #1 person about the other disease processes.

USING PICTORAL REPRESENTATIONS

VIDEO

This is a video of alveoli. It demonstrates how they snap open and closed. I also have one demonstrating alveoli under the influence of PEEP, and with an oscillating ventilator. This gives students a better understanding of the concepts being taught.

• 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)

http://www.youtube.com/watch_popup?v=L1_W0LCHwK4 (Incontinence)

I receive some interesting and some ridiculous things via email. It just takes a little imagination to incorporate them to make a topic more interesting. The first 3 items on this list are available on You tube. “Best Commercial Ever” is used at the beginning of my reproductive unit, “When Workers Become Bored” is the entrance into the unit on head injuries, and “Granny and the Dog” introduces the unit on fractures.

Please peruse the talks on TED. They are amazing and there are many topics for nursing students.

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.

A client is receiving IV heparin following a PE. They are receiving their first dose of coumadin today, but there is no PT/INR ordered for tomorrow. What would be the nurses best action:

A. Ignore it because a PTT is ordered.

B. Ignore it because it is not necessary to know the PT/INR tomorrow.

C. Obtain an order from the health care provider.

D. Hold the coumadin until the lab orders are received

Mobile and Flexible

Use Cellphones in Class – I don’t have the answer to everything, and most of my students have smart phones or IPAD’s. We can retrieve the answers to their questions in a timely manner.

On-line Discussion Groups with BB by posting a case study and asking what they would do in a situation

Games

• http://www.ed.sc.edu/caw/caw/toolboxppt.html

• Games PowerPoint

Clinical ActivitiesA student takes report on the whole floor and prioritizes an evacuation plan in the event of an emergency

PrioritizationStudent does a 5 minute assessment then checks in with instructor to see how they were focused. They then complete the assessment and document. (3-6 clients)

Assessment

They act as me for a clinical day; side by side, supervising their peers, reviewing meds, supervising procedures, etc…

Be Me

Interdisciplinary Disaster Simulation

EMS

•Come on scene, assess, transport & hand off report

RAD

•Triage, orders, transcription, positioning, films

Nurse

•Simulation, victims, med/surg triage & discharge, report and handoff, emergent triage, bedboard, walking wounded, admits, family, media