“Pre op Prep” -...
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“Pre-op Prep” Pre-Operative Preparation For The Virtual Healthcare Experience
Transcript of “Pre op Prep” -...
“Pre-op Prep”
Pre-Operative Preparation For
The Virtual Healthcare Experience
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A Teaching Guide and Learning
Workbook
Health Science Education
West Virginia Department of Education
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ORDER OF CONTENTS
I. Introduction
To the Student, To the Teacher
II. Setting Your Goals Personal Goal Setting
Pre and Post-Learning Activity
III. Instructional Lessons
Lesson 1: Pathophysiology: Musculoskeletal System
Lesson 2: Trauma: Life in the ER
Lesson 3: Infection Control: Principles of Disease
Transmission and Prevention in Medical and
Surgical Asepsis
Lesson 4: Surgical Procedure: Open Reduction and Internal Fixation of
the Right Tibia
Lesson 5: Recovery: Postoperative Care and Recovery
IV. Culminating Assessment
V. Reflections
During and Post Broadcast
VI. Follow-Up
Healthcare Professional or Guest Speaker
VII. Appendix Assessment Rubrics
Global 21 Learning Skills within the Virtual Healthcare Experience
Researched Persuasive Speaking
VIII. Acknowledgments
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Introduction To the Student
magine yourself as a healthcare professional. Your goal is to deliver quality, compassionate care resulting in successful outcomes for your patients. As a healthcare professional, you have many career options.
Imagine that this week you will be working in the operating room, assisting the surgeon in performing an Open Reduction Internal Fixation of the Right Tibia. You will use sophisticated surgical equipment and technology in an attempt to correct this patient’s physical condition. You will be a vital member of the surgical team. You will view the actual surgical field with the surgeon as he operates. Imagine! You could be a Patient Transporter, Registered Nurse, Circulating Nurse, Surgical Technologist, Central Supply Technician, Anesthesia Technician, Certified Registered Nurse Anesthetist, Anesthesiologist, Surgical 1st Assistant or a Surgeon. These are just some of the careers utilized in the hospital and found in today’s operating room or surgical suite. Imagine! When the day arrives, experience the real world inside the operating room – contemplate the patient’s concerns, feel the expert hands of the surgeon, see the knowledge and skills as they are demonstrated by the surgical team and celebrate in the knowledge that someone’s health has been improved and their life expectancy extended. Imagine! If working in surgery is not your area of interest, there are many careers necessary for the care of just one patient, along with his or her family. A patient scheduled for surgery or coming to a hospital might come in contact with the: Registration or Admissions Clerk, Social Worker, Accounts Manager, Radiological Technologist, Cardiovascular Technologist, Phlebotomist, Physician Assistant, Licensed Practical Nurse, Nursing Assistant, Nurse Practitioner, Dietitian, Dietary Aide, Recovery Room Nurse, Surgical Intensive Care Unit (SICU) Nurse, Ward Clerk, Environmental Services Technician, Spiritual Care Team Member or Clergy. Imagine! Whatever career goals you are contemplating, you can do it within the healthcare industry. Unfortunately, there will always be people that are sick; and fortunately, there will always be people that want to stay healthy. Healthcare is for both, those who are sick and those who are well. As we move into the 21st Century, you can
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be sure that wellness will play an increasingly important role in healthcare and will bring about additional careers that we have only begun to be seen. Today you do not have to imagine! You have been given the opportunity to participate in the Imagine U experience. Rise to the challenge. Make the most of the experience.
☺Complete the Pre-Op Prep, the teaching/learning guide designed to help you better
understand the experience.
☺Review the Careers DVD, provided for the purpose of introducing you to many
healthcare careers and professionals that will be seen during the surgical broadcast.
☺View the live surgical broadcast.
☺Participate in the Question & Answer opportunity with the surgeon throughout the
surgical broadcast.
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Introduction To the Teacher
Please read this introduction prior to participation
The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity. The partnership between education and the healthcare industry allows learning to move beyond the walls of the normal classroom. It transforms the classroom into a real world learning environment. The goals of this experience are to:
Introduce students to a variety of careers available within healthcare.
Generate student excitement and interest in the pursuit of careers within the healthcare industry.
Provide an authentic healthcare experience that has become almost impossible due to the Health Insurance Portability and Accountability Act of 1996 (HIPPA).
Demonstrate the necessity for integration of a strong academic and technical foundation.
Provide a student experience relevant to the elements of 21st Century teaching and learning.
Raise student achievement. As the classroom teacher, you are of vital importance to the accomplishment of these goals. You are being asked to engage your expertise to maximize student outcomes. The efforts put forth to provide this learning experience will be to no avail without your help. There are three components to the Virtual Healthcare Experience. These include the:
Pre-Op Prep, the teaching/learning guide designed to prepare students for the experience.
Careers DVD, provided for the purpose of introducing many healthcare careers, specifically those which might be seen by the student during surgery.
Surgery broadcast, which will include a live, interactive question and answer opportunity for the students.
The Pre-Op Prep is both a teaching guide and a student workbook for the Virtual Healthcare Experience, Imagine U. In order to enhance learning and prepare students to view the surgery, five units of instruction have been created. Lessons of instruction include: Lesson 1: Anatomy and Physiology: An Introduction to the Musculoskeletal System Lesson 2: Trauma: Life in the ER Lesson 3: Infection Control: Principles of Disease Transmission and Prevention in Medical and Surgical Asepsis
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Lesson 4: Surgical Procedure: Open Reduction and Internal Fixation of the Right Tibia Lesson 5: Recovery: Postoperative Care and Recovery The learning guide is being provided as a resource for the Virtual Healthcare Experience and is to be used at the discretion of the teacher. It may be used in its entirety or the teacher may pick and choose desired activities within the units. There are numerous delivery methods for using the units of instruction including: curriculum, supplements to current content standards and objectives, independent study, homework assignments, collaborative projects, and many more methods that a creative teacher might envision. Also, the teacher should feel free to use any other materials necessary to raise student achievement. However the learning guides are used, do not distribute the guide without providing instruction to the students on its use. Units of instruction are standards-based and driven by instructional objectives. Each unit was correlated to the National Health Care Skills Standards in order to provide validity, demonstrating the relationship of instruction to the National Skills Standards established for the Health Science Education Career Cluster. The Virtual Healthcare Experience’s instructional design is that of simple to complex, building on previous learning. It is designed to allow students to gain introductory knowledge and skills of the human body, pathophysiological processes, medical/surgical interventions, and recovery. As students progress through the learning workbook, questions might arise which are more appropriately addressed by a healthcare professional. It is recommended that the questions be recorded on the pages provided within the workbook and that the students bring the workbook, with the recorded questions, to the surgery broadcast. The surgeon will provide narration throughout the entire surgical procedure. During the broadcast, students may email unanswered questions to the surgeon at any time. The surgeon will attempt to answer as many questions as time permits. If there are questions that remain unanswered after the broadcast, they should be directed to a local healthcare professional within the community or to the healthcare professional in attendance, should one be on site during the broadcast. Healthcare professionals from the local healthcare community are an excellent teaching resource; as an advisor or guest speaker. On behalf of CAMC and the Health Science Education office of the West Virginia Department of Education, thank you for your participation in this educational opportunity. You are a valued partner on our road into the Global 21 Learning. Throughout this experience, should you have questions that cannot be answered by your local administration, feel free to email Cyndy Sundstrom, Coordinator of Health Science Education at [email protected] .
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IMAGINE U: A VIRTURAL HEALTHCARE EXPERIENCE
Setting Your Goals
Goal setting is powerful! Writing your goals help you to make them become a reality. Developing a plan to meet your goals allows you to take control of where you want to go in life. Before beginning your Virtual Healthcare Experience think about your goals – for the VHE, education, career, and also your long-range goals. Where do you see yourself in 5, 10, 15, and 20 years? Select two goals for each of the areas below. Goals should be:
Written in clear and specific statements.
Realistic, achievable, and challenging.
Measureable, in order to know when you have met your goal.
Leading you in the direction you desire. When setting your goals:
Write your goals.
Prioritize your goals.
Develop an action plan.
Decide on when you will take action.
Decide on a date you hope to complete your goals.
Check your progress regularly.
Celebrate your success.
My Virtual Healthcare Experience Goals 1. _________________________________ 2._________________________________ Action Plan 1. _________________________________ 2._________________________________ Start Date/End Date
1.______________________________ 2.______________________________
Who Can Help Me Meet My Goals 1._________________________________ 2._________________________________ My Educational Goals 1._________________________________ 2._________________________________ Action Plan 1._________________________________ 2._________________________________ Start Date/End Date 1._________________________________ 2._________________________________ Who Can Help Me Meet My Goals 1._________________________________ 2._________________________________ My Career Goals 1._________________________________ 2._________________________________ Action Plan 1._________________________________ 2. _________________________________ Start Date/End Date 1._________________________________ 2._________________________________ Who Can Help Me Meet My Goals 1._________________________________ 2. _________________________________ My Long-Range Goals 1._________________________________ 2._________________________________ Action Plan 1._________________________________ 2._________________________________ Start Date/End Date
1.______________________________ 2.______________________________ Who Can Help Me Meet My Goals 1._________________________________ 2._________________________________ You can do it!
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Pre and Post-Learning Activity
Know-Wonder-Learn
Using the topics listed below and the chart provided*, complete sections one and two prior to beginning the instructional lessons and the last section after completion of the lessons.
The Musculoskeletal System
Surgery to repair a broken bone
Emergency Room Personnel and Processes
Operating Room Personnel and Processes
Post-operative Recovery following Surgery *The chart may be completed individually, by each student, or by the class as a whole.
What do you know about the topics?
What do you want to know about the topics?
What did you learn about the topics and would still like to learn about the topics?
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Surgery: Open Reduction and Internal
Fixation of the Right Tibia Plateau with
Removal of External Fixator
Instructional Lessons
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Lesson 1
Pathophysiology: Skeletal System
Overview: The study of human anatomy and physiology means the study of the structures and function of the body. By reviewing the skeletal system, you will gain a better understanding of the patient’s diagnosis and be more prepared for viewing the surgical procedure. Unit Standards: National Health Care Skill Standards: http://www.nchste.org Standard 1: Academic Foundation Accountability Criteria: 1.1 Human Structure and Function Lesson Objectives: Upon completion of this lesson, students will be able to: 1. Identify the major bones in the body. 2. Describe four types of bone fractures. 3. Describe the healing process of a bone. Teaching/Learning Guide: Objectives 1, 2 and 3 Using the following online sites learn about the basic structures and function of the Skeletal System. 1. http://www.sepa.duq.edu/regmed/index.html
A. Click on the left hand side of the web page where is says BONE. B. Read Introduction to the bone C. Click on Biology of the Bone
Read
Click on play to go into the bone. D. Return to the top of the page and click on Bone Injury
Read E. Return to the top of the page and click on Modern Treatments
Read F. Return to the top of the page and click on Regenerative Medicine in the bone
Read
Click on regenerative medicine-bone video 2. www.sciencenetlinks.com/tools.php?DocID=218
Under the Skeleton heading click http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton then follow the directions on your screen to place bones in the correct location.
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3. http://en.wikipedia.org/wiki/Bone_fracture Read and describe what a bone fracture is and the different types of fractures.
Optional Fun Activities: Go to the following websites: 1. http://sv.berkeley.edu/showcase/pages/bones.html
Play Mr. Bones.
Examples of Assessments (used at the discretion of the teacher): Products*:
Report – summary of knowledge gained on the skeletal system. Essay – guest column for local newspaper on any topic within the lesson Poster – any topic within the lesson
Performances*: Presentation – on any topic within the lesson Creative Performance – skit, such as taking on the role of basic neural processes
Written and Oral Tests/Quizzes: Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each tool: http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Health Science Events and Leadership Events (use topics from the lesson). *See appendix for sample rubrics
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Lesson 2
Trauma: Life in the Emergency Room
Overview: In order to gleam the most from the surgery broadcast, a background in the disease process is needed. The activities within this lesson are designed to familiarize you with the pathophysiology and related symptoms associated with brain tumors and procedures used in their diagnosis. Unit Standards: National Health Care Skill Standards: http://www.nchste.org Standard 1: Academic Foundation Accountability Criteria: 3.1 Health Care Delivery System Lesson Objectives: Upon completion of this lesson, students will be able to: 1. Define emergency care. 2. Describe symptoms that might cause you to go to the emergency department. 3. Define terminology related to emergency room care. Teaching/Learning Guide: Objectives 1 and 2 Using the following online sites, respond to the statement/questions below. 1. Go to the following web site:
http://www.msnbc.msn.com/id/3096434/ on the right hand side of the page you will see a white space to type in a search title. Type in Emergency room – North Memorial and click the magnifying glass to search. Scroll down the page to the third entry and click on You-Tube – Part 1 of 5: Emergency Room From your viewing, respond to the statements/questions below. 1. Define the trauma that caused the patients injuries. 2. Name two different types of health care professionals in the video. 3. Name three injuries that the patient developed because of the trauma.
Objective 3 Use the following online sites to gain knowledge regarding the diagnosis of trauma and life in the emergency department. 1. http://www.insideout.org/documentaries/nursingshortage/nightnurse.asp
Read the information presented on a day in the life of an emergency room nurse. 2. http://www.k12station.com/k12link_library.html?subject=NHS&sub_cat=103536&fina
l=103537 Scroll down the page to the section labeled “Bone up on Anatomy”. Read and review the topics under general orthopedic, trauma and fracture care.
3. http://orthoinfo.aaos.org/topic.cfm?topic=a00139
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Review the information on fractures and then go to the left hand menu, click on knee & leg. On the page that comes up click on Fractures of the Proximal Tibia. Read and review the information.
Optional Activities Go to the following website http://learn.gwumc.edu/hscidist/LearningObjects/WalkInTheirShoes/process_overview.htm Complete the webquest as directed to explore the careers related to the roles of healthcare professionals in the emergency department setting.
Examples of Assessments (used at the discretion of the teacher): Products*:
Report – summary of knowledge gained Essay – guest column for local newspaper on any topic within the lesson Pamphlet/Brochure – on the condition and/or treatment Poster – any topic within the lesson Power Point – any topic within the lesson
Performances*: Presentation – persuasive proposal on any topic within the lesson Creative Performance – skit, such as healthcare professional explaining selected testing procedures to a patient Interview – using elements within the lesson taking on human persona
Written and Oral Tests/Quizzes: Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.).
The following website has a variety of assessment tools and includes a rubric for each tool: http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Health Science Events and Leadership Events (use topics from the lesson). *See appendix for sample rubrics
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Lesson 3
Infection Control: Principles of Disease Transmission and Prevention in Medical and Surgical Asepsis
Overview: An essential component of a successful surgical procedure is infection control. The activities within this lesson are designed to familiarize the student with the principles of disease transmission and prevention and their role in medical/surgical asepsis. Unit Standards: National Health Care Skill Standards: http://www.nchste.org Standard 7: Safety Practices Accountability Criteria: 7.1 Infection Control 7.2 Personal Safety 7.3 Environmental Safety 7.4 Common Safety Hazards
Lesson Objectives: Upon completion of this lesson, students will be able to: 1. Describe Standard Precautions. 2. Define biohazard and recognize the symbol indicating the presence of biohazardous
materials. 3. Compare and contrast medical and surgical asepsis. 4. Identify appropriate personal protective equipment required for surgery. 5. Define general terminology related to infection control. Teaching/Learning Guide: Objective 1 Using the following online site, define Universal Precautions. http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html
Note: The term “Universal Precautions” has changed and is now known as
“Standard Precautions”.
Optional Activities: Go to the online resources. 1. http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html
Create a Power Point presentation describing the Standard Precautions required for surgery.
2. http://www.cdc.gov/handhygiene/ Create a poster on hand hygiene using the CDC’s Fact Sheet found at the website.
Objective 2 Use the online resources below to respond to the statement or question presented.
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1. http://www2.merriam-webster.com/cgi-bin/mwmednlm?book=Medical&va=biohazard
Define Biohazard. 2. http://en.wikipedia.org/wiki/Biological_hazard
Identify the Biohazard symbol. 3. http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html
Using the virtual reality tour on OSHA’s website, identify Biohazard symbols and create a Fact Sheet describing the Bloodborne Pathogens Standard.
Objective 3 Create a table comparing/contrasting medical and surgical asepsis using the following online resources. http://en.wikipedia.org/wiki/Sterile_technique http://www.textbooksonline.tn.nic.in/Books/12/Nursing-EM/Vol1/Chapter_1.pdf http://wiki.answers.com/Q/How_are_medical_asepsis_and_surgical_asepsis_different Objective 4 Using the online resources provided, list the personal protective equipment (PPE) used in surgery. http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_id=10051#1910.1030(d)(3)(i) (See Provision) http://www.reproline.jhu.edu/english/4morerh/4ip/IP_manual/05_PPE.pdf http://www.osha.gov/OshDoc/data_BloodborneFacts/bbfact03.pdf Using the module, “Surgical Scrub and Surgical Attire” on the following website, Write a short paragraph in which you describe the scrubbing process. http://www.engenderhealth.org/IP/surgical/index.html Objective 5 Use the web resources presented in Lesson 3 and the additional websites listed below to define the following terminology:
Wikipedis – http://en.wikipedia.org/wiki/Infection_control
Occupational Safety and Health Administration – http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html
Medline Plus – http://www.nlm.nih.gov/medlineplus/mplusdictionary.html http://www.nlm.nih.gov/medlineplus/infectioncontrol.html
Asepsis Medical Asepsis Surgical Asepsis Sterile Field Pathogen
Infection Control Disinfection Sterilization Antisepsis Sterile Technique
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Standard Precautions Personal Protective Equipment
Biohazard Nosocomial infection
Examples of Assessments (used at the discretion of the teacher): Products*:
Report – summary of knowledge gained, such as Surgical Asepsis Essay – guest column for local newspaper on any topic within the lesson Pamphlet/Brochure – on any topic within the lesson Poster – any topic within the lesson, such as personal protective equipment Power Point – any topic within the lesson
Performances*: Presentation – persuasive proposal on any topic within the lesson, such as the promotion and positive outcomes of proper handwashing Creative Performance – skit, such as healthcare professional teaching the surgical scrub Simulation – mock trial, using aspects medical and surgical asepsis as related to a healthcare professional that did not use proper procedures Interview – using elements within the lesson taking on human persona, such as the pathogen
Written and Oral Tests/Quizzes: Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.).
The following website has a variety of assessment tools and includes a rubric for each tool: http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Health Science Events and Leadership Events (use topics from the lesson). *See appendix for sample rubrics
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Lesson 4
Surgical Procedure: Open Reduction and Internal Fixation of the Right Tibia Plateau with Removal of External Fixator
Overview: The surgical procedure you will view during the Imagine U: A Virtual Healthcare Experience broadcast is a Open Reduction and Internal Fixation of the Right Tibia Plateau with Removal of External Fixator performed at Charleston Area Medical Center. National Standards: National Health Care Skill Standards: http://www.nchste.org Standard 1: Academic Foundation Accountability Criteria: 1.1 Human Structures and Functions 1.2 Diseases and Disorders Standard 3: Systems Accountability Criteria: 3.1 Healthcare Delivery Systems Standard 8: Teamwork Accountability Criteria: 8.1 Healthcare Teams Lesson Objectives: Upon completion of this lesson, students will be able to: 1. Identify standard treatment for a fractured tibia. 2. Define open reducation and internal fixation. 3. Identify the reasons for performing an open reduction and internal fixation. Teaching/Learning Guide: Objective 1 Using the websites provided, respond to the statements/questions presented regarding treatment options for a fractured tibia. http://www.mayoclinic.com/health/broken-leg/DS00978 While reading the information presented, click on the terms presented in blue, in order to define the following terms
1. Fracture 2. Symptoms of a fracture 3. Complications 4. Risk factors 5. Tests and diagnostics 6. Treatment and drugs
Objective 2 http://en.wikipedia.org/wiki/Open_reduction_internal_fixation
1. Define internal fixation. 2. Define open reduction internal fixation.
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Objective 3 http://healthlibrary.epnet.com/GetContent.aspx?token=0a1af489-5b4c-4f2d-978e-
3930be13b1f6&chunkiid=539804
1. Describe the reasons an open reduction and internal fixation surgery is done.
Optional Activities Go to the following websites
1. http://orthopedics.about.com/od/castsfracturetreatments/Information_About_Treatment_of_Broken_Bones.htm
2. Click on the tab marked treatment options at the top of the page.
a. Read and review each treatment option listed below:
1) Braces and Supports
2) Casts
3) Rehabilitation & Therapy
4) Medications
5) Injections
6) Surgery
7) Arthroscopic Surgery
3. Using the guidelines for Researched Persuasive Speaking (see appendix), the student will write a paper and develop a speech in which he/she must
take a stand, either in favor of or opposition to the procedure, open reduction internal fixation. The student’s knowledge and performance, as displayed via the
written paper and oral presentation, will be assessed using the rubrics provided.
Examples of Assessments (used at the discretion of the teacher): Products*:
Report – summary of knowledge gained on any topic within the lesson Essay – guest column for local newspaper on any topic within the lesson Pamphlet/Brochure – on any topic within the lesson Poster – any topic within the lesson, such as members of the surgical team Power Point – any topic within the lesson
Performances*: Presentation – persuasive proposal on any topic within the lesson, such as the positive outcomes of using robotic surgery Creative Performance – skit, such as the role of the surgical scrub nurse Interview – a person who has had a broken bone.
Written and Oral Tests/Quizzes: Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each tool: http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Health Science Events and Leadership Events (use topics from the lesson). *See appendix for sample rubrics
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Lesson 5
Recovery: Postoperative Care and Recovery Overview: An essential component of a successful surgical procedure is appropriate postoperative care. The following learning activities are designed to familiarize the student with the patient’s recovery process. Unit Standards: National Health Care Skill Standards: http://www.nchste.org Standard 1: Academic Foundation Accountability Criteria: 1.1 Human Structures and Function 1.2 Diseases and Disorders Standard 5: Legal Responsibilities Accountability Criteria: 5.1 Legal Implications 5.2 Legal Practices Standard 6: Ethics Accountability Criteria: 6.1 Ethical Boundaries 6.2 Ethical Practice Standard 7: Safety Practices Accountability Criteria: 7.1 Infection Control Standard 9: Health Maintenance Practices Accountability Criteria: 9.1 Healthy Behaviors Lesson Objectives: Upon completion of this lesson, students will be able to: 1. Describe the postoperative care and recovery process for a patient having a craniotomy. 2. Describe the Intensive Care Unit. Learning/Instructional Guide: Objectives 1 and 2
1. http://www.surgeryencyclopedia.com/Pa-St/Recovery-Room.html Scroll down the page and read the definition/description of a PACU.
2. After reading the information presented, write a paragraph describing in your own words what a PACU is.
1. www.waiting.com/waitingicu.html
a. Click on Equipment found in an ICU b. Follow instruction to read the definitions of selected terms.
1. Arterial Line 2. Central Venous Pressure (CVP) Line 3. Electrocardiogram (ECG/EKG)
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4. Intravenous 5. Monitor, Intensive Care 6. Nasogastric Tube (NG Tube) 7. Respirator/Ventilator 8. Subarachnoid Screw 9. Tracheostomy Tube
c. Click on “A guide to the medical personnel and their roles in providing care for your loved one”.
Review the medical personnel a patient might encounter while in the Intensive Care Unit.
Examples of Assessments (used at the discretion of the teacher): Products*:
Report – summary of knowledge gained on any topic within the lesson such as Patient Recovery Essay – guest column for local newspaper on any topic within the lesson Pamphlet/Brochure – on any topic within the lesson Poster – any topic within the lesson Power Point – any topic within the lesson
Performances*: Creative Performance – skit, such as healthcare professional preparing a patient as to what to expect after surgery Interview – a patient regarding his/her preparation pre and post surgery
Written and Oral Tests/Quizzes: Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each tool: http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Health Science Events and Leadership Events (use topics from the lesson). *See appendix for sample rubrics
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REFLECTIONS Prior to the Surgery Expectations: What do you expect to see and how do you expect to respond to seeing the surgery? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
_________________________________________________________________ Are you currently interested in a career in healthcare? If so, what are your career goals and where do you want to work? What do you think your job will be like? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
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REFLECTIONS
During the Surgery Broadcast Using the space below, record your reactions to the surgery. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Using the space below, record any questions you have for the physician or the healthcare professional in attendance. Question__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Answer___________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Question__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
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Answer___________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Question__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Answer___________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Question__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Answer___________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
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REFLECTIONS
Post (after) Surgery Looking back at your expectations for the surgery, were they accurate? How different were your expectations from the actual surgical experience? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ After viewing the surgery, has your interest in a healthcare career changed? Would you like to work in the operating room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are your impressions of the healthcare careers found within the operating room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are your thoughts on the Virtual Healthcare Experience you have just completed? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
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FOLLOW-UP
Healthcare Professional Representative or Guest Speaker Name of speaker: ___________________________________________________ Place of employment: _______________________________________________ Topic (guest speaker): _______________________________________________
Five facts you learned from the healthcare professional or guest speaker: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________ 5. _______________________________________________________________ Write a paragraph summarizing your thoughts and feelings after listening to the speaker. Use statements such as “I believe”, “I agree/disagree” or “This will help me.”
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ORAL PRESENTATION RUBRIC
Teacher Name: ________________________________________________________________________ Student Name: ________________________________________________________________________ Date: ________________________________________________________________________
CATEGORY 4
Excellent 3
Good 2
Needs Some Improvement
1 Needs Much Improvement
Enthusiasm Facial expressions and body language generate a strong audience interest and enthusiasm about the topic.
Facial expressions and body language sometimes generate a strong audience interest and enthusiasm about the topic.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Does not generate much interest in topic being presented.
Posture and Eye Contact Stands up straight; looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume is often too soft to be heard by all audience members.
Preparedness Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal is lacking.
Student does not seem at all prepared to present.
Speaks Clearly Speaks clearly and distinctly all (100-95%) of the time and mispronounces no words.
Speaks clearly and distinctly all (100-95%) of the time, but mispronounces one word.
Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.
Often mumbles or cannot be understood OR mispronounces more than one word.
Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of audience.
Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
Uses several (5 or more) words or phrases that are not understood by the audience.
Content Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Comprehension Student is able to accurately answer all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.
Time Limit Presentation is 5-6 minutes.
Presentation is 4 minutes. Presentation is 3 minutes. Presentation is less than 3 minutes OR more than 6 minutes.
Scale: 31-40 A – Excellent 21-30 B – Good 11-20 C – Needs Some Improvement 1-10 D – Needs Much Improvement 0 F Total = _______________________ Comments and/or bonus points:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
22
ORAL PRESENTATION RUBRIC
Teacher Name: __________________________________________________________ Student Name: __________________________________________________________ Group: __________________________________________________________ Date: __________________________________________________________
Scoring Criteria
4 Excellent
3 Good
2 Needs Some Improvement
1 Needs Much Improvement
N/A
Clearly and effectively communicates the main idea or theme.
Presenter is self-confident and clearly expresses ideas.
Presenter answers questions with well thought out responses.
Holds audience attention and maintains eye contact.
Visual aids are clear and add to the presentation.
NOTE: N/A represents a response to the performance which is “not appropriate.” Scale: 16-20 A – Excellent 11-15 B – Good 6-10 C – Needs Some Improvement 1-5 D – Needs Much Improvement 0 F Total = _______________________ Comments and/or bonus points:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
23
POWERPOINT RUBRIC
Teacher Name: ______________________________________________________________________ Student Name: ______________________________________________________________________ Date: ______________________________________________________________________
CATEGORY
4 Excellent
3 Good
2 Needs Some Improvement
1 Needs Much Improvement
Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.
Background does not detract from text or other graphics. Choice of background is consistent from card to card.
Background does not detract from text or other graphics.
Background makes it difficult to see text or competes with other graphics on the page.
Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive, but all support the theme/content of the presentation.
All graphics are attractive, but a few do not seem to support the theme/content of the presentation.
Several graphics are unattractive AND detract from content of the presentation.
Text - Font Choice and Formatting
Font formats (e.g., color, bold, italics) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formatting has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material.
Content -Accuracy All content throughout the presentation is accurate. There are no factual errors.
Most of the content is accurate, but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Spelling and Grammar Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear logical way. One card or item of information seems out of place.
Some information is logically sequenced. An occasional card or item of information seems out of place.
There is no clear plan for the organization of information.
Scale:
19-24 A – Excellent 13-18 B – Good 7-12 C – Needs Some Improvement 1-6 D – Needs Much Improvement 0 F Total = _____________________ Comments and/or bonus points -
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
24
POWERPOINT RUBRIC
Teacher Name: __________________________________________________________ Student Name: __________________________________________________________ Date: __________________________________________________________
CATEGORY
4 Excellent
3 Good
2 Needs Some Improvement
1 Needs Much Improvement
Presentation Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.
Requirements All requirements are met and exceeded.
All requirements are met.
One requirement was not completely met.
More than one requirement was not completely met.
Content Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Attractiveness Makes excellent use of font, color, graphics, effects, etc., to enhance the presentation.
Makes good use of font, color, graphics, effects, etc., to enhance the presentation.
Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation content.
Use of font, color, graphics, effects. etc., but these often detract from the presentation content.
Scale: 13-16 A – Excellent 9-12 B – Good 5-8 C – Needs Some Improvement 1-4 D – Needs Much Improvement 0 F Total = _____________________ Comments and/or bonus points - _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Student Name ______________________________________________ Date _____________
BROCHURE RUBRIC
Circle the number that describes the best presentation or most pleasing to your point of view. ATTRACTIVENESS 4 Exceptionally attractive formatting. AND 3 Attractive formatting. EYE APPEAL 2 Average formatting.
1 Confusing formatting. 4 Graphics go well with text and good mix of text and pictures. GRAPHICS- 3 Graphics go well with text but so many that they distract. PICTURES 2 Graphics go well, but not enough. Brochure is text heavy.
1 Graphics do not go with text or no graphics. 4 Well organized, typed or exceptional hand writing and neat. ORGANIZED 3 Well organized; hand written and neat. AND 2 Organized. NEAT 1 Messy and confusing. 4 All facts are accurate. CONTENT- 3 90-99% of the facts are accurate. ACCURATE 2 80-89% of the facts are accurate.
1 Fewer than 80% of the facts are accurate. 4 No spelling errors. SPELLING 3 No more than one spelling error. 2 No more than three spelling errors.
1 Several spelling errors.
4 Each section is clear, defined, and well explained. WRITING 3 Almost all sections are clear, defined, and well explained. 2 Most sections have a clear explanation. 1 Less than half the sections are clear. Scale: 19-24 A – Excellent 13-18 B – Good 7-12 C – Needs some improvement 1-6 D – Needs much improvement 0 F Total = _______________ Comments and/or bonus points: ____________________________________________________________________________
____________________________________________________________________________
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POSTER/TABLE/FACT SHEET RUBRIC
Teacher Name: ______________________________________________________________________ Student Name: ______________________________________________________________________ Date: ______________________________________________________________________
CATEGORY 4
Excellent 3
Good 2
Needs Some Improvement
1 Needs Much Improvement
Required Elements The poster includes all required elements as well as additional information.
All required elements are included on the poster.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is attractive in terms of design, layout, and neatness.
The poster is acceptably attractive though it may be a bit messy.
The poster is distracting, messy, or very poorly designed. It is not attractive.
Content – Accuracy At least 7 accurate facts are displayed on the poster.
5-6 accurate facts are displayed on the poster.
3-4 accurate facts are displayed on the poster.
Less than 3 accurate facts are displayed on the poster.
Graphics – Originality Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.
One or two of the graphics used on the poster reflect student creativity in their creation and/or display.
The graphics are made by the student but are based on the designs or ideas of others.
No graphics made by the student are included.
Graphics – Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.
All graphics relate to the topic. Most borrowed graphics have a source citation.
Graphics do not relate to the topic, OR several borrowed graphics do not have a source citation.
Grammar There are no grammatical mistakes on the poster.
There is 1 grammatical mistake on the poster.
There are 2 grammatical mistakes on the poster.
There are more than 2 grammatical mistakes on the poster.
Scale:
19-24 A – Excellent 13-18 B – Good 7-12 C – Needs Some Improvement 1-6 D – Needs Much Improvement 0 F Total = _____________________
Comments and/or bonus points –
27
2009-2010 Virtual Healthcare Experience
21st Century Learning Skills embedded within the Virtual Healthcare Experience Project Strategies and Culminating Activities
Students’ Evidences of Success
INFORMATION
AND
COMMUNICATION
SKILLS
INFORMATION AND MEDIA LITERACY
The understanding of how words, images and sound influence the way meanings are created, shared and analyzed in a
contemporary society so that a person can assign value, worth and meaning to information through a variety of media
forms.
VISUAL LITERACY
The ability to interpret, use, appreciate, and create images and video using both conventional and 21st Century media in
ways that advance thinking, decision-making, communication and learning.
COMMUNICATION SKILLS
The skills needed to generate and convey messages with meaning and understanding within and across various contexts,
cultures and media.
21st Century Skills Learning Skills & Technology Tools Strategies and Culminating
Activities
Evidence of Success
Learning Skills 21C.O.9-12.1.LS1 Student recognizes information
needed for problem solving, can
efficiently browse, search and
navigate online to access relevant
information, evaluates information
based on credibility, social,
economic, political and/or ethical
issues, and presents findings
clearly and persuasively using a
range of technology tools and
media.
Careers DVD:
Students use a 21st
Century modality to gather
and interpret information
on careers.
Students analyze and
interpret career information
for personal problem
solving and career decision
making.
Pre-Op Prep:
Instructional Lessons:
Student learning is
Student will review a
personal copy of the
Careers DVD or access it
via the internet.
Students will complete each
21C.O.9-12.1.LS2 Student analyzes and interprets
visuals and recognizes the impact
digital media influences (e.g.
design, technique, and rate of
28
speed) have on audiences. The
student’s visual products reflect a
sophisticated understanding of
subject, digital media and design
techniques.
independent and guided by
lesson objectives.
Students select from
multiple learning activities,
allowing an analysis and
interpretation of media in
the accomplishment of
learning objectives.
Students must browse,
search, and navigate online
to access information
relevant to the objectives.
Students are required to
evaluate information based
on multifaceted criteria (i.e.
credibility, validity, bias,
currency, usefulness,
ethical issues, media) in
order to draw conclusions
regarding the care of the
patient with a brain tumor.
Accomplishment of lesson
objectives requires students
to use the internet to
research and gather
information.
Live Surgery Broadcast with
Interactive Communication:
Students recognize the
impact of digital media as
seen in the live
presentation.
Students are digitally
connected to the real
hospital and surgical
environment.
instructional lesson either
independently or
collaboratively with peers.
Students will demonstrate
active engagement in the
use of technology to master
learning objectives.
Students will communicate
learning to their teacher and
peers.
Students will attend the live
surgery broadcast and
communicate with the
Technology Tools 21C.O.9-12.1.TT2 Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and mouse
skills with facility, speed and
accuracy.
21C.O.9-12.1.TT8 Student uses advanced features
and utilities of database software
(e.g., to create tables, forms,
perform table relationships,
advanced queries, and simple
reports) to test hypotheses or
research questions and to report
results.
21C.O.9-12.1.TT10 Student implements various
internet search techniques (e.g.,
Boolean searches, meta-searches,
web bots) to gather information;
student evaluates the information
for validity, appropriateness,
content, bias, currency, and
usefulness.
29
Students utilize technology
to communicate and
question the surgeon who
resides in their own
community.
Students visualize careers
in action, within the real
world.
On-site Healthcare
Professional:
With the on-site healthcare
professional, students have the
opportunity to communicate for
the purpose of advanced
thinking, clarification of
knowledge and analytical
decision-making.
surgeon as a means for
learning.
Students will engage in a Q
& A session with the on-
site healthcare professional
for the purposes of
clarification and
enhancement of knowledge.
THINKING,
REASONING AND
INNOVATION
SKILLS
CRITICAL THINKING
The clear, precise and purposeful process of using specific cognitive skills and strategies to guide belief and action in
accomplishing goals.
SYSTEMS THINKING
The ability to see and understand the whole, to recognize patterns and interrelationships of parts, and to determine how to
structure those interrelationships in more effective, efficient ways.
PROBLEM SOLVING
The ability to apply appropriate process, including problem identification, information gathering, problem analysis,
generating and testing alternated solutions, and evaluating results in order to generate resolutions to problems.
CREATING AND INNOVATING
The act of bringing an idea, product or performance into existence that is genuinely new, original and of value either
personally and/or culturally.
30
21st Century Skills Learning Skills & Technology Tools Strategies and Culminating
Activities
Evidence of Success
Learning Skills
21C.O.9-12.2.LS1 Student engages in a critical
thinking process that supports
synthesis and conducts evaluation
using complex criteria.
Careers DVD:
Students will hear real-world
applications of careers
involved in the care of a
patient having a craniotomy
for a brain tumor.
By seeing multiple careers
necessary in the care of one
patient, students are
introduced to the
interrelationships of parts to
the whole/systems thinking.
Pre-op Prep:
In the accomplishment of the
learning objectives, students
must engage in critical
thinking to synthesize and
evaluate information
regarding all facets of care
for a patient with a brain
tumor.
Students must use a variety
of digital media to draw
conclusions regarding the
pathophysiology of a brain
tumor and surgical
intervention via craniotomy.
Students will use technology
to increase content-related
knowledge, both
collaboratively with peers
and independently, as
directed by the teacher.
Students will view the
DVD as part of the Virtual
Healthcare Experience and
communicate its impact on
their impressions of the
surgical process and team.
Students articulate systems
thinking in relationship to
the healthcare industry and
patient care as
demonstrated in the
accomplishment of
learning objectives and
activities.
21C.O.9-12.2.LS2 Student draws conclusions from a
variety of data sources to analyze
and interpret systems.
21C.O.9-12.2.LS3 Student engages in a problem
solving process by formulating
questions and applying complex
strategies in order to
independently solve problems.
Technology Tools 21C.O.9-12.2.TT2 Student collaborates with peers,
experts and others to contribute to
a content-related knowledge base
by using technology to compile,
synthesize, produce, and
disseminate information, models,
and other creative works.
21C.O.9-12.2.TT3 Student uses multiple electronic
sources of information and
multiple technology tools and
resources tools (e.g., digital
cameras, graphing calculators,
probes, MP3 players, handheld
devices, other emerging
technologies, simulations, models,
browsers, word processing,
authoring tools, spreadsheets,
databases) to collaborate with
others, to formulate a hypothesis,
31
to solve problems, make decisions,
and present and justify the
solutions.
Students must use multiple
electronic sources to satisfy
learning objectives and
analyze and draw
conclusions on patient care
(real-world) procedures and
processes.
Pre and Post-Learning Activity
– KWL:
Students will be guided in a self-
assessment of learning.
Culminating Assessment:
Students must utilize all
knowledge and skills gained
from participation in the Virtual
Healthcare Experience by
developing a comprehensive list
of roles and responsibilities, as
he/she assumes the role of one of
the healthcare team members
caring for the patient during the
illness and surgical procedure.
Live Surgery Broadcast with
Interactive Communication:
Students experience
firsthand problem
identification, information
gathering, problem analysis,
alternated solutions, and the
evaluation of results in order
to generate resolutions to
problems as seen in patient
care and the surgical
procedure.
Students document self-
assessment of learning
using the KWL learning
activity.
Students apply learning in
the GRASP Culminating
Assessment by assuming
the role of the patient
seeking healthcare.
21C.O.9-12.2.TT4 Student uses technology tools and
multiple media sources to analyze
a real-world problem, design and
implement a process to assess the
information, and chart and
evaluate progress toward the
solution.
32
Students view the results of
21st Century medical
technology as both creative
and innovative to improve
patient care.
Being part of the surgical
team by virtual means,
students engage in critical
thinking; systems thinking;
and problem solving as if
they were actually part of the
surgical team.
Reflections:
Students document the
personal impact made by
their participation in the
Virtual Healthcare
Experience by recording
their expectations and
post-experience
reflections.
PERSONAL
AND
WORKPLACE
PRODUCTIVITY
SKILLS
INTERPERSONAL AND COLLABORATION SKILLS
The ability to read and to manage the emotions, motivations and behaviors of oneself and others during social interactions
or in a social-interactive context. Collaboration means cooperative interaction between two or more individuals working
together to solve problems, create novel products, or learn and master content.
INITIATIVE AND SELF-DIRECTION
The ability to set goals, plan for achievement, initiate action, manage time and effort, and independently monitor and
assess one’s own effort.
FLEXIBILITY AND ADAPTABILITY
The ability to modify one’s thinking, attitudes or behaviors to be better suited to current or future environments, as well as
the ability to handle multiple goals, tasks and inputs with understanding and adhering to constraints of time, resources and
systems.
ETHICAL BEHAVIOR
The ability to act with integrity according to the principles or right and/or moral conduct.
SOCIAL/PERSONAL AND CROSS-CULTURAL SKILL
The acceptance of responsibility for personal actions, including responsibility for learning, and to initiate or support
actions that resolve issues in the interest of the common good.
LEADERSHIP AND RESPONSIBILITY
The process of influence or example by which an individual induces a group to pursue objectives held by the leader or
shared by the leader and his or her followers.
PROJECT PLANNING AND DEVELOPMENT
The ability to organize and achieve the goals of a specific initiative or problem with efficiency and effectiveness.
PRODUCTIVITY AND ACCOUNTABILITY
The ability to set and meet high standards for delivery of quality work on time and to demonstrate diligence and a positive
work ethic.
21st Century Skills Learning Skills & Technology Tools Strategies and Culminating Evidence of Success
33
Activities
Learning Skills
21C.O.9-12.3.LS3 Student demonstrates ownership
of his/her learning by setting
goals, monitoring and adjusting
performance, extending learning,
using what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Careers DVD:
Students will see and hear
professionals within the
healthcare industry as
leaders in various career-
related roles.
Students will hear real-world
references to working
collaboratively on a
healthcare team.
Pre-op Prep:
Students, engaging in the
instructional lessons as
independent learners, must
demonstrate ownership of
learning by monitoring and
adapting until learning is
achieved.
Students use technology (i.e.
electronic resources, online
research) to achieve
learning.
Students are able to visualize
and comprehend the use of
technology in the healthcare
industry.
In the accomplishment of
lesson objectives, students
use technology to address
the limits in their own
knowledge in the area of
medical technology and
healthcare.
Students must demonstrate
personal and workplace
productivity skills in order
to complete all learning
expectations of the Virtual
Healthcare Experience.
21C.O.9-12.3.LS6 Student maintains a strong focus
on the larger project goal and
frames appropriate questions and
planning processes around goal.
Prior to beginning work, student
reflects upon possible courses of
action and their likely
consequences; sets objectives
related to the larger goal; and
establishes benchmarks for
monitoring progress. While
working on the project, student
adjusts time and resources to
allow for completion of a quality
product.
Technology Tools 21C.O.9-12.3.TT2 Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
21C.O.9-12.3.TT3 Student evaluates current trends in
information technology, discusses
the potential social, ethical,
political, and economic impact of
these technologies, and analyzes
34
the advantages and disadvantages
of widespread use and reliance on
technology in the workplace and
society.
Setting Your Goals:
Students review the
processes of writing and
setting goals.
Students set goals in the
areas of the VHE, education,
careers, and long-range
goals.
Students’ use of technology
within the Virtual Healthcare
Experience will positively
impact future use of
technology for decision
making and lifelong
learning.
By goal setting, students
engage in the role of
planning for achievement,
self-initiation of action,
managing personal time and
efforts, and independently
monitoring and assessing
their own path toward
achievement of personal
goals.
Live Surgery Broadcast with
Interactive Communication:
Students will view
interpersonal and
collaboration skills of the
surgical team; initiative and
self-direction of team
members to accomplish each
task necessary for a
successful surgery; ethical
behavior in life-
Students apply personal
and workplace
productivity skills as they
systematically document
personal, educational, and
career goals, using the
worksheet provided in the
Pre-op Prep.
Students will view the live
surgery broadcast and
21C.O.9-12.3.TT6 Student evaluates and applies
technology tools for research,
information analysis, problem
solving, content learning, decision
making, and lifelong learning.
21C.O.9-12.3.TT8 Student uses technology to seek
strategies and information to
address limits in their own
knowledge.
35
threatening/preserving
procedures performed by
each team member; and
productivity and
accountability in action as
the surgical team
orchestrates the surgical
procedure and care of the
patient.
In viewing the live
broadcast, students are
choosing to use technology
to increase their learning and
the limits in their personal
knowledge base.
communicate with the
surgeon, seeing
professional and
workplace productivity
skills firsthand. Students
will participate in real-
world learning as each
component of the Virtual
Healthcare Experience
demonstrates the
importance of 21st Century
Learning Skills.
21st
Century Learning Skills adapted from publications of the Partnership for 21st
Century Skills
www.21stcenturyskills.org
Standards and Objectives selected from the West Virginia Department of Education’s 21st
Century Learning Goals and Objectives
36
37
38
39
40
41
42
IMAGINE U: A VIRTURAL HEALTHCARE EXPERIENCE
ACKNOWLEDGMENTS
“Charleston Area Medical Center is pleased to work with the West Virginia Department
of Education to plan the Imagine U Virtual Healthcare Experience and to provide the
surgery footage, Careers DVD, patient education information and technology support for
the program.”
Charleston Area Medical Center
“The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity for
the secondary students within West Virginia’s high schools. The partnership between
the West Virginia Department of Education and Charleston Area Medical Center allows
learning to move beyond the walls of the normal classroom. It transforms the classroom
into a real world learning environment. Health Science Education, within the Office of
Career and Technical Instruction, is extremely grateful for the partnership of Charleston
Area Medical Center. Over 1,500 students per year have participated in the Virtual
Healthcare Experience since the inception of this project.”
West Virginia Department of Education
43
NOTES
44
NOTES
45
NOTES
