When I contemplate teaching strategies for my Nursing skills class, I review the information the student give me on the Learner Feedback form. Granted some student fill them out with little thought involved, and some do it and are very vague simply inferring that they want something more, a change, or something else in the presentation of the materials. Occasionally, the information is clear, they want “more hands on”. So I am setting out to give them that.
The nursing skills course involved demonstrating the skills to the student and having them complete a performance assessment task return demonstrating their competency. I have added practice time with the specific equipment in the following Learning Plans.
- Trach suction kits
- Trach tie application
- Priming of IV tubing
- These are in addition to several hands on demo’s that already are in the course
The hands on time, allows students to bond, engage in peer learning, problem solving and promotes some comradery for the students. The results in the previous semester have been positive. As I approach these 2 learning plans in the next few weeks, I look forward to seeing the impact the “more hands on” activities will present.
Ever wonder how can I make my students understand that something as simple as removing exam gloves after a procedure can spread diseases and organisms? We have been using this activity for a while with good results, it makes the students think about something as simple as removing exam gloves.
High impact instructional practice to me is something that I do in the classroom to facilitate learning and excite the students regarding whatever topic we are discussing that week. The first learning plan that we do in Nursing skills is discuss the concept of Asepsis. We have an activity that we do in class with the students. We fill gallon size zip lock bags with chocolate pudding, and drop 5-8 buttons into the pudding mixture. We ask the students to put gloves on and fish out one button and place it on a paper towel. We then tell the students to remove the gloves in the proper manner without getting pudding everywhere. By this time the gloves are covered with pudding. Inevitably someone gets pudding on the counter, floor or themselves. We then talk about removing gloves when they are doing patient care and the potential for spreading microorganisms in the air and the environment. This correlates with the discussion of the various level of isolation precautions, (contact, airborne, droplet, and protective environment). The students find it interesting and it make them think about exactly what they are doing while removing gloves in a patient room.
I have been inspired! I have had the opportunity to take several of the professional development courses, On-course, CRT and now Teaching Inclusively. I have always left each class inspired with strategies to implement in my classroom to improve delivery and promote a healthy learning environment. I am always impressed by the creativity of my colleagues and their dedication to student success.
During the past week while taking Teaching Inclusively, we had the opportunity to listen to a panel of individuals who discussed diversity and their experience and insights.. The one thing that I took away from the discussion was that building community on our campus, in our program and in my classroom influences the success of our students.
I have decided that in the next semester I am going to promote community. I teach in the Associate Degree Nursing program, and by the time the students get to our core courses, they often times have taken several prerequisite courses here at NWTC. They already have some sense of community. However, there are often a few student, who because of being shy, unable to step out of their comfort zone or are feeling uncomfortable, they don’t bond or participate readily. I intend to do the following in my Nursing Skills course:
- Students are encouraged to identify a “buddy” who they can practice with and then complete a Performance Assessment Task in a role play where they demonstrate a skill playing the nurse/patient roles.
- This encourages peer learning as well as building community.
- I have noted while meeting this students that those students who struggle in class are the ones who do not identify a “buddy”, attempt to practice the skills alone, and do not come into our lab and practice; they attempt to memorize the skills at home without peer interaction.
- By week 3, I will ask in class who has not identified a “buddy” to study with, if someone has not done this, then I will facilitate finding them a “buddy”.
Time will tell if this strategy with influence our Edware results, however it is one attempt to promote students success.