Transcript pptx - HPSN

SENIOR SIMULATION EXPERIENCE:
PREPARING GRADUATING STUDENTS
FOR PRACTICE
CHARLOTTE M. BIVENS MS, RN
MILLIKIN UNIVERSITY
DECATUR, ILLINOIS
HPSN World 2016
SPEAKER INFORMATION
[email protected]
CO-INSTRUCTOR INFORMATION
John Blakeman MS, RN, PCCN
OBJECTIVES
• DESCRIBE VISION REGARDING DEVELOPMENT OF THIS COURSE
• DESCRIBE HOW THE COURSE IS DESIGNED
• DESCRIBE THE METHODS USED FOR TEACHING/STUDENT LEARNING IN THIS COURSE
• PRESENT STUDENT REACTIONS TO THIS COURSE
• PRESENT IMPACT OF THIS COURSE ON OUR PROGRAM OUTCOMES
MILLIKIN UNIVERSITY AND SCHOOL OF NURSING
HOW DID THIS COURSE COME ABOUT?
• MY VISION OF USE OF SIMULATION
• JOHN’S VISION AND ENERGIES
• EQUALS
SENIOR SIMULATION EXPERIENCE
BASICS OF THE COURSE
• ELECTIVE
• 2 CREDIT HOURS
• CLASS SIZE
• 8 WEEKS
• GRADING
COURSE DESCRIPTION
• BUILDING ON CONTENT FROM PREVIOUS NURSING COURSES, THIS COURSE WILL CONNECT THEORY TO
PRACTICE BY PROVIDING THE STUDENT WITH SIMULATION EXPERIENCES IN A RISK-FREE ENVIRONMENT IN
ORDER TO BUILD SELF-CONFIDENCE AND PREPARE THE STUDENT FOR ENTRANCE INTO PROFESSIONAL NURSING
PRACTICE. SIMULATIONS WILL INCLUDE “PATIENTS” FROM ACROSS THE LIFESPAN, WITH VARYING DIAGNOSES
AND PROBLEMS AND WILL BE DELIVERED IN A VARIETY METHODS, INCLUDING HIGH-FIDELITY SIMULATION
USING THE ISTAN® SIMULATOR, PROGRESSIVE CASE STUDIES, GUEST SPEAKERS/PARTICIPANTS AND AUDIOVISUAL DEMONSTRATIONS. SPECIAL ATTENTION WILL BE GIVEN TO SIMULATIONS THAT A STUDENT MAY NOT
HAVE EXPERIENCED PREVIOUSLY DURING CLINICAL COURSES. SIMULATION SESSIONS WILL INCLUDE A VARIETY
OF OPPORTUNITIES, INCLUDING, BUT NOT LIMITED TO: PRACTICE TAKING AND IMPLEMENTING PHYSICIAN
ORDERS, PRIORITIZING CARE, GIVING HAND-OFF/CHANGE-OF-SHIFT REPORT, ADMINISTERING HIGH-RISK
MEDICATIONS, INITIATING NURSING CARE PROTOCOLS, AND ATTENDING TO THE PSYCHOSOCIAL NEEDS OF
THE PATIENT AND FAMILY.
COURSE OBJECTIVES
BY THE END OF THE COURSE, THE STUDENT WILL BE ABLE TO:
1. INFUSE CRITICAL THINKING AND KNOWLEDGE LEARNED IN PREVIOUS NURSING COURSES INTO
DIRECT PATIENT CARE SIMULATIONS.
2. REFLECT ON HIS/HER STRENGTHS AND WEAKNESSES REGARDING SAFE AND EFFECTIVE NURSING
CARE.
3. UTILIZE ORGANIZED METHODS FOR GATHERING AND REPORTING PATIENT INFORMATION,
INCLUDING THE SBAR FORMAT.
4. PRIORITIZE PATIENT CARE BY CRITICALLY THINKING AND EVALUATING SITUATIONS.
5. DEMONSTRATE EFFECTIVE INTERDISCIPLINARY COMMUNICATION.
PRE-COURSE SURVEY
• HTTPS://DOCS.GOOGLE.COM/FORMS/D/1B3I2U82NMFG6BDSKSGUN-AN1V1NAAL0_QUCIUQYH9C/VIEWFORM
CLASS SCHEDULE
Date
Major Topics
Week 1
02/08/16
Course information; simulator orientation; SBAR and other tools; writing orders; protocols; safety
Week 2
02/15/16
Case studies-prioritization, missing info, proper hand-off reports; communication with the healthcare team
(in class and clinical setting); rapid response team implementation
“Practice simulation”
Week 3
02/22/16
Medical-Surgical
Week 4
02/29/16
Respiratory
Week 5
03/07/16
Neurological
Week 6
03/14/16
Cardiovascular
No Class
03/21&28/
16
NO CLASS – SPRING BREAK
Week 7
04/04/16
Unannounced
Week 8
04/11/16
Unannounced
EXPECTATIONS OF THE STUDENTS
• PREPARATION FOR CLASS
• PARTICIPATION IN CLASS
• REFLECTION AFTER CLASS
PREPARATION FOR CLASS
• PREP IS POSTED ON MOODLE ABOUT 5-7 DAYS BEFORE CLASS PERIOD
• STUDENTS ARE TO BRING THE PREP SHEET FILLED OUT TO CLASS
• MAY NEED TO WATCH YOUTUBE VIDEO OR READ/BRING ARTICLE
Week 1 Preparation Sheet
WEEK 1
PREP SHEET
For the first day of class on Monday, February 8, please bring:
1. A “brain sheet” or paper form/tool that you would use during shift report to write
down and organize patient information. You created one of these tools during NU 420,
Med-Surg. You can find examples of these tools online, as well. This is your personal
tool and can contain as much or as little information as you think you need. We want you
to customize this tool. We will discuss these sheets and how they can be used in the
clinical setting and will discuss important components for these forms and what you may
have forgotten to include or wish to include. We will have you use these tools during the
course for simulations.
2. A written list of at least five things you want to learn and/or experience during this
course. We want to know what you, as second semester senior nursing students, feel that
you need to learn more about or experience before entering the “real world” of nursing. If
possible, be specific. For example, please don’t just say “I want to learn about more
medications.” You might say something like “I want to learn more about cardiac
medication drips and how to monitor patients on these drips.” Another item might be “I
want to be able to practice giving hand-off report at the end of a shift.” The more specific
you are, the easier it will be for us to incorporate the material into simulations. Also,
please note that we are focused on critical thinking and helping you synthesize
information in order for you to be proactive and also to make sense of clinical situations.
We typically won’t be practicing specific clinical tasks, such as starting IVs, inserting
Foley catheters, and inserting NG tubes.
3. Ideas about what you think physicians need to know when you contact them on the
phone. You do NOT have to write down your answer for this question; please just
THINK about this question. Put yourself in the place of a physician (or nurse
practitioner). If a nurse called you regarding a patient, what would you expect the nurse
to say? What information would be helpful to you? What might you not care about or
want to hear? Does the time of day that you call the physician or nurse practitioner
matter (for example, 2 PM vs. 2 AM)?
4. Be sure to view the YouTube videos (links posted on Moodle under week 1).
PLEASE ANSWER THE FOLLOWING QUESTIONS FULLY. IF YOU UTILIZE EXTERNAL RESOURCES, PLEASE CITE YOUR REFERENCES IN APA FORMAT AT
THE END OF YOUR POST. YOU MUST POST A RESPONSE BEFORE YOU CAN SEE OTHERS' RESPONSES. YOU ARE NOT REQUIRED TO RESPOND TO
OTHERS' POSTS, BUT YOU MAY IF YOU WISH TO DO SO.
POST DUE BY FRIDAY, FEB. 15 AT 5:00 PM.
1. AFTER OUR DISCUSSION TODAY ABOUT NURSING PROTOCOLS, WHAT DO YOU FEEL ARE AT LEAST TWO POSITIVE ASPECTS OF PROTOCOLS? WHAT
ARE AT LEAST TWO LIMITATIONS OR ISSUES YOU SEE WITH PROTOCOLS?
WEEK 1
REFLECTION
2. REFLECT ON YOUR BRAIN SHEET/ORGANIZATIONAL TOOL. DO YOU FEEL THAT YOU INCLUDED EVERYTHING YOU NEED TO INCLUDE ON YOUR
SHEET? WILL YOU BE MAKING ANY CHANGES TO IT FOR NEXT WEEK? WHAT DID YOU TAKE AWAY FROM SEEING MR. BLAKEMAN’S EXAMPLES? WHAT
ABOUT THE EXAMPLE THAT PROF. BIVENS SHARED?
FOR QUESTIONS 3, 4, AND 5, YOUR PATIENT IS A 68 YEAR OLD MALE, WEIGHING 210 LBS, AND IS ADMITTED TO THE CARDIAC UNIT WITH A DIAGNOSIS OF
NON-ST-SEGMENT ELEVATION MI. (ROUND TO THE NEAREST TENTH IF APPLICABLE.)
3. THE HEPARIN DRIP HAS BEEN RUNNING FOR 6 HOURS NOW, AND YOU GET THE APTT RESULT FROM THE LAB, WHICH IS 48. YOU ARE GOING TO
TITRATE THE MEDICATION FOR THE PATIENT. USING THE ST. JOHN’S HEPARIN PROTOCOL FOR A DIAGNOSIS OF ACS WHAT ACTION WOULD YOU
TAKE? USING MEMORIAL'S HEPARIN PROTOCOL THAT WOULD COVER ACS, WHAT ACTION WOULD YOU TAKE?
4. THE PATIENT SUDDENLY GOES INTO ATRIAL FIBRILLATION, AND THE PROVIDER INSTRUCTS YOU TO START THE DILTIAZEM
PROTOCOL. WHAT BOLUS AMOUNT WOULD YOU GIVE, USING THE MEMORIAL PROTOCOL?
5. THE PATIENT IS NOW RECEIVING DILTIAZEM AT 10 MG/HR INTRAVENOUSLY. HIS HEART RATE IS SUSTAINED BETWEEN 85 AND 98 BEATS PER
MINUTE. ACCORDING TO THE MEMORIAL PROTOCOL, WHAT PO DOSAGE OF DILTIAZEM WOULD YOU START HIM ON, AND HOW LONG AFTER YOU
GIVE THE PO DOSE OF DILTIAZEM WOULD YOU TURN OFF THE DRIP?
6. YOU ARE TAKING CARE OF A DIABETIC PATIENT, WHO IS NPO EXCEPT FOR MEDICATIONS. SHE HAS A BLOOD GLUCOSE OF 62 BUT IS VERBALLY
RESPONSIVE AND ABLE TO FOLLOW COMMANDS. USING MEMORIAL’S “HYPOGLYCEMIA TREATMENT ORDER,” WHAT ACTIONS WOULD YOU TAKE?
(HINT: THERE ARE SEVERAL ACTIONS YOU SHOULD TAKE.)
7. BONUS: YOUR PATIENT WEIGHS 102 LBS. USING MEMORIAL’S “HEPARIN ORDER SET FOR ACUTE CORONARY SYNDROME,” AT WHAT RATE (ML/HOUR)
WOULD YOU BEGIN THE HEPARIN DRIP? (ROUND TO THE NEAREST TENTH IF APPLICABLE.)
PRIORITIZATION CASE STUDY PREP SHEET
You are working evening shift on a medical-surgical unit caring for 8 patients. You have a CNA/tech working with
you.
Below is the list of your patients with their diagnosis, PMH as well as the admitting MD:
WEEK 2
PREP
SHEET
Patient Age
Initials Admitting Diagnosis
84 year old
62 year old
77 year old
82 year old
44 year old
88 year old
57 year old
68 year old
AZ
BY
CW
DV
ET
FS
GR
HP
PMH
Doctor
confused w/urosepsis CAD, dementiaDr. C. M. Pea
CVA: right hemiparesisHTN, DM Type II
Dr. C.T. Scanner
c/o weakness No significant PMH Dr. Ima Guessin
GI bleed
Ulcerative Colitis, stress
Dr. U. L. Ceration
3 days s/p colectomy Crohn’s Disease
Dr. Kuttem
CHF CAD, HTN, MI x 2
Dr. Dryem
chronic pancreatitis ETOH, Dr. Paenfle
newly dx Type II DM Depression, Dr. Sweeten
A)
Prioritize these patients in order that you feel you would want to assess them using just the given information.
Give rationale for your decision.
1.
Rationale:
2.
Rationale:
3.
Rationale:
4.
Rationale:
5.
Rationale:
6.
Rationale:
7.
Rationale:
8.
Rationale:
A) List at least 3 things for each patient that you would ask in report (other
than vital signs).
AZ
BY
CW
WEEK 2
PREP SHEETPART 2
DV
ET
FS
GR
HP
B) List 1-2 complication(s) that you would watch for/try to prevent for each
patient.
AZ
BY
CW
DV
ET
FS
GR
HP
Prioritization Situations for Class Discussion
BY- 62 year old patient with a CVA: right hemiparesis; Dr. C.T. Scanner
2000
You finally get in to see this patient and you have difficulty arousing her.
She barely arouses to painful stimuli. You notice that she has minimal
movement of all extremities and her vocalizations are unintelligible. Her
1500 vitals were BP 210/122, HR 88, RR 12 and Temp of 36.8°
WEEK 2
IN CLASS
1. What assessments would you want to do?
2. Call the MD
CW- 77 year old patient with c/o weakness; Dr. Ima Guessin
0100
This patient is complaining of not being able to get to sleep. He states
that he usually takes something at home every night to help him sleep.
He wants you to call the doctor and get something for him.
1. Is there any other information you would like?
2. Call the MD
AZ- 84 year old confused patient with urosepsis; Dr. C. M. Pea
0210
Aide comes to tell you that the patient is very confused, trying to get out
of bed…”was a little confused at the beginning of the shift but nothing like
this”. The patient is now screaming that people are ‘trying to kill him’ and
waking up all the other patients on the unit. You need to notify the doctor
of this change…what are you going to tell him/her? Unable to get vital
signs or assessment at this time.
1. What assessments/information would you want before calling
MD?
2. Call MD
WEEK 2 REFLECTION QUESTIONS:
1. WHAT DID YOU LEARN? (THIS CAN BE SOLID LEARNING AS WELL AS EMOTIONAL,
MATURITY/PSYCHOLOGICAL FEELINGS)
WEEK 2
REFLECTION
2. BEDSIDE SHIFT REPORT, IN WHICH CHANGE OF SHIFT REPORT IS CONDUCTED BETWEEN RNS
IN THE PATIENT’S ROOM IS POLICY AT MANY INSTITUTIONS, YET IT SEEMS THAT MANY
NURSES DO NOT ACTUALLY DO BEDSIDE SHIFT REPORT. RATHER, THEY SIT AT THE NURSES
STATION OR STAND IN THE HALLWAY AND GIVE REPORT. WHAT ARE AT LEAST TWO REASONS
THAT BEDSIDE SHIFT REPORT MIGHT BE VALUABLE? WHAT IS AT LEAST ONE REASON THAT
BEDSIDE SHIFT REPORT MIGHT NOT BE IDEAL?
3. SCENARIO: YOU ARE A NURSE WORKING ON A GENERAL MEDICAL SURGICAL UNIT, AND YOUR
PATIENT IS FOUND TO HAVE A BLOOD PRESSURE OF 78/36. YOU KNOW THAT YOU NEED TO
NOTIFY THE PATIENT'S HEALTH CARE PROVIDER. WHEN YOU CONTACT THE PROVIDER, WHAT
ADDITIONAL INFORMATION WOULD YOU NEED TO KNOW/LOOK UP AND HAVE READY
(NOT INCLUDING VITAL SIGNS, BASIC PATIENT INFORMATION AND WHO YOU ARE/WHAT UNIT
YOU ARE CALLING FROM)? (HINT: THINK ABOUT THE SBAR FORMAT AND ALL OF THE
ELEMENTS THAT GO INTO THAT AND WHAT PIECES OF INFORMATION MIGHT BE RELEVANT
REGARDING HYPOTENSION.) PLEASE THINK OF AT LEAST FOUR DIFFERENT PIECES OF
INFORMATION.
4. REGARDING THE SHORT SIMULATION WE DID AT THE END OF CLASS, WHAT DO YOU FEEL
WENT WELL? DISCUSS NOT ONLY REGARDING YOURSELF BUT FOR YOUR CLASSMATES.
5. REGARDING THE SHORT SIMULATION WE DID AT THE END OF CLASS, WHAT DO YOU FEEL
DIDN’T GO VERY WELL? DISCUSS NOT ONLY REGARDING YOURSELF BUT FOR YOUR
CLASSMATES.
Week 3 Preparation Worksheet
You should be able to discuss and critically reflect on the following topics. Be sure to review
material from previous courses so that you are prepared for the simulation experience.
MAJOR CONTENT AREA: General med-surg
DIAGNOSTIC EXAMS:
 CT scan (without contrast)
 X-ray
WEEK 3
PREP SHEET
LABORATORY TESTS:
 Complete (or comprehensive) metabolic panel (CMP)
 Amylase & lipase
 Complete blood count (CBC)
 Troponin
 Magnesium
 Urinalysis
MEDICATIONS: Please complete the below medication table.
Drug
Typical dosage
(range)
Therapeutic use
Nursing
implications
Administration
technique
Aspirin PO
Lisinopril PO
Pantoprazole
PO
Simvastatin PO
Tums PO
Normal Saline
IV
QUESTIONS: Please answer the following questions thoroughly.
1. When this patient was admitted, why was the patient’s home medication Lisinopril stopped
by Dr. Blue?
2. Given that she did not have a history of renal problems, what likely led to this patient’s acute
kidney injury?
3. When this patient was first admitted (prior to treatment), what are at least two complications
you could foresee?
4. What might be the reason that Dr. Blue wanted the patient placed on telemetry?
5. There were ketones in Mrs. White’s urine. She wasn’t in diabetic ketoacidosis. Why did she
have ketones in her urine?
6. In general, what are factors that need to be considered prior to discharging a patient? (What
do you need to be sure of prior to sending a patient home from the hospital?)
H&P
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PROVIDER’S
ORDERS
WEEK 3
IN CLASS
• SIMULATION USING “DIXIE WHITE”
• UNSTABLE VITAL SIGNS
• LABORATORY VALUES OUTSIDE OF NORMS
• TELEMETRY SHOWING UNSTABLE RHYTHM
• DISCHARGE PLANNING ISSUES
REFLECTION QUESTIONS USED EVERY WEEK
AFTER WEEK 2
1)
HOW WELL PREPARED DID YOU FEEL YOU WERE TO CARE THE PATIENT PRESENTED IN THIS SCENARIO?
2) WHAT DO YOU FEEL WENT WELL THIS WEEK WITH THE SIMULATION? DISCUSS NOT ONLY REGARDING YOURSELF
BUT FOR YOUR CLASSMATES.
3) WHAT DID NOT GO SO WELL THIS WEEK WITH THE SIMULATION? DISCUSS NOT ONLY REGARDING YOURSELF BUT
FOR YOUR CLASSMATES.
4) WHAT DID YOU LEARN? (THIS CAN BE SOLID LEARNING AS WELL AS EMOTIONAL, MATURITY/PSYCHOLOGICAL
FEELINGS)
5) WHAT SUGGESTIONS FOR FACILITATION OF THE SCENARIOS DO YOU HAVE? (HOW COULD WE AS INSTRUCTORS
IMPROVE YOUR EXPERIENCE?)
• SEVERAL QUESTIONS RELATED TO CONTENT PRESENTED OR A MINI CASE STUDY USING THE SIMULATED PATIENT
SITUATION
• RESPIRATORY
• PATIENT WITH PNEUMONIA AND PLEURAL EFFUSION
• PNEUMONIA PROTOCOL USE
WEEK 4
• BLOOD AND SPUTUM CULTURES
• PNEUMOTHORAX/HEMOTHORAX
• CHEST TUBE –INSERTION, MONITORING, REMOVAL
• VARIOUS INHALED MEDS
WEEK 5
• NEURO
• PATIENT WITH EPISODES OF SYNCOPE ADMITTED FOR OBSERVATION OVERNIGHT AS ED WORKUP
WAS NEGATIVE, 2 EPISODES OF AFIB OVERNIGHT BUT SELF CORRECTED
• UPON ENTERING ROOM, PATIENT HAS ARM UNDER HIM, DROOLING, LEG HANGING OVER EDGE OF BED,
OBJECTS ON TABLE KNOCKED OVER, IF STUDENT ON AFFECTED SIDE SPEAKS HE DOESN’T KNOW WHO IS
SPEAKING, SPEECH DIFFICULT TO UNDERSTAND
• IDENTIFYING SIGNS OF STROKE
• RAPID RESPONSE TEAM
• NIH STROKE SCALE USE
• USE OF ALTEPLASE
WEEK 5
PREP
SHEET
WEEK 6
• CARDIOVASCULAR
• PATIENT POST CABG WITH DRAINS IN PLACE
• SEVERAL “MINI” SCENARIOS RELATED TO EKG RHYTHM CHANGES AND TREATMENT
• USE THE CARDIAC MED PROTOCOLS
WEEK 6
MOODLE
INFO
WEEK 6
PREP
SHEET
WEEK 6
PT. INFO
WEEK 6 REFLECTION QUESTIONS RELATED TO
STUDENT PERFORMANCE
• 6) IF A PATIENT IS IN ATRIAL FIBRILLATION (THE MOST COMMON ARRHYTHMIA NATIONWIDE), THERE ARE SEVERAL METHODS TO
GET THE PATIENT OUT OF THIS RHYTHM AND INTO A NORMAL RHYTHM. WHAT ARE AT LEAST THREE METHODS FOR DOING
THIS? WHAT ARE THE CONSIDERATIONS BEFORE DOING EACH OF THESE AND WHY MIGHT ONE METHOD BE CHOSEN OVER
ANOTHER?
• 7) AS A WHOLE, YOUR ACTIONS TODAY DURING THE SIMULATION DIDN'T REALLY REFLECT THE KNOWLEDGE THAT YOU HAVE
DEMONSTRATED DURING DISCUSSIONS PREVIOUSLY AND AT THE BEGINNING OF CLASS. WHAT DO YOU THINK CONTRIBUTED TO
THIS DISCONNECT DURING THE SIMULATION? HOW DID BEING A PARTICIPANT IN THE SIMULATION CHANGE YOUR THINKING, AS
OPPOSED TO WHEN YOU WERE SITTING IN THE "AUDIENCE?" HOW MIGHT THIS BE IMPORTANT AS YOU TRANSITION INTO THE
ROLE OF A NURSE?
• 8) REGARDING THE ASSESSMENT OF CHEST PAIN, WHAT DID YOU TAKE AWAY FROM TODAY'S SIMULATION?
• BONUS:
• 9) IF THE PATIENT IS STILL IN ATRIAL FIBRILLATION WITH RAPID VENTRICULAR RESPONSE (HEART RATE 120S) AND IS ALREADY ON
THE AMIODARONE DRIP AND IS ON A HIGH DOSE OF A BETA BLOCKER ALREADY, WHAT WOULD BE ANOTHER PHARMACOLOGIC
AGENT WE MIGHT BE ABLE TO USE TO REDUCE THE HEART RATE? WHY? (HINT: WE WOULD NOT USE CARDIZEM.)
WEEK 7
• RAPID RESPONSE TEAM
• USED ELECTRONIC CHART
• PATIENT ADMITTED WITH A FIB AND COMMUNITY ACQUIRED PNEUMONIA
• HAD STUDENTS WRITE POSSIBLE COMPLICATIONS THAT COULD OCCUR
• THEY HAPPENED!
RAPID
RESPONSE
STANDING
ORDERS
WEEK 8
• THE FINAL WEEK….
• CODE BLUE
• FAMILY PRESENCE IN CODE SITUATIONS
• END OF LIFE
• LIVING WILLS/POA FOR HEALTHCARE
• CALLING THE CORONER
• GIFT OF HOPE
GRADING OF PARTICIPATION
• PRETTY SIMPLE
• 0=ABSENT AND NO MAKE-UP
WORK COMPLETED
• 1=MINIMAL PARTICIPATION
• 2=EXPECTED PARTICIPATION
GRADING OF PREP AND REFLECTION WORK
• GRADED ON:
• ACCURACY, THOROUGHNESS,
PROFESSIONALISM, & CRITICAL
THINKING
• PREP SHEETS ALSO GET POINTS
FOR THEIR MEDICATION PREP
• SIMPLE 0-3 SCALE
• 0=NO WORK TURNED IN
• 1=MINIMAL EFFORT
• 2=EXPECTED EFFORT
• 3=OVERACHIEVER
• WILL GIVE ½ POINTS
Asked questions:
1. Related to amount of time
spent doing prep and
reflections
2. If should keep information
given prior to simulation the
same
3. Comfort with-protocols,
calling MD, critical thinking
4. Select 2 favorite weeks and
why
5. Specific activities’
helpfulness (see chart)
6. Recommend the course?
POST COURSE SURVEY
NEW THIS
SEMESTER
EFFECTIVENESS?
• NO ACTUAL RESEARCH DATA
• 20 STUDENTS PARTICIPATED IN THE 1ST 2 SEMESTERS
• 5 OF THOSE WERE 1ST TIME BOARD FAILURES
• POSSIBLE EXPLANATION-ENCOURAGED WEAKER STUDENTS TO TAKE THE CLASS
• WILL NEED TO LOOK AT ATI QUESTIONS RELATED TO TOPICS AND CRITICAL THINKING TO SEE
IF A CORRELATION CAN BE MADE
STUDENT COMMENTS
• FIRST SEMESTER GROUP WAS RATHER NEGATIVE ABOUT THE AMOUNT OF WORK (THEY
PROVIDED NO COMMENTS EXCEPT WHAT WAS SPECIFICALLY ASKED)
• SECOND AND THIRD SEMESTER MUCH MORE POSITIVE (SEE NEXT SLIDE)
• I AM NOT SURE IF I WOULD MAKE THIS A 16-WEEK COURSE BECAUSE I ENJOYED THE 8 WEEK COURSE A LOT. IT WAS JUST ENOUGH
TIME FOR ME TO LEARN AN ABUNDANCE OF INFORMATION WITHOUT BEING TOO REDUNDANT. I ALSO BELIEVE IT'S GREAT BECAUSE
THEN STUDENTS WILL REALIZE THE IMPORTANCE OF TAKING ADVANTAGE AND LEARNING AS MUCH AS POSSIBLE WITH ONLY AN 8
WEEK COURSE. THANK YOU SO MUCH FOR ALL OF YOUR HARD WORK AND PREPARATION FOR THIS COURSE! I CAN'T EXPLAIN HOW
MUCH I ENJOYED THIS COURSE AND HOW MUCH KNOWLEDGE AND CONFIDENCE I HAVE GAINED!!
• THE PROFESSORS THAT TAUGHT THE CLASS REALLY HELPED MAKE THE CLASS AS HELPFUL AS IT WAS, I DON'T KNOW IF I WOULD
HAVE GOTTEN AS MUCH OUT OF IT WITH OUT THEM.
• THANK YOU SO MUCH FOR THIS OPPORTUNITY. I FEEL THAT I LEARNED AN EXTENSIVE AMOUNT OF INFORMATION DURING THIS
COURSE REGARDING AREAS OF CARE THAT WE HAD NOT PREVIOUSLY LEARNED IN OUR CURRICULUM. ADDITIONALLY, I FEEL THAT
MANY OF THESE AREAS OF CARE INCLUDED TOPICS I WAS VERY UNFAMILIAR WITH THEREFORE THAT MADE ME VERY ANXIOUS. I FEEL
MUCH MORE CONFIDENT AND COMFORTABLE IN MY PRACTICE WITH THE CONCLUSION OF THIS COURSE. I FEEL EXTENDING IT TO A
16 WEEK COURSE WOULD BE EVEN MORE BENEFICIAL! I HAVE RECOMMENDED THIS COURSE TO MANY OF THE STUDENTS FOR NEXT
SEMESTER AS A NECESSITY!
• IT WAS AMAZING. I'M SAD FOR IT TO END BUT I CAN HAPPILY SAY THAT I WOULD TAKE IT OVER AGAIN, RECOMMEND IT TO OTHERS,
SAY THAT I LEARNED FROM THE BEST, AND WILL BE UTILIZING WHAT I'VE LEARNED IN MY FUTURE ENDEAVORS. YOU TWO ARE GREAT!
THANK YOU!
• I LOVE THIS COURSE. I THOUGHT IT WAS EXTREMELY HELPFUL AND GETS ME READY TO GO TO THE WORK PLACE.
• I THOUGHT IT WAS A GREAT COURSE AND I AM REALLY GLAD THAT I DID IT. IT WAS A NICE WAY TO PUT IT ALL TOGETHER FROM
WHAT I HAVE LEARNED SO FAR DURING NURSING SCHOOL.
THANK YOU!
• QUESTIONS??
• CONTACT INFO:
• [email protected]