ReNEW Concept-Based Clinical Activity Clinical Toolkit Submission Form
Key Suppositions of Concept-Based Learning in the Clinical Setting: [This would be what I consider the Overview. Maybe the original study examples I mentioned can be
put in here to show the original thinking? Just thinking out loud…]
1) One key, foundational concept from a theory course is used concurrently in the clinical setting with patients living with a variety of conditions to form connections
between a theoretical concept and phenomena the patient is experiencing (Heims & Boyd, 1990; Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
2) The Concept-Based Learning Activity (CBLA) must relate to one or more student learning outcomes (Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
3) Concept-Based Learning in the clinical setting is led by faculty trained in understanding the foundational assumptions of this pedagogy (Lasater & Nielsen, 2009; Nielsen,
2009; Nielsen, Noone, Voss, & Mathews, 2013).
4) Concept-Based Learning Activities can be optimally used early in the nursing program or when new concepts are being introduced (Nielsen, Noone, Voss, & Mathews, 2013).
5) Concept-Based Learning is planned and purposeful to promote the transfer of learning that will transcend age, settings, and the health continuum (Nielsen, 2009).
6) The foci of Concept-Based Learning in the clinical setting are pattern recognition and critical reflection, which support the development of clinical judgment and
decision making abilities as opposed to completion of tasks (Heims & Boyd, 1990; Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
Directions on how to use this Concept-Based Learning Activity Clinical Toolkit:
Each Concept-Based Learning Clinical Activity Toolkit is a compilation of information, resources, activities or tools that can be used by faculty in any nursing program or
clinical practice partner in Wyoming to implement concept-based learning activities during clinical course rotations or other clinically-related situations. Toolkits need to
be standardized in appearance and contain language that is easily understandable to faculty and professionals in clinical practice. The toolkit should contain all the
necessary information such that the user who reviews the Toolkit can easily replicate the clinical activity without questions (Agency for Healthcare Research and Quality, 2013). One
CBLA equals one CBLA Toolkit.
If you have a clinical activity in any clinical setting that was successful in meeting the criteria of a concept-based learning clinical activity, please share your work with
others by completing this Concept-Based Learning Clinical Activity Toolkit. Please be sure to complete each section. Once completed, please submit to Kristy Nielson, MSN
CCRN CNE, DNP in Leadership & Innovation student, at knielson@sweetwatermemorial.com. At the current time Kristy will review the Toolkit to ensure completeness,
clarity and that the activity meets the current criteria of concept-based learning clinical activities.
Concept-Based Learning Activity (CBLA) - Clinical
Title
Oxygenation
Submitted by
Heidi Brown MS, RN, Associate Professor of Nursing, Western Wyoming Community College, Rock Springs, WY
Course
Select the theory course that applies to the CBLA:
Core Curricular
Concept (s)
Health Promotion (Semester 2) ☐
Chronic Illness (Semester 3) ☒
Acute Care (Semester 4) ☒
Complex (Semester 5) ☐
Populations (Semester 6) ☐
Leadership (Semester 7) ☐
Select all that apply to the CBLA:
Safety ☐ Clinical Judgment ☐ Leadership ☐ Patient Centeredness ☒ Professionalism ☐ Health Promotion ☐
Unit Concepts
Select and bold one (1) theoretical concept that is currently being taught in the classroom that matches the CBLA described in this toolkit:
Advocacy ☐
Comfort ☐
Grief and Loss ☐
Metabolism ☐
Acid/Base Regulation ☐
Cultural diversity ☐
Mobility ☐
Addiction ☐
Development ☐
Health, Wellness and
Illness ☐
Immunity ☐
Perioperative Care
☐
Reproduction ☐
Mood and Affect ☐
Safety ☐
Assessment ☐
Cellular regulation ☐
Ethics ☐
Family ☐
Infection ☐
Inflammation ☐
Nutrition ☐
Oxygenation ☒
Self ☐
Sexuality ☐
Stress and Coping
☐
Teaching/Learning
☐
Thermoregulation
☐
Tissue Integrity ☐
Other ☐ (Please
indicate):_________
Cognition ☐
Objectives Specific to
the Concept-Based
Learning Clinical
Activity
Fluids and
Electrolytes ☐
Intracranial ☐
Regulation
Perfusion ☐
Please list:
Examine the influence of culture on the clients’ health.
State the cultural and age-related considerations for development of lung disease.
Discuss the relationship of social and occupational history with pulmonary disease
Explore the impact of chronic illness (lung disease) on family members
Spirituality ☐
______________
Challenge assumptions of caring for smokers who develop lung disease.
Discuss ways the nurse can help clients and families cope with chronic illness and/or a change in the level of functioning and
care.
Identify physiological changes of a client with chronic lung disease.
Setting
Please select all settings in which the CBLA applies:
Long-term Care ☒ Acute Care ☒ Public Health ☐ Home Health ☒ Community based – Please describe: ☐ _______________________
Other – please list:
Student Learning
Outcomes (SLO)
Below are the end-of-semester student learning outcomes of ReNEW. Match the clinical activity to all appropriate student learning outcomes of the
specific theory course. The core curricular concept appropriate to the student learning outcome is included for your convenience.
Acute Illness
1. Examine organizational responsibilities in providing a just
culture which values safety. ☐
Complex Illness
1. Examine the relationship between national patient safety resources and
error-reporting systems in managing care in the complex patient. ☒
Core Concept: Safety
Core Concept: Safety
2. Discover gaps in practice which veer from best practice. ☒
2. Explore the use of root cause analysis (RCA) to enhance quality care and
patient safety. ☒
Core Concept: Safety
Core Concept: Safety
3. Use evidence and its role in acute illness care.☐
3. Use evidence in the care of patients with complex illnesses.☐
Core Concept: Clinical Judgment
Core Concept: Clinical Judgment
4. Apply the nursing process for evidence-based plans of care
for patients with acute illnesses. ☒
4. Apply the nursing process for evidence-based plans of care for patients
with complex illnesses. ☒
Core Concept: Clinical Judgment
Core Concept: Clinical Judgment
5. Use knowledge, theories and concepts from liberal
education and the sciences when developing a plan of care
for patients with acute illnesses.☒
Core Concept: Clinical Judgment
6. Use organizational skills such as delegation, prioritization
and efficient use of resources. ☐
5. Use knowledge, theories and concepts from liberal education and the
sciences when developing a plan of care for patients with complex
illnesses.☒
Core Concept: Clinical Judgment
6. Demonstrate leadership abilities and responsibilities based on increased
awareness of effectiveness within a variety of healthcare settings to
include delegation, supervision, and conflict management. ☐
Core Concept: Leadership
Core Concept: Leadership
7. Demonstrate communication techniques to facilitate
interprofessional healthcare team effectiveness in the care
of the patients with acute illnesses. ☐
7. Engage other healthcare professionals in the care of patients with
complex illnesses. ☐
Core Concept: Leadership
8. Explore the structure of health care organizations,
Core Concept: Leadership
8. Explore the structure of health care organizations, healthcare policy and
healthcare policy and economics as they apply to acute
illness.☐
economics as they apply to complex illness.☐
Core Concept: Leadership
Core Concept: Leadership
9. Explore care coordination in providing care for patients
with acute illnesses.☐
9. Participate in care coordination for patients with complex illnesses. ☐
Core Concept: Leadership
10. Demonstrate culturally and developmentally appropriate
assessments by focusing on the lived experiences of
patients with acute illnesses. ☒
Core Concept: Leadership
10. Analyze the results of culturally and developmentally appropriate
health assessments by focusing on the lived experience of the patients with
complex illnesses.☒
Core Concept: Patient Centeredness
11. Use caring behaviors to provide safe and effective,
developmentally and culturally appropriate care to
patients with acute illness.☐
Core Concept: Patient Centeredness
11. Use caring behaviors to provide safe and effective, developmentally and
culturally appropriate care to patients with complex illness. ☐
Core Concept: Patient Centeredness
12. Use therapeutic communication skills in the development
of therapeutic relationships with patients and families
within the context of acute care.☐
Core Concept: Patient Centeredness
12. Use therapeutic communication skills in the development of
therapeutic relationships with patients and families within the context of
complex illness.☐
Core Concept: Patient Centeredness
13.
Apply the role of an effective advocate when
participating in the care of patients with acute illnesses. ☐
Core Concept: Patient Centeredness
13. Apply the role of an effective advocate when participating in the care of
patients with complex illnesses. ☐
Core Concept: Patient Centeredness
14. Demonstrate principles of accountability, integrity, and
autonomy while providing care for patients with acute
illnesses. ☐
Core Concept: Patient Centeredness
14. Demonstrate principles of accountability, integrity, and autonomy while
providing care for patients with complex illnesses. ☐
Core Concept: Professionalism
Core Concept: Professionalism
15. Demonstrate adherence to the scope of practice while
providing care for patients with acute illness.☒
15. Demonstrate adherence to the scope of practice while providing care
for patients with complex illness.☒
Core Concept: Professionalism
16. Use evidence to guide health screening, health teaching,
and health counseling for individuals and families as it
relates to acute illness.☒
Core Concept: Health Promotion
Description of
Concept-Based
Learning Clinical
Activity (CBLA)
Individual student
activity
Yes ☒ No ☐
Group activity
Yes ☒ No ☐
Core Concept: Professionalism
16. Use evidence to guide health screening, health teaching, and health
counseling for individuals and families as it relates to complex illness.☒
Core Concept: Health Promotion
17. Explore the role of the nurse in emergency preparedness
of health care settings that provide care for patients with
acute illness. ☐
17. Describe the role of the nurse in emergency preparedness of healthcare
settings that provide care for patients with complex illnesses. ☐
Core Concept: Health Promotion
Core Concept: Health Promotion
Include or embed links to articles, PowerPoints, videos, podcasts, images, documents, and diagrams – any resource(s) used in the activity – such
that anyone could easily replicate this CBLA without questions.
Gather data pertaining to patient through a variety of sources such as physical assessment, electronic medical record (EMR), labs, health history,
and patient interview.
•Begin to interpret gathered data related to the core concepts.
•Formulate and evaluate nursing interventions that support core concepts and interrelated concepts.
•Differentiate between nursing initiated and collaborative interventions.
•Recognize and evaluate collaborative interventions that support core concepts and interrelated concepts
•Begin to apply knowledge of selected concepts to clinical situations
•Begin to recognize the coordination of care with other members of the team
•Identify nursing principles of pharmacology and safe medication administration
•Familiarize self with technical requirements utilized in the clinical setting
•Participate in guided reflection of experience
This activity can be instructor led in a health care agency, or instructor or preceptor led in the community (home of a client suffering problems r/t
oxygenation).
Supplies needed
List:
Dependent on clinical site. Stethoscope.
Preparation time
State: Theory on oxygenation and care of the client experiencing oxygenation problems, include assessment, planning, diagnosis, Interventions
(including pharmacy) and evaluation.
Any respiratory lab experiences should proceed this clinical.
Set-up needed
Describe: Instructor or clinical coordinator to set up experience at health agency or with preceptors in community.
References, if any, in
APA format
Validation
Expert review ☐ Usability testing ☐
Focus groups with users ☐
Pilot testing ☐ Other (please list): ☒ __One of the first
submissions of toolkits. May be used for pilot August 5, 2015____
Note: At this time this section will be completed by Kristy Nielson or others assisting in the pilot study.
Draft March 11, 2015 ReNEW Clinical Education Committee; May 19, 2015 by ReNEW Consortium; June 20, 2015 Kristy Nielson