Shepherd University
FOSL Presentation January 2013
Review of Nurse Educator Boot Camp
Paula Donohue MSN, RN, FNP-BC
Assistant Professor Nursing Education
14th Annual Boot Camp for Nurse Educator
Albuquerque, New Mexico
July 19 -23, 2013
Focus on Student-centered Learning
• Learning versus teaching
• Engage learners as full partners, who assume
responsibility
• Create and offer diversity in learning options
• Promote collaborative learning
Theory of Learning
• Develop knowledge, skills and attitudes
required to learn competencies
• Encourage
• Engage (Build Community)
• We are starting the conversation today
• Radical transformation in student
education
“While all changes do not lead to improvement, all
improvement requires change”
Institute for Healthcare Improvement
http://www.ihi.org/knowledge/Pages/default.aspx
Students are amazing learners we just need to guide them
Average attention span is 6 ¼ minutes
• Computers compete for attention
• Text/Email/ On-line forums/Phone
calls/Face Time
• Avoid slang, sarcasm, jokes
• Avoid overuse of emoticons and acronyms
Communication- Theirs/Yours
• Clear
• Concise
• Correct
• Complete
Lecture is a form of 1 way communicationincorporate student dialogue-ask many questions
Power Point Slides-highlight & summarize points
Enter data
Pair-sharing• Think about the answer to this question and write it
down.
• Introduce yourself to someone you don’t know.
• Share what you wrote with your new partner.
Use iClickers or other audience query devices to engage
students
20 minutes of lecture-reinforce content/concepts with
something else
Pause lecture-incorporate active learning
Use a Star *
• Help focus on important concepts-critical information
• Guide review
Strategies to build priority setting skills-Pause for Priority Setting
After teaching such as discussion on a topic or demonstration in
lab, ask students• What is the big deal
• What is the point ?
• What is the first priority ?
• What is the first action to take ?
• Why is this so important ?
Critical Thinking
• There is a better way and I can find it
• There is a logic to this and I can figure it out
• Recognizing my weakness is a strength
• Critical thinking improves us
Focus the learning/thinking process
• Admit/Exit Ticket
• Importance of preparation for lecture or exams
• Preparation Sheet
• Quizzes
• Test Questions
• Case Studies and questions
• Create a video
Mental Practice/Imagery
• Use imagery to mentally practice the steps of a procedure
• Close your eyes
• Imagine yourself setting up for and beginning the new skill
• See yourself performing the skill
• See yourself completing the skill
• What is the outcome you accomplished ?
Pair-sharing• Think about the answer to this question and write it down.
• Introduce yourself to someone you don’t know.
• Share what you wrote with your new partner.
• Use your resources-infuse throughout class
• Resource neglect affects outcomes-current
recommendations in specialty
Knowledge management tools
• Reduce reliance on memory
• eBook vs Printed Textbooks-same vehicle, quick access
to effective information
• Smartlinking for Multilogical thinking
• Journal discussions
• Video clips lasting 3 to 5 minutes
• Reflect on concepts in the film
Concept Map
An illustration
that represents
Key Concepts and Ideas
within a
Framework of Propositions
shows
Relationships
Concept map cont.
• Meaningful Learning
• Linked to existing body of knowledge
• Hierarchy and organization
• Makes sense to the learner
Begin with Focus Question or Main Concept
• Have students identify 15-20 key concepts & make a list
• Rank order of importance
• Place concepts on the map as students determine where
they fit
• Expand concepts into sub-concepts
• Make connections
• Revision increases clarity
• Encourage Collaborative Learning
• Work in groups
• Brainstorm
• Clear misconceptions
• Thinking out loud
• Learn from one another
• Phased integration
• Be part of the solution-Value change
Use experiential learning
Example
Plan-Do-Study-Act
REFERENCES
1. Alfaro-LeFevre, R. (2008). Critical thinking and clinical judgment: A practical
approach to outcome-focused thinking (4th ed.) St. Louis, MO: Saunders.
2. Institute for Healthcare Improvement
http://www.ihi.org/knowledge/Pages/default.aspx
3. Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in nursing (3rd ed).
New York:Springer Publishing.
4. Neilsen, A. (2009). Concept-based learning activities using the clinical judgment
model as a foundation for clinical learning. Journal of Nursing Education, 48, 350354.
5. VanHorn, R. & Freed, S. (2008). Journal and dialogue pairs to promote reflection in
clinical nursing education. Nursing Education Perspectives, 29, 220-225.