PLEASE USE THIS Collaboration: (Describe with whom and how) Social/Cultural/Eth

PLEASE USE THIS
Collaboration: (Describe with whom and how)
Social/Cultural/Ethical/Legal Issues Addressed: (Describe in detail)
List Evidence Used:
Describe Informatics and/or Technology Used:
List Course Objectives Achieved:
IPEC Competency Achieved:
Teaching Strategies used: Describe in Detail
Teaching Materials created: Describe in Detail
Evaluation Methods: Describe in Detail
How did you determine that learning occurred? What formative or summative evaluation methods did you use?
Describe in detail how you engaged students.
Describe in detail what was learned about the curriculum.
During this practicum, I observed the instructor use the Teach-Back Method when he asked students to describe how to teach a family member how to administer insulin. Innovative teaching material/strategy: I created a Kahoot for the instructor. The questions that I created were—-We used this gaming method to discuss—-topics. I updated the preceptor’s syllabus for the next semester. Added 10 new references. I created two new test questions using the evaluation methods textbook as my guide. (examples of the test questions are uploaded into the Canvas Course.) I attended a faculty meeting (title of the committee). Describe what was learned. Discuss your advising experiences. Discuss your preceptors teaching style and philosophy.
SEPERATE INTO EACH SECTION AND ADD ONTO ONES I DONT HAVE
Total Time (hours) Worked with Preceptor: _9_hours __minutes
07:30am- 16:30pm (9 hours)
Describe Informatics and/or Technology Used: Canvas, Laptop for video examples, Kahoot, PowerPoint
On the second day of my preceptorship, Dr. Abercrombie emphasized blood pressure measurement and teaching how to obtain a blood pressure to level-one nursing students around 0800am. Alongside the didactic component, I actively helped level one nursing students with achieving how to properly obtain a blood pressure while ensuring the students grasped the theoretical aspects and demonstrated proficiency in the practical application. Today’s discussion extended beyond the vital signs technicalities onto the therapeutic communication realm. I extensively shared the strategies essential for enhancing effective patient interaction, emphasizing nurturing trust and fostering positive healthcare interrelations. She showed the students a video on how to obtain a blood pressure. After the video she utilized hands on learning and paired them up in groups of 2 to practice on each other. Dr. Abercrombie and I agreed on the benefits of peer learning, and it is the best way to learn by practicing clinical skills. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills. In peer learning, students teach and practice on each other to solidify their knowledge. Peer learning promotes teamwork, cooperation, patience, and social skills. Each student’s strengths can complement the group and enhance learning in a cooperative peer learning environment. Peer learning fosters diversity and depth in a student’s knowledge and opinions. As a result of learning from peers from different backgrounds, views, and ethnicities, an environment of mutual respect, gratitude, and progress is fostered.
Dr. Abercrombie used a holistic approach which enhanced my skills and knowledge application to address the various nursing students’ needs within the different stages of education. The obejctive for the students was to be able to demonstrate proficiency in assessing vital signs. The social issue that featured was the engagement in understanding what constitutes proper therapeutic communication. During Dr. Abercrombie’s discussions, she emphasized the need to uphold compassion in all engagements with the patient. According to Dr. Abercrombie, a well-rounded patient-centered care entails fostering positive healthcare interrelations and nurturing trust between the patient and the caregiver.
On this day, I collaborated with Dr. Abercrombie in modifying the grading rubric to ensure a fair evaluation of the students per the accreditation requirements and the measurable outcomes that were formulated I also assisted Dr. Abercrombie by inputing students grades into canvas (web based software) of their Shadow Health Assessment assignment. Only 10 students had completed this at this point. Dr. Abercrombie helped another instructor with her fluid and electrolyte balance powerpoint which this topic was going to be for the Nursing 113 Associate degree RN students. The powerpoint was a comprehensive content and offered student engagement in discussions throughout the powerpoint which is essential for extending critical nursing comprehension. As an aspiring instructor in the nursing field, I recognized the significance of nurturing critical thinking and analytical skills in nursing students. Beyond the classroom confines, Dr. Abercrombie actively nurtured and encouraged me to explore the various community college opportunities. As a MSN student, I actively participated in the faculty meeting that occured that day. The instructors effectively collaborated with other instructors. The faculty talked about needing adjunct clinical instructors due to three of them leaving soon. They talked about benefits of having the clinical instructors and ways to recruit adjunct instructors.
Each day, from simulation labs to teaching stimulated experience, and helping with powerpoint presentations taught me to be adapting to the vast learning environments and actively contributing to the nursing students development. The experience solidified my theoretical knowledge and equipped me with the practical tools and insights essential for excelling as an aspiring nursing instructor. It is important to note that NACC’s nursing program is a concept-based curriculum. The core of this curriculum is promoting nursing actions and fostering systemic observations, which was the case for the engagement. I enjoyed being able to observe how Dr. Abercrombie utilized PowerPoints and engaged students in the use of games incorporated with the topics to maximize student’s engagement and comprehension. I suggested Kahoot (which is a game based learning platform in which the instructor creates a quiz and then the students compete against each other and the one with the most correct answers in the trivia is the winner) to incorpate it in their powerpoint at the end of the session. Playing games in the classroom can increase overall motivation. Students become more motivated to learn, pay attention, and participate in-class activities. It is fair to note that this day was still a successful learning experience for me. I had the opportunity to actively participate in a faculty meeting and collaborate with Dr. Abercrombie about making a Powerpoint, and assisted with inputting students grades into Canvas. Moreover, Dr. Abercrombie taught me about fluid balance, which boosted my practical understanding of the concept beyond the theoretical underpinnings. Her powerpoint was on fluid and electrolytes and acid base balances. She utilized the ATI book which is used by students. Dr. Abercrombie gets her information for her powerpoint and tests from the ATI book.The topics talked about in her powerpoint were on fluid imbalance such as: deficient volume, excess fluid volume, hypertonic solutions, hypotonic, isotonic solutions. The other topics were on electrolytes such as: sodium, potassium, calcium just to name a few. Dr. Abercrombie’s guidance also equipped me with practical insights and tools that will help improve my teaching skills and build my confidence in my future success as a nursing instructor. Dr. Abercrombie and other instructors at Northeast Alabama Community College uses ATI for their test questions. The instructors have their own test banks, and they modify the tests quite often to not match the test bank due to the answers being available online for the students to get. Dr. Abercrombie also states that NACC uses lockdown browser for their tests so the students can’t open other browsers during their exams. There is an instructor as a proctor in the room while the students take their exam.
Learning Objectives:
Demonstrate the ability to integrate nursing education theories and teaching strategies to facilitate students’ assimilation of knowledge and safe clinical practice.
Apply theories, principles, and strategies of teaching and learning in ways that meet the needs of diverse learning styles.
Competency #4 was utilized during my clinical day, when faculty instructors communicated with each other respectfully and listened to everyone’s opinions about needing adjunct clinical instructors. Teamwork was utilized when faculty members addressed each other cordially and listened to each others communication or perspectives before providing any feedback necessary during the staff meeting. Creating a productive and collaborative faculty meeting can make a difference for your teachers, students, and school .The proactive approach demonstrated my commitment to enhancing professional development alongside academic excellence, which is fundamental for effective nursing instructors. Another example is when Dr. Abercrombie offered working collaboratively with another instructor to help complete the powerpoint on fluid and electrolytes so it would be completed on time. I am enjoying this clinical experience.
Describe Informatics and/or Technology Used: Laptop used for Skills Checkoff example
My first day of mentoring with Dr. Samantha Abercrombie at Northeast Alabama Community College entailed the simulation lab, where we engaged with the ADN (associate degree) RN semester two nursing students. The primary emphasis on this day entailed imparting essential skills in inserting Foley catheters and initating Peripheral Intravenous (IV) therapy. During the session, Dr. Abercrmbie demonstrated effective IV therapy and inserting foley catheters technique while emphasizing the significance of infection control and patient safety. Dr. Abercrmbie taught students that they must master these skills, such as initiating Peripheral Intravenous (IV) insertion, before performing in the clinical setting. This IV insertion is taught using the video and hands on experience. After the students observed Dr.Abercrombie perform proper initating of Peripheral Intravenous insertion on the IV simulator, the students were assigned to groups of 4 people (the total was 40 students). Each group practiced on a Manikin IV simulator. This device allows students to palpate a vein, stretch the skin, and feel resistance during venipuncture. The simulator allows them to see the flash if they entered the vein. I assisted Dr. Abercrmbie with the skill check-offs of Associate degree RN students inserting Foley catheters and IV insertions this day. I encountered few students with anxiety due to required evaluations, and I provided comfort and encouragement, and eased their fears throughout their check offs. The students must pass their check offs in order to continue before starting clincials at the hospital. The skills check off list for both IV insertion and foley cathether insertion were used on the students. The skills check off lasted until 13:30pm. The students received a pass or fail during their evalautions. These evalutions are kept in their permanent record to keep track of each students’ pass or fail for their skills check off before starting clinical.
At the height of enriching the learning experience, Dr. Abercrombie directed me to the various faculty classrooms and skills labs. This task provided me with opportunities for hands-on learning and exposure to the vast teaching environment while enhancing my multifaceted instructor role. As an MSN student, the active student engagement helped foster a positive environment alongside enhancing skills acquisition. Consequently, I embraced the opportunity to nurture confidence and professionalism beyond technical aspects, emphasizing holistic care. Besides, the experience enhanced my adaptability as a prospective nursing instructor, with Dr. Abercrombie’s guidance in navigating the complex teaching environment while meeting the unique students’ needs. Dr. Abercrombie relied on direct communication, collaboration, and motivation to promote student-centered communication while collaborating in the simulation lab. The standards are consistent with the national expectations for a simulation lab. The simulation lab corresponds with the goals of The International Nursing Association for Clinical and Simulation Learning (INACSL) standards have served as a guide for the integration, use, and advancement of simulation-based experiences within academia, clinical practice, and research. The INACSL seeks to improve performance and reduce errors in patient care through the use of simulation. Northeast Alabama Community College’s curriculum aims to help the students with their transition to becoming efficient registered nurses. Dr. Abercrmbie reiterated that ethical, legal, and social considerations must be considered when using Foley catheters and intravenous (IV) therapy. Ethical issues by ensuring that consent was provided before continuing with (IV) therapy and Foley catheters was one of the main factors. Also, patient safety and privacy were an important factor and thus an essential consideration for prospective registered nurses in their practice. Ethical issues were also considered during the lab simulation. For instance, the students were pre-briefed as required by the national standards. This process was critical in making the students aware of the ground rules and ensure that they were prepared for the education content. The main concern was to keep patients safe, prevent errors and facilitate engaged learning. The simulation environment promoted trust and safety while leading students to be better-educated students who will develop a more humanistic care towards patients.The guidance from Dr. Abercrombie was very instrumental with direct collaboration and communication on the significance and ways to promote patient safety and the significance of infection control. Of equal importance is that Dr. Abercrombie mentioned the difficulty encountered in showing students the relevance of the material and being invested in it. Given this issue, she taught me the importance of trying different teaching methods such as computer based simulations, role playing, and physical models. Before beginning the simulation teaching method, she stated that students need to understand the objectives, rules, and expectations to build their interest in the skills lab. The Course Objectives Achieved were: Incorporate basic health teaching into patient centered care, Assess the learning needs of prospective nursing students including culturally related learning styles, Integrate clinical simulation into nursing curricula, and Create innovation in nursing education using simulation technology.
Learing outcomes were to: Develop an environment that is conductive to the teaching-learning process, Ensure the clinical setting was appropriate for skill check off, Discussed environment and educational equipment for IV insertion and Foley Catheter insertion, and used comprehensive assessment, teaching, and evaluation strategies to meet diverse learning
Competency 2: Roles/Responsibilities
Today was a very informative and productive day. From my perspective, I was able to see skills evaluations in action. In addition, I participated in virtual education, and skills evaluation. Dr. Abercrombie consistently demonostrted her roles and responsiblilities throughtout the day. Dr. Abercrombie instructed the importance of safe, efficient, and effective skills to the students today.
Competency 4: Teams and Teamwork
Today Dr. Abercrombie applied leadership practices that support collaborative practice and team effectiveness by putting students in groups of 4 to pratice IV insertion and foley catheter insertion skills and prepare them for their evualtion skills check off. Applied relationship-building values and the principles of team dynamics to the students which should help them perform effectively in different team roles. I am looking forward to my next nursing education practicum.