2. Objectives
• Develop collaborative in-class activities using
concept mapping, case studies, Turning Point,
videos, and games
• Justify collaborative exam review and sharing
Par Score results with students
• Design a collaborative allied health exercise
4. Basic Mapping
Chronic
Renal
Failure
CV
GI
PULM
INTEG
NEURO
PSYC/SOC
HEMOTOL
RENAL
FLUID VOLUME EXCESS
ELEVATED BUN
ELEVATED CREATININE
LOW HEMOGLOBIN & HEMATOCRIT
DRY ITCHY SKIN
POOR SKIN TURGOR
LOW ALBUMIN
DECREASED COGNITION
CONFUSION
WORK LIFE
SOCIAL LIFE
DECREASED URINE OUTPUT
URINARY TRACTINFECTIONS
ELETROLYTE IMBALANCE
ACID/BASE IMBALANCE
VITAMIN DEFICIENCIES
In a basic concept map, students look at the problem list and place the clients complaints in the
correct system, making connections between systems. They develop nursing diagnoses and
interventions, again making connections between related items.
7. Collaborative Groups
Collaborative groups can be used for test review;
I have them retake the test in groups and they
discuss the rationales for answers amongst
themselves.
Case studies can be done in groups and concept
mapped, then presented to the class. Each
group gets a different case based on the
exemplars for the concepts being discussed in a
particular unit
8. Rotating Groups
Students number off; I generally have 4 in each
group. Each group is given a topic, for example
one group has Cushings, one has Addisons, one
has SIADH, and one has DI. They each look up
their disease process and develop a concept
map. Then the group rotates, but #1 stays put
to teach the next group. After everyone has
rotated #2,3, & 4 teach their group #1 person
about the other disease processes.
10. VIDEO
This is a video of alveoli. It demonstrates how they snap open
and closed. I also have one demonstrating alveoli under the
influence of PEEP, and with an oscillating ventilator. This gives
students a better understanding of the concepts being taught.
11. • Best commercial ever (by Steph L)
• When workers become bored (by Ryan Miller)
• Granny and the dog (by southwalesmale)
• http://www.youtube.com/watch?v=xgHmS
dpjEIk (Thousand hands)
• http://www.ted.com/talks/jill_bolte_taylor_s
_powerful_stroke_of_insight.html (stroke)
• http://www.youtube.com/watch?v=LnLVR
QCjh8c (amputations)
• http://www.ted.com/talks/view/id/82
(amputations)
12. http://www.youtube.com/watch_popu
p?v=L1_W0LCHwK4
(Incontinence)
I receive some interesting and some ridiculous things via email. It just
takes a little imagination to incorporate them to make a topic more
interesting. The first 3 items on this list are available on You tube.
“Best Commercial Ever” is used at the beginning of my reproductive
unit, “When Workers Become Bored” is the entrance into the unit on
head injuries, and “Granny and the Dog” introduces the unit on
fractures.
Please peruse the talks on TED. They are amazing and there are many
topics for nursing students.
13. Imbedded Questions
When students take notes they frequently don’t “hear” what the instructor is saying.
Imbedded questions help them identify the concepts behind the discussion.
14. A client is receiving IV heparin following a PE.
They are receiving their first dose of coumadin
today, but there is no PT/INR ordered for
tomorrow. What would be the nurses best
action:
A. Ignore it because a PTT is ordered.
B. Ignore it because it is not necessary to know
the PT/INR tomorrow.
C. Obtain an order from the health care provider.
D. Hold the coumadin until the lab orders are
received
15. Mobile and Flexible
Use Cellphones in Class –
I don’t have the answer to everything,
and most of my students have smart
phones or IPAD’s. We can retrieve the
answers to their questions in a timely
manner.
On-line Discussion Groups
with BB by posting a case study and
asking what they would do in a situation
17. Clinical Activities
A student takes report on the whole floor and prioritizes an
evacuation plan in the event of an emergency
Prioritization
Student does a 5 minute assessment then checks in with
instructor to see how they were focused. They then complete the
assessment and document. (3-6 clients)
Assessment
They act as me for a clinical day; side by side, supervising their peers,
reviewing meds, supervising procedures, etc…
Be Me
18. Interdisciplinary Disaster
Simulation
EMS
• Come on scene, assess, transport & hand off
report
RAD
• Triage, orders, transcription, positioning, films
Nurse
• Simulation, victims, med/surg triage & discharge,
report and handoff, emergent triage, bedboard,
walking wounded, admits, family, media
