Tabatha R Mauldin, RN, MSN, CPN, MT(ASCP)Winston-Salem State University

• Identify technology available for educators in general education and health science courses.• Describe the process of transitioning

a course from traditional face to face format to an online format.• Describe STEM resources and assist

attendee to find a resource they can use in their classroom.

• Lecture-quick and easy (Filer, 2010)• Classroom setting-four walls (Larson & Hankel, 2005)• Group work-depends on the facilitator• Role Play-lo feidelity form of simulation (Goldenberg, Andrusyszyn, & Iwasiw, 2005).

• Oral Communication Course developed with a Healthcare Focus

• Freshman/Sophomore• Fall and Spring Semesters• 3 credit hours • Meets Oral Communication General Education

Requirement• Plans to adapt the course for online delivery in

Spring 2015

• Course Description: • This course will focus on the development and delivery of effective

communication strategies to achieve desired outcomes for audience frequently encountered by healthcare professionals. Students will be introduced to knowledge and concepts related to professional practice in a variety of healthcare settings.

• Course Objectives: • Discuss the role of culture in health care and its potential impact on

health outcomes.• Discuss knowledge, skill, behaviors and attitudes required to achieve

desired outcomes in collaboration with audiences who frequently encounter healthcare.

• Discuss the ability to communicate a message effectively including identifying the receiver, choosing a proper format or platform, and responding effectively to feedback.

• Discuss the ability to critically assess and develop potential solutions to health-related problems.

• Discuss the appropriateness of the scope of healthcare professional practice in a variety of case scenarios.

FINAL EXAM Guidelines: “Teach Me” Presentation•Purpose: To develop reflective, analytical, problem-solving and oral communication skills; to understand the content of the course in order to engage in meaningful dialogue with course faculty and classmates; and, to enhance the collaborative learning process.

•Directions for completing the assignment:• Select something you would like to teach your classmates how to do. Your

demonstration must be related to health and wellness. Examples of teachable health related topics are handwashing, brushing your teeth, making a heart healthy snack, care after an immunization. Please do not use Powerpoint or Prezi for this assignment. Students will be limited to 5 minutes.

•The presentation must include the following:• Describe what you will teach your classmates how to do.• Describe each step of the process in a logical manner that flows from beginning to

end.• Use hands on visual aids/props to add to the effectiveness of the teaching.• Be prepared to ask the class questions about what you taught. This is an

important step called “return demonstration.”

• Online Course Transition• Success of any online course is dependent on pedagogy

(Schwartzman, 2006)• WSSU wants to be more marketable in a changing global

environment• Learning management system: Blackboard• Application submitted • Final Exam project will be the major assignment• Youtube site dedicated for submission of presentation• http://animoto.com/create• Adobe Visual Communicator• Camtasia• Almost everyone has a smart phone with video

cababilty.• http://goanimate.com/videomaker Let’s try to make a video!

• Oral Communication Course developed with a Healthcare Focus

• Admission to Nursing program• Junior year placement in curriculum• Fall and Spring Semesters• 5 credit hours • 3 hours of class per week and 15 hours of clinical per week

for 7.5 weeks• Clinical consists of hospital setting, Head Start, Residential

Care facilities, Simualtion

• Fall 2013-Hubei University in Beijing, China via Collaborate

• Course Description: This course emphasizes concepts, skills and principles of nursing practice essential to family-centered care of children. Emphasis is on the promotion and maintenance of high level wellness for the child and family with selected health alterations. Planned practicum in selected health care settings provide opportunities to apply the nursing process as the student continues to develop role functions as caregiver, client advocate, teacher/counselor and collaborator.

• Course Objectives:• Apply concepts addressing the needs of diverse individuals and groups from the biological,

physical and behavioral sciences, humanities and nursing theories utilizing critical thinking and teaching.

• Apply the nursing process in assisting children, families and groups within a variety of health care settings to promote illness prevention, supportive and restorative care.

• Incorporate the nursing roles of caregiver, teacher, counselor, collaborator, and client advocate, designer and research consumer while managing the care of children, families and groups.

• Demonstrate effective and therapeutic communication techniques with clients and health care providers in meeting the bio-psycho-social-cultural-spiritual needs of individuals, families and groups with health alterations.

• Apply care that acknowledges the dignity and worth of children, families and groups related to quality of life decisions.

• Apply nursing care to children, families and groups from all economic levels, integrating ethics, caring and safe practice through accessibility and cost effectiveness in health care.

• Critique research findings in child health nursing and apply evidence based practice to enhance the quality of client care for diverse populations.

• Demonstrates accountability and responsibility for nursing actions in meeting the needs of children, families and groups.

• Participate in activities designed to promote continuing personal and professional growth.

Identify the components of respiratory therapy for the pediatric patient, including oxygen delivery systems, aerosol therapy, pulse oximetry postural drainage and chest physiotherapy.

Discuss the nursing care for a child with a tracheostomyDiscuss some causes of respiratory failure.

Describe interventions used in the management of respiratory failure.

• Simulation Lab• Two locations: Virtual Hospital at The Enterprise Center

and WFUBMC• Meti Baby, Baby Hal, Meti Child, Meti Man• PNCI Scenarios:

• Simulation http://www.youtube.com/watch?v=rlFCmpbBfHw• No evidence in literature on “how much” time• Standardize the clinical experience (Sideras, et al, 2013)• Need a best practice approach (Chee, 2014)• Use simulation to enrich lectures, develop multidisciplinary

knowledge, and finally, which teach therapeutic communication with children in a fun and imaginative way (McAllister, et al, 2013).

• Hands on practice in the classroom and clinical setting with• http://www.easyauscultation.com/• https://www.med.ucla.edu/wilkes/intro.html• Baby Hal-let’s play!

• STEM resources• http://www.nea.org/tools/lessons/stem-resources.html• http://www.stemresources.com/• http://

siemensstemacademy.com/index.cfm?event=showResourceLanding&c=37• http://www.stemedcoalition.org/reports/• http://www.washington.edu/doit/Stem/resources.html• http://www.missioncollege.org/student_services/mesa/

stem.html• http://successfulstemeducation.org/resources/preparing-

students-college-and-careers-stem• http://www.pathwaystoscience.org/Undergrads.aspx• http://science.nsta.org/enewsletter/2011-09/

NSTAPreparingStudentsForASTEMFilledWorld.htm

• Chee, J. (2014). Clinical simulation using deliberate practice in nursing education: A Wilsonian concept analysis. Nurse Education In Practice, 14(3), 247-252. doi:10.1016/j.nepr.2013.09.001

• Goldenberg, D., Andrusyszyn, M., & Iwasiw, C. (2005). The effect of classroom simulation on nursing students' self-efficacy related to health teaching. Journal Of Nursing Education, 44(7), 310-314.

• Filer, D. (2010). Everyone's answering: Using technology to increase classroom participation. Nursing Education Perspectives, 31(4), 247-250.

• Larson, J., & Hankel, K. (2005). Creating and undergraduate nursing classroom without walls. Annual Review Of Nursing Education, 3205-217.

• McAllister, M., Levett-Jones, T., Downer, T., Harrison, P., Harvey, T., Reid-Searl, K., & ... Calleja, P. (2013). Snapshots of simulation: Creative strategies used by Australian educators to enhance simulation learning experiences for nursing students. Nurse Education In Practice, 13(6), 567-572. doi:10.1016/j.nepr.2013.04.010

• Sideras, S., McKenzie, G., Noone, J., Markle, D., Frazier, M., & Sullivan, M. (2013). Making simulation come alive: Standardized patients in undergraduate nursing education. Nursing Education Perspectives, 34(6), 421-425. doi:10.5480/1536-5026-34.6.421