DAY TWO:
Session: Innovative Strategies for Interactive Learning in a Nursing Clinical Learning Center
Presented by Jane Toon, DNP,RN; Carolyn Kirkendall, MSN, RN, CCRN; Stephanie Kemery, MSN, RN, CMSRN University of Indianapolis
Critical care based interactive learning stations. The goal was to address the fear of critical care setting and the patients which leads to a poor clinical experience as nurses don’t want them near patients if the students look nervous.
They used faculty and grad students and alumni to facilitate the stations. It helped to have grad students and alumni- great resources for the students
The day consisted of 6 stations- each faculty facilitated, using Socratic questioning, 10 students per station. This was an all day event, 40 minutes per station, 2 objectives per station.
Sim critical care patient: set up a critical care assessment manikin- all things connected plus monitor with all wave forms. Other stations- sepsis, EKG/rhythm strips, chest tubes, heart/lung sounds (vital sim), mock code and drop calculations. This is not new material, it’s reinforcement of content. I like the idea of the assessment of the critical care patient, it’s a simple yet elegant way to teach the care of this kind of patient and something we could use in our 6th quarter.
This is a great idea but so faculty intensive. It’s essential to a have experts. And one person who is circulating and making sure flow is working.
Session: Measuring Cognitive Load in Nursing Simulation
Presented by Janye Josephsen, EdD, RN Bosie State University
Great concepts, and I could see how this could connect with pre-briefing. Bringing students into sim with no “schema” regarding what is happening can leave them overwhelmed by intrinsic and extraneous cognitive load and cannot get enough germane cognitive load.
I am excited to think about linking this kind of research with the current research/Delphi study that looks at pre-brief components recommended by certified simulation educators. Cognitive load theory would be a great support for the need of solid pre-brief experience.
This presenter used video to show them (model) how to behave in the simulation. The idea is that giving these students a framework to build on before experiencing the simulation. Measured outcomes- pre and post knowledge survey and a cognitive load self report survey.
Presenters recommendation for reducing cognitive load for simulation:
- pre-reading/activities (pretty standard for many simulations)
- scaffolding/chunking (part of cognitive load theory)
- self explanation effect (reflection on action- before the action!)
- collective working memory (collaborative learning)
Jocelyn Ludlow PhD RN CHSE CNE CMSRN 