Examples of my teaching materials:
Follow this link to a recorded lecture titled “Sterile Technique or How to Handle Magic Hot Lava”. This is a lecture students watch in their second quarter of the A.D.N. program before they learn how to do sterile skills such as foley catheter insertion.
Follow this link to a recorded lecture titled “Mobile Health Technologies, TeleHealth and Patient as Healthcare Technology Consumer”
Teaching in the lab classroom:
The majority of my classes are skills classes, however I am able to present them in a flipped and active manner.I have developed hybrid learning modules for psychomotor skills, to provide a cognitive foundation and an understanding of the skill so that students have the knowledge to make clinical decisions and the foundational psychomotor skill to perform the task in an unpredictable environment.
Students prepare for class by watching recorded lectures (like that one above), they review reading, documents with best practice recommendations and videos. On the day of class, we begin with small group discussions, where students have to ask one question regarding the material and the group works to find the answer. I then have each group share their questions to ensure they reached the correct answer.
I find this approach encourages students to be accountable to each other in their preparation. In addition, students will always bring up topics that I feel are important to emphasize.
After discussion, the class watches a live demo of the skill and then practices in small groups, evaluating each others performance of the skill.
Skills demonstration video: IV Skills
Traditional classroom teaching:
I teach informatics to RN-BSN students in a hybrid class format. I present informatics with case study patients to make the connection between technology and patient care real to students. The main premise of the class has students applying a variety of nursing informatics concepts to their assigned case study patient. Each module includes a short lecture of the topic, websites to explore, content to read and assignments. In online groups, students discuss these topics in their patient assignment groups. In class sessions, I use active approaches including student led presentations and fishbowl discussions.
My overall goal of is to use simulation to allow students to model the role of the nurse in a safe environment. With the new facility at Bellevue College, expansion of trained simulation faculty and the addition of much needed technical staff, we will be able to increase the amount of simulation in our program significantly. At this time, I facilitate 3 simulation experiences: in second, third and sixth quarter- all med-surg scenarios. The scenarios are customized pre-programmed scenarios. I currently use the advocacy/inquiry method of debriefing, however in the future, our simulation team will determine what method will be best for our program needs.
Students are given preparation materials before each simulation, including patient history and medications they should be prepared to give. All of our simulations use a framework which I designed to guide students and faculty in debrief. There are 7 areas that students reflect on:
- Medication Administration
- Clinical Judgement