Hospital Based Education
I have transitioned back to the hospital setting in the role of nurse educator. I serve both the hospital as a whole and also my two assigned units, the general surgical unit and the joint spine center. I have developed educational materials for house wide initiatives, including the residency program and a preceptor course. I have also provided specialty specific education to my units.
Here is an example of education for our Joint/Spine Unit:
Here is an example of education for our general surgical unit:
Negative Pressure Wound Therapy
Here is a presentation I gave to the nurse residents:
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”
Follow this link to open source Health IT for nursing materials I developed for the Health eWorkforce Consortium.
Teaching in the lab classroom
The majority of my classes at Bellevue college were skills classes, however I was able to present them in a flipped and active manner. I 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.
In this method, 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, it begins 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 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.
Traditional and hybrid classroom teaching
At Bellevue college, I taught informatics to RN-BSN students in a hybrid class format. I presented 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.
Simulation
My overall goal 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, they will be able to increase the amount of simulation in our program significantly. while at Bellevue, I facilitated 3 simulation experiences: in second, third and sixth quarter- all med-surg scenarios. The scenarios are customized pre-programmed scenarios, using the advocacy/inquiry method of debriefing.
Students are given preparation materials before each simulation, including patient history and medications they should be prepared to give. All of my simulations used a framework which I designed to guide students and faculty in debrief. There are 7 areas that students reflect on:
- Safety
- Assessment
- Medication Administration
- Resources
- Communication
- Teamwork/Delegation
- Interventions
- Clinical Judgement
Jocelyn Ludlow PhD RN CHSE CNE CMSRN 