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NurseTim, Inc. provides faculty development through on-site consultations, conferences, and webinars. We have over 27 consultants nationwide and specialize in providing completely customizable on-site workshops for Nurse Educators. Our conferences encourage collaboration and critical thinking, and our webinar catalog has expanded to 100+ webinars, including 115+ contact hours. We look forward to working with you soon! Call or write us today at 866.861.2896 / workshops@nursetim.com

Friday, December 15, 2017

NurseTim Tube: Human Trafficking: Preparing Future Nurses for the Crisis


"Frontline health care providers (HCP) may be in a key position to have the most critical impact with trafficking victims by identifying them and impacting their health and safety issues.The HCP may be one of few professionals likely to encounter a trafficking victim while they are still in captivity." (Crane, De Chesnay 2013)


Sex trafficking in the US is a major issue that most of us are not even aware of. The statistics are staggering, and nurses have an opportunity to take an active role in identifying victims when they enter healthcare arenas. Bringing the topic to nursing education is a critical first step to increasing nurses' awareness of the problem. In this NurseTimTube video, Lisa Van Cleave shares her experiences with the audience and offers some excellent assessment strategies.

Lisa Van Cleave was a critical-care nurse for 18 years before moving into nursing education 12 years ago. She is passionate about increasing the awareness of sex trafficking and providing quality care to victims. Ms. Van Cleave earned her BSN from Texas Tech Health Science Center, her MSN from Abilene Christian University and is working on her dissertation to complete her doctorate in educational leadership at Hardin-Simmons University.

Tuesday, December 12, 2017

Toolbox Tuesday: Debate Sample


Toolbox Tuesday is a weekly blog series by NurseTim, a leader in faculty development and student preparation.

The tools featured each week are mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Never miss a tool by signing up to get blog updates via your favorite RSS Reader or email.


Download the pdf file here.


This debate will highlight the differences in Orem’s Self-Care Deficit theory and Neuman’s Systems Model theory.  Teams will be assigned during by the beginning of week 2. By the beginning of week 4 the Pre Debate will be due. The debate will be conducted in week 4. The Post Debate will be due in the discussion area on week 5 day 1. Please note that references must meet specified guidelines in the syllabus.

Each team will argue that their theory would be better suited to use as a guide for practice in the acute care medical-surgical area. The requirements for the various parts of the debate are as follows:
Area
Online Class
F2F In-Class
Pre Debate
Summary – Includes:
a. title page
b. abstract (1-2 paragraphs)
c. responsibilities of all on team
d. reference page with 10 or more references (5 from professional nursing journals)
Due in Drop Box W3D1
Summary – Includes:
a. title page
b. abstract (1-2 paragraphs)
c. responsibilities of all on team
d. reference page with 10 or more references (5 from professional nursing journals)
Due in Drop Box W3D1
Opening Statement
Debate Discussion
Each Side
3 paragraphs with references attached
W4D1
In-Class
Each Side
5 Minutes mentioning some of the references
Comparison
Debate Discussion
Each Side
Why is yours better than theirs? (ie. Neuman v. Orem)
W4D1
In-Class
Each Side
Why is yours better than theirs? (ie. Neuman v. Orem)
5 Minutes
Rebuttal
Debate Discussion
Each side going back and forth.
Do not start until W4D2 and stop at W4D4. Each side must post at least once per day.
This section will be where teams challenge each other’s assertions.
In-Class
Each Side
3 Minutes each side (3 turns per side alternating)
This will be where teams challenge each other’s assertions.
Closing Argument
Debate Discussion
Each Side
W4D5 (must happen on D5)
In-Class
Each Side
5 Minutes
Post Debate
Summary – Includes:
a. 2-3 paragraphs includes a 2+2 on your team and a 2+2 on the other team.
b. 1 paragraph description of who won and why
c. Each person comments at least twice in this discussion
Due in Post Debate Discussion
Summary – Includes:
a. 2-3 paragraphs includes a 2+2 on your team and a 2+2 on the other team.
b. 1 paragraph description of who won and why
c. Each person comments at least twice in this discussion
Due in Post Debate Discussion
W=week    D=day    Disc. = discussion
 Appendix 7 Cont’d - Debate Grading Rubric

This Rubric will be used by the instructor for the purpose of grading the debate content and process. The students should attach this as a one page document to the Post Debate discussion that they present in the Post Debate Forum with names of all Team members.
NAME:                                                             NAME:
NAME:                                                             DATE:
Content Item
Excellent
Satisfactory
Unsatisfactory
Points Earned
Pre Debate
20-30 Pts
Includes:
a. directions are followed completely.
b. flows well
c. responsibilities clear
d. grammar, spelling, APA correct
e. Team Compact is posted in drop box and team discussion area
10-19 Pts – Some errors or summary is not logical. Parts missing
0-9 Pts – Work is incomplete and/or incorrect.

Debate
20-30 Pts
Includes:
a. directions are followed completely
b. arguments are logical and point to reasonable examples
c. organized and engaging
d. entire  team participates
10-19 Pts
Includes:
a. most directions are followed
b. some slips in logic
c. some on team inactive

0-9 Pts – Debate is lacking and/or incorrect.

Post Debate
20-30 Pts
Includes:
a. directions are followed completely
b. flows well
c. each person comments at least twice in the discussion area
10-19 Pts
Includes:
a. missing part of the Post Debate
b. individuals lack participation
0-9 Pts Multiple errors and/or omissions.

Team Work –this score can apply to one individual or the entire team. Based on instructor observations and Team Evals
30 Pts
Includes:
a. team works together through entire project
b. Team problem solves
c. Individuals contribute equally
10-29 Pts
Includes:
a. team does not problem solve in the beginning
b. individuals do not keep their agreements


0-9 Pts Multiple issues.

Total
>> 
>> 
>> 

Comments:


Tuesday, December 5, 2017

Toolbox Tuesday: Process Recording Form


Toolbox Tuesday is a weekly blog series by NurseTim, a leader in faculty development and student preparation.

The tools featured each week are mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Never miss a tool by signing up to get blog updates via your favorite RSS Reader or email.


Download the pdf file here or the Word document here.

This Process Recording Form is used with Process Recording.


AX6: Process Recording


Process Recording Form
Student: _____________________________________ 
Date of Interaction:___________________

Complete this form by recording the nurse and client verbal/nonverbal communications. Then analyze the communications using the format used in Chapter 2 of the Mental Health Text. You must transcribe at least 5 pages of content and in the analysis demonstrate that you used at least 5 of the therapeutic communication techniques listed in the text. Once the transcription is done and thoroughly analyzed complete a self-analysis/critique of your performance on this activity on the last page. The self-analysis/critique is not part of the 5 pages.

Nurse/Client Dialogue
Analysis
Nurse:



Client:



Nurse:



Client:



Nurse:



Client:





Self-Analysis and Critique
  • 3 paragraphs that are double spaced will describe the experience, what the student learned about their interviewing technique and what their plans are to improve their technique and ability to provide therapeutic communication to clients. These 3 paragraphs must demonstrate critical analysis and critique.

Write the 3 paragraphs here (double spaced).


Tuesday, November 14, 2017

Toolbox Tuesday: Image Copy


Toolbox Tuesday is a weekly blog series by NurseTim, a leader in faculty development and student preparation.

The tools featured each week are mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Never miss a tool by signing up to get blog updates via your favorite RSS Reader or email.


Download the pdf file here.


AX5: Image Copy



Note: Check with your librarian on copyright laws applicable to your organization. It is always best to get permission and cite.

From PowerPoint® (i.e. presentations provided to faculty when they adopt a book). 
1.     Open PPT file.
2.     Right click on the image.
3.     Save as Picture > JPEG

From Web
1.     Search for term. 
2.     Click the image tab at the top of the search page.
3.     Open site with the image.
4.     Right click on the image.
5.     Save as picture or copy.
6.     NOTE: - It is better to link to the site than copy an image from the site. 
7.     Verify Copyright rules applicable to your organization with your Librarian.

Thursday, November 2, 2017

NurseTimTube: End-of-Life Simulation

Carla Hunt developed an end-of-life simulation to help students face their fears and gain confidence as they work with patients at the end of their life. Her simulation incorporates end-of-life (EOL) care and competencies into the undergraduate nursing curricula. It also better prepares the graduate nurses for the complex challenges associated with providing end-of-life care. In addition, it instills value and meaning to a peaceful death.


http://nursetimtube.com/qsen_eol_simulation

Carla Hunt RN, MSN is an Assistant Professor at Mercy College of Nursing and Health Sciences/Southwest Baptist University. Professor Hunt has dedicated much of her nursing career to working with patients and families battling cancer and/or recieving cancer-related treatments. Her experience supports the literature suggestion that graduate nurses are not prepared to provide safe, quality end of life care. She has incorporated the QSEN competencies into a powerful simulation that allows nursing students to experience the role of the nurse when caring a dying patient in a safe, supportive environment.

For more resources on End-of Life Simulation, see the post: End of Life Cultural & Spiritual Immersion Simulation - Free Recording and Downloadable Files

Tuesday, October 31, 2017

Toolbox Tuesday: Tips for Student Created Videos


Toolbox Tuesday is a weekly blog series by NurseTim, a leader in faculty development and student preparation.

The tools featured each week are mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Never miss a tool by signing up to get blog updates via your favorite RSS Reader or email.


Download the pdf file here.

Student Created Videos are used in Advance Directives Video.


AX4: Tips for Student Created Videos



1.      Students may not use any patient in a video.


2.      All people shown/heard in a video need to sign a school approved consent/release (can be a very simple consent and most marketing/public relations departments have this document)

3.      When uploading to the non-academic web site (Facebook®, YouTube®, or TeacherTube®) only allow it to be viewed privately (ie. only people with the link can see it).  Do not allow the videos to be completely open.

4.      Don’t need expensive video equipment.  Some mobile phones will work just fine.

5.      Most Role Play videos should not go much over 10 minutes.

6.      Recorded assessments/simulations (ie. physical exam checkoffs) go up to 20-30 minutes.

Tuesday, October 24, 2017

Toolbox Tuesday: Virtual Clinicals as a Discussion Forum


Toolbox Tuesday is a weekly blog series by NurseTim, a leader in faculty development and student preparation.

The tools featured each week are mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Never miss a tool by signing up to get blog updates via your favorite RSS Reader or email.


Download the pdf file here or the Word document here.

Virtual Clincals as a Discussion Forum is used in Maternal Child Clinical.


AX3: Virtual Clinicals as a Discussion Forum


These are the guidelines listed in a Med-Surg Syllabus for this assignment.



Virtual Clinical Excursions for Medical-surgical Nursing:

Through interactions with the software, students will provide basic patient care to a variety of clients in different environments. Students will complete the assigned Lesson in each Section. Students will then print (PDF Creator) the appropriate Preceptor’s Evaluation Forms (Examination and/or Medication) for each scenario and share it with the class in the online discussion forum. Grading will be based on the following guidelines and the Discussion Rubric.



Guidelines:

  1. Correct VCE Lesson is completed.
  2. At least 1 exercise from the assigned lesson is completed. All appropriate Preceptor Evaluations (Examination and/or Medication) are uploaded for AT LEAST 1 exercise per assigned lesson. If that lesson has an exercise using the MAR or preparing meds, that exercise must be chosen over an exercise that does not use the MAR. The upload needs to be a PDF file (see Technology Requirements in the syllabus). The attachment should go with the appropriate discussion post. [there may be a few lessons with no MAR activities]
  3. Discussion post includes answers to all questions in the chosen exercise if directed by the instructor.
  4. Errors that are noted in the Preceptor Evaluations are thoroughly discussed (at least 5 sentences per paragraph – what would be done differently, potential adverse outcomes, safety issues).
  5. Post is labeled with student name and lesson number in the subject line and/or first line of the post (eg. Ima Starr; Lesson 2).
  6. So each main post will have at least 2-3 paragraphs (1.VCE question answers, 2.discussion of errors).
  7. Students will then critique the Preceptor’s Evaluation forms and Summaries from two peers in 2+2 format. This will be done by clicking “Respond” at the end of the other student’s Preceptor Evaluation post. At least 2 substantial peer replies are require for each Lesson discussion.



Feedback:

2+2 Feedback means that for each required peer reply (VCEs, discussions, etc.) the student will offer 2 strengths of the item being critiqued and 2 areas of concern or question. This feedback will be professional and well written. “Nice job Bob” and “Way to go Joe” do not count. Poor grammar and slang will not be used.



RUBRIC on Next Page…












VCE Discussion Rubric Continued



For each VCE Lesson there will be a discussion forum.  Each assigned discussion must be completed (as determined by the instructor) for the student to receive a grade in the course. A student’s classroom participation in all areas may affect the grading of online discussion at the discretion of the instructor. For each of the discussion areas, the following criteria will need to be met for full credit.



Disc. Area
Excellent
Satisfactory
Unsatisfactory
Main Post
3.0 Pts – All directions are followed completely and completed on-time. Student is very active in Group.
1-2.9 Pts – Some directions were not addressed. Elements incomplete. Items late. Minimal participation in group.
0-0.9 Pts – Most directions incomplete. Items late. No group participation.
Peer Replies
2.0 Pts – Includes:
b. Involved in the discussion on at least 2 different days for each area.
c. Discussion involvement spans more than 24 hours.
d. Peer feedback includes 2+2**.
e. Minimum of 100 words per post.
.5-1.9 Pts – Includes:
a. Some directions complete
b. Minimal involvement in the discussion in each area.
c. Discussion involvement spans less than 24 hours.
d. Peer feedback is brief and superficial.
e. Post is too brief.

0-0.4 Pts – Multiple requirements missing.

Points Earned:

Comments:

** 2 strengths of the comments presented and 2 areas of question/concern/disagreement.