New header

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

Tuesday, June 27, 2017

Toolbox Tuesday: Nursing Diagnosis


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.


CR26: Nursing Diagnosis
Environment
Classroom, Lab
Purpose
To reinforce nursing diagnosis
NCLEX® Connection
All Areas
QSEN
Depends on Areas.
Steps
     Premake signs with different Nursing Diagnosis on them (Each card can only have one diagnosis on it)
     Present the medical illness and s/s etc on the board
     When you get to the point of normally informing the students of the appropriate nursing diagnosis, instead, ask the students to raise their card if they believe they have an appropriate nursing diagnosis.
     Ask either the same student or another student to explain why that is an appropriate nursing diagnosis.
     Variation – ask all those with appropriate ND to go to front of room, and get in priority order.
     Variation – do the same activity with a scenario
Supplies/Prep
     Paper 
Budget Concerns
None if do the standard.  Expense could include a scenario text if the school has not already adopted one, or they could be faculty created.
Comments
Use Socratic teaching methods to assist the students to include all of the ND or rule out any that are not appropriate for this patient.     

Tuesday, June 20, 2017

Toolbox Tuesday: Supply Quizzes


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.


CL25: Supply Quizzes

Environment
Clinical
Purpose
Knowing the equipment and how to use appropriately is crucial in delivering safe, patient care.
NCLEX® Connection
Varied and all depending on questions asked as follow up by instructor.
QSEN
Varied and all depending on questions asked as follow up by instructor.
Steps
     Go to the pyxis and point to (or temporarily obtain) an item.
     Ask the students to tell you what it is, what it is used for, and any key points to know about it.
     For example, compression stockings and no wrinkles, or fracture pan placed in the correct direction, or IV catheter and what are all of the gauges, and what is appropriate size for certain things such as blood products.
     Ask the students what patient teaching is required prior to using the item.
Supplies/Prep
     none
Budget Concerns
None
Comments
You can also do this with the “grab bag” approach.   If your skills lab has some supplies that they can spare, place them into a bag, and take them to clinical.  During post conference, have the students reach into the bag and explain whatever they pull out.   
In order to reach deeper, ask students questions such as, “What do you need to consider regarding patients and the need of a bedpan?  Do you think patients enjoy using a bedpan or being bedridden?  What are some therapeutic communication techniques that should be implemented by the nurse to make the patient feel more comfortable in this situation?”

Thursday, June 15, 2017

4 Must-See Videos for Nurse Educators



1. Can I Have Some Patho with My Pharm?

Content saturation and content overload are forcing nurse educators to look at new models to facilitate learning. This presentation will be a real "aha" moment for many. At Purdue University, Professor Karen Klosinski has combined two very tough courses using a nursing process model where pathophysiology is the assessment phase and pharmacology is the intervention. Outcome data is excellent, with increased scores on the HESI exams and enhanced student satisfaction.

2. Collaborative Testing for Nursing Students

Nursing is a collaborative profession. Is there a way to incorporate that collaboration in the profession into test taking in the classroom? In this video, we examine the benefits of collaborative testing as a learning strategy and the scientific support for its usage. Collaborative testing is a way to use the testing experience as a learning strategy. There is scientific support for its effect on learning at the college level but support is mixed when it comes to its effect on retention. Regardless, students perceive that they learn from the experience whether or not their grade changes. Collaborative testing may also reduce anxiety and improve study habits. Students also report more positive interactions and collaboration with their peers as a result of the collaborative testing experience. Continued investigation as to its effects and ways to structure the collaborative testing experience are warranted.

3. Concept Mapping in Clinical

One comment heard repeatedly from faculty is, "How do I take conceptual learning into the clinical or lab setting?" And another huge concern voiced by clinical faculty is, How do I take conceptual learning into the clinical or lab setting?" "With 10 students in clinical at once, how do I monitor what everyone is doing to provide safe, quality care?" Watch as Professor Charles Smith takes concept mapping to a new level by bringing it to clinical as a strategy to assess clinical learning, as well keeping abreast of what all of his students are thinking and doing. Professor Smith uses clinical mapping in clinical to help students connect the dots, bringing together classroom learning, critical thinking, and clinical experiences.

4. Conceptual Learning and Case Studies

In this video, NurseTim guides you through the process of helping your students learn conceptually through using simple case studies. The plan here is to help ensure "enduring learning" (the key focus on the concept based curriculum) by having students use the same patient in multiple places across the curriculum. He also helps you help your students learn across the lifespan. You can also join us at the Concept-Based Learning Institute in Orlando each year!

Visit NurseTimTube for more Nurse Educator video resources!



Tuesday, June 13, 2017

Toolbox Tuesday: Building Community - Cyber Cafe


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.


CR25: Building Community - Cyber Café

Environment
Classroom, Clinical, Lab
Purpose
By building community amongst and with learners, we help them buy into what we are trying to teach.  
NCLEX® Connection
All Areas
QSEN
All Areas.
Steps
     For each class, have an online Learning Management System (LMS) set up.
     In the online courseroom, have a discussion forum called Cyber Café (Cyber Sandbox, Online Student Union, etc).
     This forum is designed for students and faculty in the course to share and mingle.
     Instructors may want to share a picture from vacation. Students may be encouraged to share a favorite poem.
     Remind learners that faculty can read what is posted and that professionalism and consideration for others should be considered.
Supplies/Prep
     Most schools have an LMS.
     If your school does not have an LMS, you can use a private facebook® group area or the free LMS that comes with textbooks. 
Budget Concerns
Varies
Comments
Stay connected with learners. 

Tuesday, June 6, 2017

Toolbox Tuesday: ISBARR Disarray


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.


CL23: ISBARR Disarray

Environment
Clinical
Purpose
Students need to practice utilization of the ISBARR process
NCLEX® Connection
Management of Care, Safety and Infection Control and then depending on focus of “phone call”
QSEN
Patient-centered care, Teamwork and can depend on focus of “phone call”
Steps
     During clinical, have a student “man” the desk and listen when nurses are contacting other healthcare providers
     Have the student then report in post conference regarding what they heard
     Did the nurses use ISBARR? (Introduce self, Situation, Background, Assessment, Recommendation, and Readback)
     Have the students give constructive criticism to the phone calls
     Were they successful in their requests?
      
Supplies/Prep
 None
Budget Concerns
None
Comments
Prior to this activity, give students ISBARR information and explain the steps involved in using ISBARR
Another option – at the end of clinical, have a student give an ISBARR “phone call” to a colleague and let the colleagues critique methods

Tuesday, May 23, 2017

Toolbox Tuesday: Guest Speaker 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.


CR24: Guest Speaker Forum
Environment
Classroom, Clinical, Lab
Purpose
Students have the opportunity to interact with a professional nurse in a non-stressful environment.  
NCLEX® Connection
All Areas
QSEN
All Areas.
Steps
     Based on the topic to be covered in class, invite a nurse to be a part of the Discussion Board/Forum.
     The discussion will last for one week.
     The Guest is given questions to ask students based on the topic to be covered.
     The Students are required to ask the guest questions and interact with peers as well (see Appendix for sample discussion forum grading tool).
Supplies/Prep
     Will need to get the Guest will need login information and access to the discussion forum.
     Provide leading questions ahead of time to the guest.
     Give the students some prompts as well to keep the discussion going. 
Budget Concerns
A guest speaker stipend would be appropriate.
Comments
The discussion forum allows for interactions between learners and the professional. Feel free to watch and not participate actively as to not dominate the discussion. You may want to email ideas to the speaker as the discussion continues. Offer to have the speaker sit in on a discussion before they have to facilitate their own.

Tuesday, April 11, 2017

Toolbox Tuesday: Quality Improvement – National Patient Safety Goals


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.


CL22: Quality Improvement – National Patient Safety Goals

Environment
Clinical
Purpose
Students need to recognize ways to improve quality of care in the clinical setting in regards to National Patient Safety Goals
NCLEX® Connection
Management of Care, Safety and Infection Control
QSEN
Patient-centered care, Evidence-based Practice, Quality Improvement, Safety
Steps
     During post conference
     Ask students to mention something they saw in clinical that should have been handled in a different way based upon improving quality of care utilizing the national patient safety goals
Supplies/Prep
     None
Budget Concerns
None
Comments
Prior to this activity, students should perform research regarding the National Patient Safety Goals