NurseTimTube: Clinical Adjunct Faculty - Binders for Success

My very first teaching experience was as an adjunct clinical faculty member on a busy medical oncology unit. I was scared and confused. I was not sure who was supposed to be where (including myself). Helping clinical faculty (especially the adjuncts) organize the educational process can be a daunting task.

Melinda Barber, MSN, RN has devised a system for getting these valuable team members organized and on track. In this NurseTimTUBE, she will share her binder and collection of clinical tools that help the adjunct faculty better understand their roles. By keeping these tools up-to-date and organized (binder or digital folders on the computer) she helps her adjuncts feel successful as they guide the students through the clinical learning experience.

This NurseTimTube is an overview of the binder with tools that you can download and use to create or enhance your clinical faculty training program.

Watch Clinical Adjunct Faculty - Binders for Success on NurseTimTube here!

Toolbox Tuesday: Living Lecture

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.

CR16: Living Lecture

Environment	Classroom
Purpose	Students become active during lecture presentations because the tools are right in front of them on a computer screen.
NCLEX® Connection	Physiological Adaptation
QSEN	Safety, Informatics
Steps	◦     Today we will be working on the Vascular system.  Follow along online as I lecture. ◦      http://www.nursinged.com/Lesson/LessonSample/LessonSample.swf ◦     Note the interactions and audio.  Please turn the audio off so you hear me live. You can listen to the recordings later.
Supplies/Prep	◦     Students will need to be in front of laptops/computer. ◦     Can use PowerPoint®, Articulate and Adobe Captivate have more features. ◦     Load the presentations online before class.  Allows students to download.
Budget Concerns	Cost of the development software.  Cost of having computers with access to the presentation.
Comments	If students have poor bandwidth, consider burning a disc/jump drive for each student.

Toolbox Tuesday: Case Study Creation

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.

CL16: Case Study Creation

Environment	Clinical
Purpose	Create is the top tier of Bloom’s revised cognitive learning taxonomy. Allow your students to practice pulling many concepts together as a team.
NCLEX® Connection	Varied/All
QSEN	Depends on focus of questions
Steps	◦     As a post-conference activity, students collaborate on creating a case study that combines concepts from multiple patients. ◦     Make the case study body 4-8 sentences and maybe a few important labs/diagnostics. ◦     Include 3 clinical reasoning questions with answers and rationales. ◦     Swap case studies with another clinical group in the same course. ◦     Each group gives the other feedback and ideas for improvement of the case study.
Supplies/Prep	None
Budget Concerns	Minimal if any.
Comments	May conduct this activity in an online discussion forum to make the sharing easier.  Remind students of maintaining patient privacy and observing HIPAA guidelines.

Toolbox Tuesday: At Risk Rescue

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.

C15: At Risk Rescue

Environment	Classroom
Purpose	Help students develop effective priority assessment habits.
NCLEX® Connection	Reduction of Risk Potential
QSEN	Patient-Centered Care, Teamwork, Evidence-based practice, Safety, Informatics
Steps	◦     Student Groups are assigned an At Risk Situation       At risk for aspiration       At risk for skin breakdown       At risk for infection       At risk for altered perfusion       At risk for impaired oxygenation ◦     The Wiki will include a description for 3 different clients that would fit into that category.  For each client they must describe: ◦     Key risk factors ◦     Key symptoms or changes that help identify manifestation of that risk ◦     Key nursing actions to prevent this risk ◦     Key nursing actions to reverse injury related to their scenario ◦     Because this is a Wiki, students can be as creative as they like. They can add images, video, PowerPoint®, text, color, etc. If a Wiki is not available. They can create a free Blog or facebook® group.
Supplies/Prep	◦     Wikispaces and PBWiki have some low level free options. ◦     Many learning management systems have a built-in Wiki. ◦     Varies based on assignment and learner needs.
Budget Concerns	Cost of the Wiki
Comments	These Wikis make great portfolio projects.

NurseTimTube: A Conceptual Model of QSEN

Dr. Maureen Byrnes attended the 2011 QSEN Faculty Development Institute in Boston and while listening to presenters she started doodling on a Post-it^® note. Her doodles evolved into a conceptual model of QSEN that can serve as a platform for faculty and students to understand how and why the competencies are important for safe nursing practice. Dr. Byrnes' model constantly reinforces quality and safety education for nurses, demystifying the QSEN competencies and enabling students to understand the domains.

Watch NurseTimTube: A Conceptual Model of QSEN

Dr. Byrnes is a clinical assistant professor at Seton Hall University College of Nursing.

Toolbox Tuesday: Yellow-Green

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.

CL15: Yellow-Green

Environment	Clinical
Purpose	Prioritization and delegation are often the most difficult part of NCLEX® for students. Actively talk about these strategies in class, clinical and Lab.
NCLEX® Connection	Coordinated Care / Management of Care
QSEN	Patient-Centered Care
Steps	◦     Students get a yellow note card and a green note card. ◦     Yellow stands for caution and refers to situations/scenarios/clients that are Acute/Unstable/Unpredictable. ◦     Green stands for go and refers to situations/scenarios/clients that are Chronic/Stable/Predictable. ◦     Have students share situations/client scenarios from their clinical day. The other students have to vote Yellow or Green. ◦     After a number of situations/scenarios have been shared, chose 4-6 of them and have students vote again based on criteria such as ‘most stable’ or ‘most acute.’
Supplies/Prep	◦     Yellow and green note cards.
Budget Concerns	Minimal if any.
Comments	May have students practice Yellow-Green with test items as well.

Toolbox Tuesday: EBP On the Fly

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.

CL14: EBP On the Fly

Environment	Clinical
Purpose	Evidence-based practice is crucial to effective healthcare. Students will most likely be working in a busy environment with multiple demands facing them at one time. When the need to consider EBP arises, often new healthcare professionals are too busy or frazzled to do much digging. This activity helps students practice efficient yet effective pursuit of EBP.
NCLEX® Connection	Coordinated Care / Management of Care
QSEN	Patient-Centered Care, Evidence-based Practice, Quality Improvement, Safety
Steps	◦     Students have some time after they have completed their clinical activities. ◦     Assemble students and give them the following challenge. ◦     You have all encountered a number of nursing interventions today. Using resources here on the clinical unit, find an alternate to one of these interventions that may have better outcomes without leaving the unit. ◦     Remind students of tools found in the nurses’ station such as reference books, policies, clinical-decision support tools embedded in the EHR, drug guides in the medication dispensing system, and online tools. ◦     Add an element of challenge. The first student to return with their recommendation wins a prize.
Supplies/Prep	◦     If these students are new to this environment, the faculty may want to create a brief overview handout of some of these tools.
Budget Concerns	Minimal if any.
Comments	This is such an important activity with far reaching implications.  It is recommended that this be done at least once a week if possible.

Toolbox Tuesday: Pharm Map Relay

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.

CR14: Pharm Map Relay

Environment	Classroom
Purpose	Allows students to practice managing medications in a ‘busy’ environment. Also helps with focus on NCLEX Client needs.
NCLEX® Connection	Pharmacological and Parenteral Therapies
QSEN	Patient-centered care, Teamwork, Safety.  Depends of focus.
Steps	◦     Need a time keeper. Each person gets the Map for 2 minutes. Then time keeper says ‘pass.’ ◦     Each person at the table. ◦     Write a medication in the middle of the paper. ◦     Link two subconcepts related to the client need above. Each person needs to add at least one picture, two links/crosslinks, two subconcepts. ◦     Pass to the right after one minute. Complete in 10 minutes.
Supplies/Prep	◦     Blank sheets of paper, coloring pencils ◦     May print out subconcepts from the NCLEX Test Plan
Budget Concerns	Minimal concerns.
Comments	This does not need to be a very structured event. The idea is quick thinking and collaboration. May also want to instruct them to access knowledge management tools. NOTE: One study showed that nurses encountered 6.3 work interruptions for each one hour of medication administration. Biron, A. D., Lavoie-Tremblay, M., & Loiselle, C. (2009). Characteristics of work interruptions during medication administration. Journal of Nursing Scholarship, 41(4), 330-337.

Toolbox Tuesday: Question Quik Swap

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.

CL13: Question Quik Swap

Environment	Clinical
Purpose	Developing good questions is key to clinical reasoning. Allowing students to challenge each other with these questions is engaging.
NCLEX® Connection	Physiological Adaptation
QSEN	Patient-Centered Care
Steps	◦     Students write two pathophysiology questions on two different notecards by the time clinical is half way done for the day.  ◦     They hand the cards to the instructor. ◦     During the last half of clinical, the instructor gives each student one card from another student (this is all anonymous).  ◦     During post conference students have to dig/discuss/research to come up with the answers to the questions passed out by the instructor.
Supplies/Prep	◦     Note cards
Budget Concerns	Minimal if any.
Comments	Could be other types of questions.