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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

Tuesday, December 19, 2017

Toolbox Tuesday:Observer Evaluation 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.



AX8: Observer Evaluation Form


For the Role Play / Simulation / Video observed, please provide feedback per the instructor’s directions. Be sure to include a Client Need focus.

Name:                                                             Date: 

NCLEX® Test Plan Connection / Client Need ________________________________

Roles / Feedback
2 Compliments
2 Challenges / Questions
1. ________


2. ________


3. ________






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
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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).