Teaching and Learning Strategies in IEN Bridging Education at Mount Royal University

Transcription

1 Teaching and Learning Strategies in IEN Bridging Education at Mount Royal University Partners in Education and Integration of IENs Vancouver 2016 Elaine Schow, Heather Kerr & Holly Crowe

2 Mount Royal University Calgary, Alberta

3 Bridge to Canadian Nursing Program Philosophy The BCN Program is designed to facilitate the knowledge and skill acquisition necessary to help IENs transition to professional nursing practice in Canada.

4 Bridge to Canadian Nursing Program Framework Professional Nursing In Canada BCN Program Patient Facilitating transition BCN Curriculum Application & integration of Knowledge Creating opportunity Environment Building capacity Clinical Reasoning CCliCli IEN ll Ethical Reasoning Learning in context Nurse Facilitating safe nursing practice Reasoned Skill Application Developing Nursing Language Health Property of BCN, MRU

5 Creating Opportunity A planned curriculum philosophy, design and teaching learning approach intended to provide learners with multiple, ever changing and complex learning situations to assist them to develop nursing knowledge, clinical reasoning, and ways of knowing in nursing practice

6 Learning in Context IENs are provided the opportunities to develop nursing knowledge and clinical reasoning within a complex and holistic contextual framework

7 Developing Nursing Language IENs are provided opportunities to develop professional nursing language skills that allow them to communicate effectively through verbal and nonverbal means as well as written communication

8 Facilitating Transition IENs are provided opportunities to be socialized into professional nursing in Canada, which involves understanding the roles and responsibilities of nursing professional organization, Entry To Practice Competencies, scope of nursing practice and ethical and legal considerations

9 Capacity Building IENs are provided opportunities to develop professional nursing skills and knowledge base to ensure they can work to their full scope of practice and provide high level nursing care

10 Facilitating Safe Nursing Practice IENs are provided the opportunities to develop nursing knowledge, critical reasoning skills, nursing psychomotor skills, relational and communication skills and clinical practice skills that meet the Entry to Practice Competencies.

11 Facilitating Clinical Reasoning Critical inquiry encompasses critical reflection on actions A process of purposive thinking and reasoning where practitioners examine ideas, assumptions, principles, conclusions, beliefs, and actions in the context of nursing practice (CARNA, 2013)

12 Educational Strategies Group Presentation in class Simulation - low, medium, high fidelity Role play Case scenarios Blended learning approach On-line modular learning Face-to-face class time Group discussions Reflective assignments

13 Group Presentations Interactive lecturing involves an increased interchange between teachers, students and the lecture content. The use of interactive lectures and student presentation can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both. Chou,M. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30, pp

14 Group Presentations They also allow us to actively participate in our own learning process by becoming autonomous learners and refine our creative, critical thinking and problem-solving skills through group presentations. We gain knowledge not only from the research required and from new perspectives not covered otherwise, but also by observing the other presenters' strengths and weaknesses. Also, it makes class more interesting Melaney

15 Simulation based education is designed to resemble reality and involves replication of specific aspects of a clinical situation (Broussard, Myers, Lemoine, 2009,p. 5). It is defined as a technique that sets up a scenario wherein learners can experience an event or situation that enables them to assimilate and apply knowledge, develop or acquire cognitive, psychomotor, and affective skills, and practice without fear of compromising patient safety (Huang, et al., 2008). Simulation

16 Simulation After we experienced a simulated scenario, a group discussion follows right after. This was just brilliant! It gave us the opportunity to ponder if we did the right thing, what better things could have been done and what should we avoid doing the next time we encounter these same things. It raised really healthy discussions from the group especially on things that involved ethical dilemmas. Mary Rose

17 Role Play A dramatic technique that encourages participants to improvise behaviors that illustrate expected actions of persons involved in defined situations. (p.183) Bradshaw, M. J., Lowenstein, A. J. (2014). Innovative Teaching Strategies in Nursing and Related Health Professions. Burlington, MA : Jones & Bartlett Learning, LLC.

18 Role Play Is an ideal way to: Practice skills Experience ethical or culturally sensitive situations Explore why people behave as they do Test communication skills, behaviours and decisions in an environment that allows experimentation and risk. Bradshaw, M. J., Lowenstein, A. J. (2014). Innovative Teaching Strategies in Nursing and Related Health Professions. Burlington : Jones & Bartlett Learning, LLC

19 Role Play The use of role play allowed me to really consider the proper use of therapeutic communication and how to be cautious in my approach to answering questions and providing information in health care practice. Jerine

20 Role Play The use of role play allowed us a great visual to how people may react to real life conversations had in health care. It provided a dialogue and allowed us to experience communication not only as the nurse but also as the patient and family member. It was a real eye opener. Jerine

21 Role Play Being able to role play situations and dialogues that often occurs in nursing practice allowed us to evaluate and tweak responses before hand and gave us really great insight that will better our communication in nursing practice. Jerine

22 Case Scenarios Are real stories Present realistic, complex and contextually rich situations Often involve a dilemma or conflict, or problem that must be negotiated Teaching Excellence & Educational Innovation Copyright 2008, 2015, Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University.

23 Case Scenarios bridge the gap between theory and practice and between the academy and the workplace. (p. 182) Barkley, E.F., Cross, K. P. & Major, C. H. (2005), Collaborative Learning Techniques: A Handbook for College Faculty. San-Francisco: Jossey-Bass.

24 Case Scenarios

25 Case Scenarios

26 Blended Learning A pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. (Watson, 2008) Watson, J (2008). Promising practices in online learning. Blended learning: The convergence of online and face to face education. Retrieved from %20A%20Covergence.pdf

27 Blended Learning Online quizzes and activities provided a foundation for faceface learning and application I appreciated the set structure and pace; however, it also allowed me to be self directed It felt a bit lonely at first, but once we knew each other we could have better online discussions and help each other

28 Blended Learning The YouTube videos allowed me to critique other videos as well which helped me recognize best practices Andy

29 Group Discussions allowed us to get to know each other and the diversity of the group represented the diversity of Canada I developed a multicultural perspective recognizing culture as a determinate of health Debate was facilitated in a safe manner allowing us to share ideas without judgment

30 Group Discussions Spirituality is not a focus in Singapore. I gained exposure to the importance of spirituality in caring for clients, as well as the community resources available to support spiritualityparticularly in the Aboriginal population Andy

31 Reflective Learning What an inner discomfort triggered from an experience So What Identification, clarification and conceptualization of the issue Requires an openness to new information and an ability to take it all in Ends with an ah ha moment of growth, learning, or change to something personally significant The new view has meaning, affords a new perspective, and is self-affirming Now What new perspective or insight is analyzed for it s ability to be operationalized Internalization of a new perspective resulting in change in oneself Deliberate decision to incorporate new perspective or insight into behaviour Baker, C. (1996). Reflective learning: A teaching strategy for critical thinking. Journal of Nursing Education 35 (1), ProQuest Research Library

32 Reflective Writing Assignments The assignment made me realize there was no right or wrong to my experience I couldn t find the answer on the internet, it had to come from me which really helped my confidence in clinical reasoning Andy

33 Reflective Learning I feel we were taught to examine our own practice through all the reflective reasoning and clinical reasoning activities Illa.

34 Program Strategies Entry to Practice Competencies purposefully incorporated into courses Deliberative curriculum map for each course to ensure curriculum integrity Faculty curriculum retreats Course teams

35 Student Feedback on BCN Program

36 BCN Program Feedback Marina The theory courses really prepared me for my clinical practice and allowed me to be very successful in the practice clinical setting. I was hired on the unit I did my clinical

37 It was not just the opportunity to gain RN employment, it was all the learning opportunities that led to my confidence and competence in Canadian nursing practice. Marina

38 Program Feedback Illa The BCN program curriculum, learning strategies and multiple learning opportunities assisted me to apply theory to practice and seemed to assist me make the transition to Canadian practice seamless.

39 One factor that really stands out is how the program built my confidence, especially in working in an interprofessional team. Illa

40 The program assisted me to understand that I have both the right and responsibility to ensure quality care for my clients. Illa

41 Future Directions Course evaluation of blended learning format Modules being revised to include more NCLEX style questions and format Continue to include variety of teaching strategies Simulation research

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43 References Alabsi, T. A. (2016) The effectiveness of role play strategy in teaching vocabulary. Theory and Practice in Language Studies, 6 (2), Baker, C. (1996). Reflective learning: A teaching strategy for critical thinking. Journal of Nursing Education 35 (1), ProQuest Research Library Bradshaw, M. J., Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions. Burlington, MA : Jones & Bartlett Learning, LLC Broussard, R. Myers, J. Lemoine; Preparing pediatric nurses: The role of simulation-based learning. Issues in Comprehensive Pediatric Nursing, 32 (1) (2009), pp.4-15 Cant, R. & Cooper,S. (2009). Simulation-Based Learning in Nursing Education: Systematic Review. Journal of Advanced Nursing. 66(1), 3-15 Chou,M. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30, pp College and Association of Registered Nurses of Alberta (2013). Entry-to Practice Competencies for the Registered Nursing Profession. Retrieved on April 20, 2016 from: Huang, Pliego, Henrichs, Bowyer, Siddall, Mcgaghie, and Raemer, (2008). Teaching excellence & educational innovation. Retrieved from: Teaching Excellence & Educational Innovation (2015). Retrieved from Copyright 2008, 2015, Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University Watson, J (2008). Promising practices in online learning. Blended learning: The convergence of online and face to face education. Retrieved from g-%20a%20covergence.pdf