Charlene M. Smith

The Flipped Classroom for Professional Development: Part I. Benefits and Strategies

Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom.

Integrating Lecture Capture as a Teaching Strategy to Improve Student Presentation Skills through Self-Assessment.

As digital natives from the ‘wired’ Net Generation permeate today’s classrooms, and educators adapt to students’ digital expectations, exploring the pedagogical use of educational technology is essential for today’s faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the need for students to self-assess their performance for self-regulated learning. This study compared the self-perceptions of undergraduate communication/journalism and nursing students who used lecture capture technology for critiquing and analyzing their presentation skills with self-perceptions of students who did not use lecture capture technology. Findings revealed students in both groups lacked self-confidence and competence in presentation skills. Of significance, students using lecture capture technology were more likely to apply what they learned from the self-assessment when developing future presentations. It is suggested that faculty focus on presentation skill delivery, in addition to presentation content, to assist students in developing presentation competencies.

The flipped classroom for professional development: part II. making podcasts and videos.

As described in Part I, podcasts and videos are educational technologies used to flip the classroom. This column describes the technology options for creating podcasts and videos and offers tips on developing podcasts and videos.

Creating a Sustainable, Interprofessional-Team Training Program: Initial Results

Purpose/Objectives: The purpose of this program evaluation was to explore whether incorporating deliberate learning concepts, through the use of simulated patient scenarios to teach interprofessional collaboration skills to a healthcare team on one acute-care hospital unit, would improve the resuscitation response in the first 5 minutes on that unit. Design/Setting: This was a pilot program evaluation utilizing a unit-based, clinical nurse specialist in the deployment of an interprofessional educational program involving simulation on an acute medical floor in a large tertiary-care hospital. Sample: Eighty-four staff members participated in 17 simulations. The sample included first-year internal-medicine residents, registered nurses, respiratory therapists, and patient care technicians. Methods: This was a program evaluation that used the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) (Classroom slides: TeamSTEPPS essentials; http://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/essentials/slessentials.html#s3) during the presimulation/postsimulation sessions to assess the participants’ perceptions of teamwork. Expected intervention behaviors were collected through observations of participants in the simulations and compared with the American Heart Association guidelines (Circulation 2010;122:S685–S670, S235–S337). Common perceptions of participants regarding the experience were obtained through open-ended evaluation questions. Results: Fifty-three participants completed the pre– and post–T-TPQ. Mean scores in the leadership category of T-TPQ decreased significantly (P = .003) from the pretest (median, 2.167) to the T-TPQ posttest (median, 2.566). Only 35% of the groups administered a defibrillation during the ventricular fibrillation simulation scenario, and only 1 group delivered this shock within the American Heart Association’s recommended time frame of 2 minutes (Circulation 2010;122:S235–S337). Conclusion: A single resuscitation simulation was not enough interventional dosage for staff to improve the resuscitation process. A longitudinal study should be conducted to determine the effectiveness of the program after staff members have repeated the program multiple times. Implications: A unit-based quality-improvement simulation training program could help improve the first-5-minute response and resuscitation skills of staff by increasing the frequency of unit-based training overseen by the unit’s clinical nurse specialist.

A hybrid course for the RN-to-baccalaureate curriculum: patient-centered care and quality.

Teaching RN-to-baccalaureate nursing students to incorporate patient-centered care and quality concepts into the practice environment presents challenges and opportunities for nurse educators. The authors describe development, deployment, and evaluation of an RN-to-baccalaureate hybrid course focused on patient-centered care and quality improvement. Course teaching strategies and evaluation of student learning and the efficacy of using a hybrid instructional design are discussed.

Assessment and planning for a dedicated education unit.

This pilot project describes the use of the Revised Professional Practice Environment scale to identify inpatient acute care units suitable for implementation of dedicated education units. Staff development professionals may use the suggested model to assess and plan phases of a dedicated education unit.

Scripts: a tool for cognitive rehearsal.

Scripts, as a tool for cognitive rehearsal, can prepare staff and students to improve communication in critical patient or family encounters, situations requiring standardized communication for patient safety, and circumstances where interpersonal conflict exists.

Transition to an Electronic Professional Nurse Portfolio: Part II

This column describes the background and purpose for a professional portfolio that showcases accomplishments supporting professional goals, scholarship, service, and competency in ones professional nursing practice. Part II will review the benefits, options, and issues to consider when developing a professional portfolio online.

Creating a Nurse-Led Culture to Minimize Horizontal Violence in the Acute Care Setting: A Multi-Interventional Approach.

Horizontal violence (HV) is prevalent in nursing. However, few strategies are identified to address this phenomenon that undermines communication and patient safety. Nurses at an acute care hospital implemented multiple interventions to address HV resulting in increased knowledge of hospital policies regarding HV, and significantly (p < .05) less HV prevalence than was reported by nurses in other organizations throughout New York State. With the aid and oversight of nursing professional development specialists, evidence-based interventions to address HV were developed including policies, behavioral performance reviews, and staff/manager educational programs.

Comparison of Online and Traditional Basic Life Support Renewal Training Methods for Registered Professional Nurses.

Basic Life Support certification for nursing staff is achieved through various training methods. This study compared three American Heart Association training methods for nurses seeking Basic Life Support renewal: a traditional classroom approach and two online options. Findings indicate that online methods for Basic Life Support renewal deliver cost and time savings, while maintaining positive learning outcomes, satisfaction, and confidence level of participants.