Interdisciplinary Learning & Collaboration

Did you know that according to the Joint Commission, the leading root cause of sentinel events in the hospital are caused by breakdowns in communications?  In response to this situation, the Joint Commission issued National Patient Safety Goals, with improving the effectiveness of communication among the healthcare team as well as a culture that promotes team training as priorities (Joint Commission in Dillon, Noble & Kaplan, 2009).  The American Association of Critical Care Nurses (AACN) also recommends that the healthcare team has access to educational activities that foster the development of critical communication skills (AACN in Dillon, et al., 2009).

Interdisciplinary collaboration not only involves understanding roles, developing skills and identifying expectations, but also valuing the contribution of each member of the healthcare team (Dillon, et al., 2009).  The successful interdisciplinary approach is built on a foundation of trust and mutual respect (Dillon, et al., 2009).  High fidelity patient simulation (HFPS) cultivates the development of clinical decision making, clinical skills as well as communication and teamwork.  In their study of interdisciplinary HFPS, Dillon, Noble and Kaplan found that the collaborative education resulted in mutual respect and valuing of the of the team members’ roles, as well as improved communication and teamwork (2009).

Interdisciplinary Learning with Technology in the Simulation Lab 

How does this look in academic nursing education?  In Dillon, Noble and Kaplan’s study, the authors were able to coordinate simulation with both nursing and medical students and demonstrated professional socialization as a result of their program.  Rochester is rich with both nursing schools and a large medical center, so it seems that emulating a similar program is plausible.  The impact that HFPS has on clinical quality and patient safety makes exploring interdisciplinary simulation in education both intriguing and perhaps even essential.  The NLN Simulation Innovation Resource Center offers an online course for the nurse educator coordinating Simulation-Based Interprofessional Education.     

Interestingly enough, my only exposure to simulation has been the interdisciplinary variety in my role as a hospital nurse educator on an OB unit.  Utilizing both high and low fidelity mannequins as well as standardized patients, the simulations range from shoulder dystocia, obstetric hemorrhage, eclamptic seizures, to neonatal emergencies.  One of the main objectives is always the effective communication and teamwork.  Over the last several years, simulation with debriefing as ongoing education has become part of my unit’s culture.  My partner and I have collected data from beginning our simulation program which demonstrates an improvement in critical clinical skills, communication and teamwork behaviors.  Though harder to track, the hope is that the improvement in simulation translates to increased positive outcomes and patient safety in real practice.

 

Developing scenarios for simulation can be challenging.  Often in the hospital setting, I will develop a scenario based on current issues or trends on the unit, a new protocol for patient care, or a high risk procedure or situation.  There are many free scenarios available on the internet for nurse educators to explore.  Sim Central offers a comprehensive list of Resources for Free Scenarios in a variety of specialties.  In order to encourage a safe learning environment with trust and respect, I review a modified version of URMC’s Ground Rules for Simulation and Debriefing in the briefing phase of simulation.  Participants then have a clear understanding of the expectations of simulation, and are able to “suspend disbelief,” making the scenario more realistic and engaging. 

Until my next adventure,

Crystal

Reference

Dillon, P., Noble, K., & Kaplan, L. (2009). Simulation as a means to foster collaborative interdisciplinary education. Nursing Education Perspectives, 30(2), 87-90.

Interactive Technology in the Classroom

          There are two things I remember most about my undergraduate calculus professor.  First, he was incredibly enthusiastic about the brand new computers that filled the classroom.  It was the mid-nineties, so the computers were rudimentary based on today’s standards, ran on the less-than-user-friendly DOS and they were GIGANTIC!  Apart from calculators, it was the first time the mathematics department had integrated technology into the classroom, and it was a big deal.  Second, (in the times I could catch a glimpse of the professor over the giant computers), every t-shirt, sweatshirt or sweater he wore was adorned with cats.  Yes, cats. 

          What do these two memories have in common?  He was risk-taker, in fashion and in teaching.  He had enthusiasm, for teaching and in life.  His joie de vivre was contagious.  Did it make me want to study calculus forever?  Oh my goodness, no.  But it did impress upon me that simply incorporating technology into the classroom is not enough.  Making a connection with students and the educator’s attitude toward teaching and technology are perhaps equally as important.

          Today, the nurse educator has a myriad of technologies to choose from in order to deliver content or assess learning in the online, hybrid or traditional land classroom.  The addition of technologically-enhanced teaching strategies should be meaningful to the students’ learning.  As a nurse educator, I will consider my learning objectives for the class when considering which teaching strategy to incorporate.  Am I looking for a realistic, authentic learning experience?  I may consider the addition digital storytelling or a YouTube video with classroom or forum discussion.  Am I looking for an applied, experiential learning experience?  I may consider high-fidelity simulation in the land classroom, or a virtual reality program for the hybrid or online classroom.   Each of these teaching strategies promotes active learning through the interactive use of technology.  Using a variety of teaching strategies also assures that the needs of diverse learners are being met.

          Making a connection with students through technology is an important consideration for the nurse educator.  How do I accomplish making a connection with students, and demonstrate my own enthusiasm for nursing, for nursing education, and for technology?  I believe the answer is simple.  I need to be me.  Incorporating tutorials or other created content, participating in discussions and having availability for students’ needs are ways to bring the human connection, to bring me, into the technologically-enhanced classroom.  My calculus professor was not afraid to be himself.  The connections he made with students and the enthusiasm he had for math and for technology made his class enjoyable and memorable.  I hope that one day, in the classroom and through technology, my own enthusiasm for nursing will be as contagious as his enthusiasm was for math.

Me, being me, connecting with students through interactive technology.

Interactive Technology of the Future

Take a glimpse into the future of classroom technology:

Did you know that Virtual Reality (VR) viewer technology is becoming available now?  Google has made VR technology accessible and affordable for students with the creation of Google Cardboard.  A quick search found the cardboard viewer costs anywhere between $3-15.  Using this technology would require students to have access to a smartphone.  Imagine the ability to create a virtual tour of the unit before clinical, or the ability to for students to observe a dressing change up close?  Teachers have the ability to develop their own applications for Google Cardboard, and professional developers are creating new VR experiences every day.  What a fascinating, creative, interactive technology to support the authentic and experiential learning experience of students!

Until my next adventure,

Crystal

21st Century Technology: From Trepidation to Triumph

          This week marked the beginning of my Nursing Informatics course.  To be an emerging nurse educator in the 21^st century age of technology, one must first learn what technology the 21^st century has to offer.  Guess what?  There is a lot.  I began this course with some trepidation.  How can I possibly become familiar enough to use any of this new technology to utilize in my own classroom?

          

          The first technology challenge assignment was to create an infographic based on my clinical area of concern.  Infographics are everywhere now and I LOVE THEM.  I had fleetingly considered becoming an art teacher early in my undergraduate studies, so the opportunity to mingle my two favorite subjects was intriguing.  I created my infographic on a free website called Venngage.  It was simple to use, and fun.  Fun?  Yes, technology is fun!

          

                      

          Navigating the first technology challenge triumphantly has given me the courage to continue to incorporate technology into my teaching.  I can see creating more infographics in the future as both a hospital-based and academic nurse educator.  Creating an infographic could be considered a modern take on a poster presentation, especially in an online classroom setting.

Reflection

          

         Completing the technology assignment has also made me think more about my role in the modern classroom.  I am part of Generation X, and believe I fall within the typical description.  I grew up within a world of ever-expanding technology, and am comfortable with computers and new technologies.  The majority of my students will be Millennials, known as digital natives.  As an emerging nurse educator, I will strive to maintain not only a level of comfort with technology, but proficiency as well in order to act as a guide or facilitator of my students' learning.  The student-centered classroom focuses less on lecture and more on active, collaborative learning. 


          In thinking about the student-centered pedagogy of this century, I am reminded of Jean Watson's thoughts on the teacher-learner relationship.  Our relationship is one of mutual respect; our learning journey is concurrent (Watson, 2008).  We will navigate the ever-expanding world of technology together, learning and growing together.  In the meantime, I will continue to learn new strategies for learning in the student-centered classroom that involve technology.  Because the time we have together is limited, the technological enhancements to the classroom will be worthwhile, and add value to the learning experience.  In the online classroom setting, technology will be used to connect with the students to promote the caring teacher-learner relationship, as described by Watson. 


          Going forward, I envision myself as a facilitator and guide to my students as they balance technology with nursing.  As fun and interesting as technology can be in both the classroom and the healthcare setting, it cannot replace care.  The role of the 21^st century nurse educator is balancing technology with the art of nursing.

Example of Infographic and Web Resources:

 

This is my infographic introducing undergraduate nursing students to Perinatal Loss.  Piktochart is another free, easy-to-use infographic design website.  This blog offers several other websites for creating free infographics.


Until my next adventure,

Crystal

Reference:

Watson, J. (2008). Nursing. The philosophy and science of caring (Revised ed.). Boulder, CO: University Press of Colorado.