Designing a Conceptual Approach to Teaching and Learning

1. Designing a Conceptual Approach to Teaching and Learning Welcome! Please read the following pre-webinar notes: Audio? Dial 1-877-783-2009 (Passcode: 936785) Attendees will be muted during the webinar until the Q&A session(s). Control Panel Large? Click the right arrow to hide the Control Panel. Handout(s)? http://www.diassociates.com/media/webinars/Iggy_Webinar_111612.ppt Need Help? Dial 1-877-341-4788 or Email help@diassociates.com. Questions? Comments? Use the Chat pane or Email us at info@diassociates.com. Contact Information? http://www.diassociates.com donna@diassociates.com

2. Absence of conflict of interest As required by the American Nurses Credentialing Center’s Accreditation Program, we would like to make you aware of all potential conflicts of interests. This educational activity’s planners and the presenter have indicated they have no bias or conflict of interest. The host for this webinar, DI Associates, Inc. owned by Donna Ignatavicius who is also the speaker for the series of webinars. DB Productions is the provider for nursing contact hours for DI Associates and is owned by Deanne Blach. Both Donna and Deanne are nurse planners for the webinar.

3. ANCC Disclosures • Off-label product usage – The speaker, Donna Ignatavicius, has attested that she will not discuss off-label usage of products. • Commercial support - There is no sponsorship (e.g., commercial support) for this activity. • Successful completion - Criteria for judging successful completion of the webinar are attendance at the entire activityand submission of a completed evaluation tool. • Expiration date - This workshop has been recognized for 1.25 contact hours and is valid for presentation for a period of two years beginning March 28, 2012.

4. Purpose of the webinar: The purpose of this webinar is to assist faculty to make appropriate decisions about how to approach a curricular revision. Objectives The attendees will be able to: • Differentiate a concept-based curriculum from a conceptual approach to teaching/learning. • Describe at least one example of how to teach selected nursing concepts vs. a medical illness.

5. Traditional Nursing Curriculum Design in Pre-licensure Programs • Start with “Gen Ed”/liberal arts and science courses as foundation (body system framework). • First major clinical nursing course focuses on concepts (e.g., Fundamentals).

6. Examples of Nursing Concepts in Fundamentals Course • Nursing Process / Clinical judgment • Communication / Collaboration • Comfort (pain) • Mobility • Nutrition/Elimination

7. Examples (cont’d) • Oxygenation • Sexuality • Spirituality • Culture • End-of-Life / Grief and Loss

8. Other First Nursing Course Content • Nursing role and health care (nursing framework) • Physical assessment (may be separate course) and psychomotor skills (practice and validations) • Introduction to older adult care

9. Traditional Nursing Curriculum Design Then, begin “disease-y” courses, starting with adult health or chronic disease, possibly across the lifespan (medical model).

10. Traditional Nursing Curriculum Design (cont’d) • End program with capstone/preceptor course and leadership/management content. Result: Students have problems with transitioning from a nursing conceptual framework to amedical model or disease framework!

11. Major Problems with Traditional Curriculum • Student cannot recall previously learned information in new context. • Therefore, faculty review previously learned material and add more information in classroom setting (cognitive experience).

12. Major Problems (cont’d) • Student goes to clinical simulation or actual clinical experience where cognitive is combined with psychomotor and affective learning and application (difficult transition). • Each course continues to present new information with previously learned content in different contexts.

13. Major Problems (cont’d) • New contexts in each course, so information has to be reframed for students to help them understand it. • Fosters memorization and fragmented, superficial learning rather than thinking like a nurse.

14. Major Problems (cont’d) • TMI! Why content saturation? • Nursing is knowledge-based. • Faculty are advanced-practice nurses in their specialties. • Content repetition (e.g., specialty courses repeat med-surgical nursing content)

15. Concept-Based Curriculum • Move away from content-laden curriculum to “need to know” to keep patient safe and provide quality care using best practices based on best current evidence!

16. CBC vs. Conceptual Approach to Teaching/Learning • Concept-Based Curriculum (CBC) is the formal structure • Conceptual approach to teaching and learning is the operational process of delivering the curriculum (classroom, skills, clinical experiences)

17. Concept-Based Curriculum • Develop philosophy/mission and core values. • Decide on new graduate outcomes, which should flow from philosophy/mission and core values.

18. Concept-Based Curriculum (cont’d) • Sample program themes: • Clinical judgment • Safety • Collaboration • Teaching and learning • Professionalism • Evidence-based practice

19. Concept-Based Curriculum (cont’d) • Plan a course of study to meet NG outcomes and sequence. • Include current health care and nursing education trends (e.g., emphasis on Pharm, genetics, older adults).

20. Concept-Based Curriculum (cont’d) • Make concept-based decisions (Giddens, 2007, 2012): • Identify concepts needed for generalist practice (consider human needs, pathophysiologic concepts, NCLEX Client Needs categories).

21. Concept-Based Curriculum (cont’d) • Include physiologic and soft concepts (psychosocial and professional) • Define/describe concepts (organizers); e.g., cellular regulation, oxygenation, legal/ethical values .

22. Concept-Based Curriculum (cont’d) • Organize concepts for each course (curricular map). • Decide on exemplar content (health problems/issues that represent concept).

23. Conceptual Approach to Teaching/Learning Example First course (Fundamentals) • What is normal oxygenation and how is it assessed? (safety) • What happens when patients are not adequately oxygenated? (judgment) • What documentation is needed? (collaboration)

24. Conceptual Teaching/Learning • What evidence-based interventions promote oxygenation? • What safety precautions are needed when administering oxygen therapy? • What education is needed to empower the patient and family?

25. Conceptual Teaching/Learning • Associated skills related to oxygenation learned and practiced in skills lab • Clinical experience focus on promoting and assessing oxygenation in healthy or ill individuals

26. Conceptual Teaching/Learning Second Course (Adult Health or across the lifespan) • What major pathologies affect oxygenation in the respiratory system (e.g., infection, obstruction)? • What causes inadequate oxygenation in these health problems?

27. Conceptual Teaching/Learning • What do you assess or notice in patients with lung infections (e.g., pneumonia)? • How do you interpret the assessment to determine the priority for care?

28. Conceptual Teaching/Learning • How do you respond (intervene) to care for patients with inadequate oxygenationdue to pneumonia and why? • How can the health problem (e.g., pneumonia) be prevented?

29. Conceptual Teaching/Learning • With what members of the health care team do you collaborate to promote oxygenation? • What health teaching is needed to ensure patient safety and quality care?

30. Conceptual Teaching/Learning: • How do you collaborate with the case manager to ensure quality continuing care to promote oxygenation? • What hand-off communication will be needed for transfer to home or other health care setting?

31. Conceptual Teaching/Learning • Continue using oxygenation as a concept in MCH (e.g., fetal oxygenation), mental/behavioral health (e.g., hyperventilation in severe anxiety).

32. Conceptual Teaching/Learning • Continue approach for complex, multi-system-focused courses using new exemplars (e.g., ARDS, mechanically ventilated patients).

33. Evaluation of Conceptual Teaching/Learning Approach • How might your learning strategies change in the new curriculum? • How might your evaluative methods change in the new curriculum?

35. THANK YOU FOR ATTENDING!!!! • To receive contact hours, e-mail the list of attendees for this webinar to deanne@deanneblach. • Deanne will send you an evaluation form for each attendee to complete and send back to her for the certificate of attendance.