the advanced specialty role of the NPD specialist and competencies I – Facilitate Learning & III – Use Assessment & Evaluation Strategies for the advanced specialty role of the educator (ANA & NNSDO, 2010; NLN, 2012) 1.2 Use reflective observation to gain knowledge in facilitation of learning techniques and evaluation strategies 1.3 Take on an active role as a facilitator of learning in the clinical setting 1.1c Observe facilitator and preparation of EKG course for new nurses 1.1d Shadow preceptor and her interactions, facilitation of learning, and use of assessment and evaluation techniques with the interns, unit educators, and managers 1.1e Meet with preceptor and interns during any scheduled learning sessions 1.2a Engage in weekly to bi-weekly reflection and journaling of experiences 1.2b Meet regularly with preceptor to discuss, evaluate, and plan experiences for professional growth 1.3a Help preceptor with preparation for start of internship program (preparing program materials, schedules, coordination with unit educators/managers) 1.3b stations at skills labs 1.3c Participate as facilitator in transition classes 1.1c Feb. 20, 27, Mar. 6, Mar. 13, Mar. 20 1.1d Mar. 10 – May 2 1.1e Internship starts Mar. 10 1.2a Jan. 13- May 2, 2014 1.2b Jan. 13-May 2, 2014 1.3a Jan. 13- Mar. 9 1.3b Feb. 26 & Mar. 20 1.3c Feb., Mar., Apr. (1 day
Goal 2: Gain knowledge and experience in 1.4 Implement assessment and evaluation strategies into active facilitation experiences 1.5 Use simulation technology for facilitation of learning in at one lab session 2.1 Implement at least two didactic lessons into existing educational materials for the critical care interns 1.3d Select meetings with interns and preceptor to the planning and leading of 1.3e Facilitate agreed upon topics in EKG course 1.4a Use evaluation strategies and review outcomes from facilitation at skills labs 1.4b Use evaluation strategies and review outcomes from facilitation in role transition classes 1.5a Attend 4 hour simulation operator class 1.5b Attend 4 hour simulation facilitator class 1.5c Facilitate simulation scenario(s) at skills lab(s) and with interns, use debriefing and evaluation strategies 2.1a Meet with preceptor to determine gaps in program learning outcomes 2.1b month for 3 hrs.) 1.3d Select 1-2 Fridays in April 1.3e Mar. 27, Apr. 10, Apr. 17, Apr. 24, May 1 1.4a February 26 & March 20 1.4b Feb., Mar., Apr. (1 day month for 3 hrs.) 1.5a By end of February 1.5b By end of February 1.5c April 30 & various date(s) once internship program starts in March 2.1a Jan. 13 – Jan 27
the NLN (2012) nurse educator competency IV – Participation in Curriculum Design and Evaluation of Program Outcomes Create an outline of education 2.1c Review the literature on topics that need additional educational facilitation of learning 2.1d Revise curricula and write learning objectives and select appropriate learning activities to fulfill needs 2.1e Determine and implement evaluation strategies appropriate to the interns and learning goals for new curricula 2.1b Jan.27 – Feb. 10 2.1c Feb. 10 – Feb. 17 2.1d Feb. 17 – Mar. 3 2.1e Mar. 3 – Mar. 10 Appendix B Clinical Project 1 High-fidelity Simulation Case Planning Munson Medical Center Scenario name: Critical Care Physical Assessment Simulation Estimated scenario run time: 20 minutes each intern Estimated debriefing time: 40 minutes Target audience: Critical Care Interns Location of simulation: Simulation Lab
Physician/s Emergency Contact: Phoebe (daughter). Phone: 555-1210 Allergies: No known allergies Immunizations: Influenza & pneumonia (2 years ago) Attending Physician/Team: Dr. Yost Past Medical History: Glaucoma, hypertension, atrial fibrillation, osteoarthritis, stress incontinence, hypercholesterolemia Social History: Widow for one year; involved in church activities and gardening. Daughter and grandchildren live nearby. Primary Medical Diagnosis: Dehydration; UTI Surgeries/Procedures & Cholecystectomy at age 30 Show this information on the monitor before starting the simulation. Initially just the ECG, once student assesses then add as they assess the BP, temp, SpO2 Make this information available throughout the simulation. Significant Lab Values: Urine Analysis: Color: dark amber, cloudy Specific gravity: 1.050 (normal 1.005-1.035) ph 6.0 (normal 4.5-8.0)
heart rhythm/rate (pt is on a tele monitored floor) Once interns takes vitals then display BP, spO2, temp BP 180/110, P – 100, R – 25 (do not display, want to check accuracy of intern’s assessment); T - 98.4 I’m here. I feel ok. I can’t believe how my life has changed in the past couple of weeks now. Howard died a couple of weeks, no months ago. I can’t remember. Why can’t I remember? Things have changed. I don’t like that; I’ve always been a strong woman. I feel ok and I take a lot of pills – not sure what they all are you can look on the kitchen counter or ask my daughter what they are. Where is Phoebe? I haven’t seen her in 6 years; no one ever comes to see me.” Heart, lung sounds etc. Murmur Rhonchi Identify patient Take vital signs Begins assessment Cue: “I don't think she's been taking her medicine.” 5-10 minutes Complains of headache “Has anyone checked on Pumpkin lately?" Continues assessment Notice elevated BP Role member providing cue: Daughter – 7-8 minutes into scenario