You Tube Learning Methods

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

We decided to use this method to convey the information, because the nurses on this floor are very busy taking care of sick patients. We felt it would be more convenient for them to look at the information, while they had a minute or two to themselves. To evaluate whether the teaching was effective, we created an evaluation sheet for the nurses to fill out. Some of the questions ask were: if the information was relevant to them in practice, how well the poster displayed the teaching data, how well the poster explained the need for injection rotation and to rate the overall teaching. Most of the nurses answered that they felt like the information was useful to them. However, there were a few that said the information was not that useful to them on that particular floor. The nurses, who did not feel the information was useful to them, thought the information would have been more useful to nurses on a regular floor such as the Medical

How can I use my preferred learning style to my advantage at school (especially in subjects I find challenging)?

Patient teaching is an essential part of the healing procedure. Deliberately knowing how to diet, exercise and sleep can have an impression on the patient’s physical and mental health and this is a vital tool to uphold one’s health and vitality.

I observed the documentation process from week -2 in my clinical setting and through reading the related documents I gained theoretical knowledge of documentation . I week -4 I did the the return demonstration of documentation with my instructor successfully and started the documentation process in clinical and developed my communication skill . I think my learning plan helped me to achieve this goal . When I started this semester I wanted to learn about the wound care . To achieve this goal I observed the techniques of wound care in week -10 demonstrated by my instructor and reviewed the related resources of wound care . In week -11 I was successful in return demonstration of wound care and evaluated by my instructor . The plan I made

My experience with the live demonstration left me with mixed feelings. After 10 weeks in the classroom I have gained a lot of information but most of all learnt several effective communication skills to use in different situations when interacting with people. However, sitting face to face with someone where I am playing the role of a professional counsellor; is a bit frightening. During the session I tried to pay attention to the person in front of me

“Curricula must be aligned with the practice setting (Veltri, 2012). At this time all staff will be handed out a step by step book with screen shots on how to operate the new EMR. This includes opening a patient’s chart, accessing medications, past medical records, and any progress or clinical notes. To accommodate all different types of learning styles to individuals these training sessions will also be recorded for staff to view multiple times or at any time. “Because the purpose of clinical learning is to foster application of theory to practice, clinical learning activities should be related to what is being taught in the classroom” (Gaberson, 2012). Teaching sessions will be mandatory for all staff and their will be make up classes the next week for the individuals who will be off the days of the sessions. A copy of the step by step booklet will also be emailed a power point presentation that they can save to their desktop so they can reference back if they develop any questions. “The lecture method presents information effectively; creative strategies provide diversions that reinforce key material or area of emphasis” (Herman, 2008). During the week there will be small quizzes staff need to take and receive an 90% or higher to show compensates in the EMR system. If someone fails to achieve this percentage they will attend the class again with another quiz at the end of the day. At the end of the week comprehensive test will be given as well and the same 90% grade. The test is very important as it will ensure that staff is able to chart and document in the appropriate section, know where to find vital information such as medications, past medical and surgeries history. Staff who achieves thee highest percentage will have the opportunity to become “super users”

The current workflow my unit employs to educate patients regarding their chronic condition is inadequate. Because of busy patient assignments, I usually have very little opportunity to ensure that patients thoroughly comprehend their care needs. Essentially, we use what is referred to as teach back. This entails the nurse teaching the patient about proper management of his or her health condition. Once the educational session is complete, nurses ask patients to explain to them what they have learned. Perhaps this method of teaching might be effective if I had time to perform the actual teaching; however, I have very little opportunity to do so and there are no signs that this dilemma will change anytime soon. Instead of spending adequate time with patients and providing a thorough educational experience, I am inundated with unskilled tasks. Therefore, my patients leave the hospital with very little understanding of their treatment regimen. Moreover, many of these patients are readmitted to my unit within 30 days. Consequently, hospitals are penalized by third-party payers when this occurs (See Appendices A).

Kathryn Ramos and Robyn Mayfield, in the education department at GHC, were contacted via email for methods/techniques to improve presentation of patient education. A meeting was scheduled. The following questions were communicated through email: Best practice for presenting education to adults especially 65 years and up; education materials available at GHC either written, internet, or otherwise; best practice for written information; other possible sources of information on education to the elderly (65 years and up); any other information you think would be beneficial.

What is one thing that you taught your patient? Why did you pick this topic? Was your teaching effective? Why or why not? What could you have tried to do differently to be more effective? Did you document your teaching? One thing that I taught my patient was that his opioid medications are what are causing him to be constipated. This topic came up because he mentioned to me that he hasn’t had a bowel movement for a few days now. I notified the nurse about the patient being constipated, as well as, I educated my patient on importance of continuing to notify a nurse about being constipated. My teaching was effective because the patient continued to notify the nurse and received Senna. I thought my teaching was

This educational session would be held at the Centra PACE facility. This education session will consist of a two hour class. The Medical Director of the Centra PACE agreed to conduct the training for the staff.

Hi Daryl, Lusia, Latrida thank you all for reading and paying attention to my presentation. Lusia I truly agree with your scripting as “I want to make sure I have explained it correctly” ..is the teach back questionnaire tip which I added to my appendix ,I didn’t use that in the presentation .Those teach back tips actually eliminates patients anxiety during the educational section as well gives a rational for the questioning about the topic .Latrida ,as of your question for CADD pump the instruction from company is the instruction manual ,that is too much information for the user may be as a programmer we could use that ,for patient education we use our education center provided concise education materials and video watch for the patient .My

First, we showed her images of the exercises. As we were showing the pictures of the exercises we were telling her step by step on how to perform it at the same. For example, “this is the picture of ankle pumping exercises. First, you have to bend your ankle then move it up and down. Patient was able to perform that. However, on the second exercise, the straight leg exercise when we were showing her the picture and telling her what to do step by step. She could not get it. What we did was we demonstrated to her the skill and she repeated it afterwards. This as a result tells us that patient learn better by explaining the skill how to do it and also showing her exactly what to do. Showing her the images did help but not so much. Showing her video would probably the best option rather than the images. Different senses were used such as sight by showing her images and modelling the skills for her and hearing by explaining to her what to do. To enhanced her learning, we used multiple strategies for teaching. Based on our assessment, the client learn was more like a visual

The teaching plan can be tailored to the needs of the patients who will be attending the classes. It can be tailored to the patient’s abilities, developmental stage and learning styles. The teaching plan can be a combination of lecture format, handouts, videos, powerpoint presentations, demonstrations and group discussion. The fee charged for the teaching program has to be determined by the person, group or facility offering the teaching program. Many insurances do not reimburse for this type of education. This has to be taken into consideration with the intended audience.