Transcript Slide 1

Goal 1: Disseminate information on
teaching strategies to ACHNE members
Goal 2: Create new methods for
training in innovative evidenced-based
teaching methods
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Journey from Ad Hoc Committee to
Education Committee over past 3 years.
The Team
Barbara Little, DNP, MPH, RN, APHN-BC, CNE
Eileen Sarsfield, PhD, PHCNS, BC
Pam Ark, PhD, RN
Laurel Janssen Breen, PhD, RN, CNE
Mary Ann Drake, PhD, RN
Diane Ernst, RN, MBA, PhD
Joan Kub, PhD, APHN, BC
Christine L Savage, RN, PhD, CARN
Christine L. Vandenhouten, PhD, RN
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Bonnie Callen, PhD, PHCNS-BC, RN
Derryl Block, PhD, MPH, RN, PHCNS-BC
Barbara Joyce, PhD, CNS, RN
Jayne Lutz, MS, PHCNS-BC, RN
Nancy Brown Schott, MSN, CNS, RN BC
Claudia M. Smith, PhD, MPH, RN-BC
Communication
Epidemiology
Community/Population Assessment
Community/Population Planning
Policy Development
Assurance
Health Promotion & Risk Reduction
Illness and Disease Management
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Information and Heath Care Technology
Environmental Health
Global Health
Ethics and Social Justice
Human Diversity
Coordinator and Manager of Care
Emergency Preparedness, Response
and Recovery
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The entire document
ESSENTIALS OF BACCALAUREATE
NURSING EDUCATION FOR ENTRY
LEVEL COMMUNITY/PUBLIC HEALTH
NURSING
is available at the ACHNE home page
http://www.achne.org
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The Essential
“involves collaboratively
developing interventions and
evaluations that are based on
community population
assessment of health needs and
assets.”
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Collaborates with appropriate participants
in a community project
Participates with community members
and leaders in planning, implementing
and evaluating health interventions
Considers resources & budget in
planning
Plans for process & outcome evaluation
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Assigned Community: School
Assessment: Target population/
NeedsAssessment
Problem:
Intervention: Prom Safety Health Fair
Collaboration: MADD, Fire Dept
Budget & Resources:
Donations (hair, nails,
corsage, cake)
Evaluation: Process &
Knowledge
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Which of the topics applied to you?
Topic
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Talley out of
146 students
Percentage
No Texting and Driving
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45%
Abstinence and Safe Sex
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42%
Safe Driving
59
40%
Smoking
30
21%
Drug and Alcohol Abuse
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16%
Date Rape and Violence
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8%
Assigned Community:
Community Corrections
Assessment:
Target/needs
assessment
Intervention: Tetanus vaccine
Collaboration: Health Dept, Hospital, Facility
Budget & Resources: Vaccine, Marketing,
Consents, Protocols
Evaluation: Outcome/Numbers vaccinated
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The Essential
“encompasses existing and
emerging methods of discovering,
retrieving, and using information
in nursing practice” (ACHNE,
2010, p.376)
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Use the Omaha System (Martin,
2005) to document C/PHN practice in
a clinical setting
Write a blog that reflects on C/PHN
learning experiences
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Use County Health Rankings to
identify and compare county needs
and strengths
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http://www.Countyhealthrankings.org
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Develop an on-line directory of available
resources for a specific health problem
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Illustrate (through screen shots) and
discuss the distribution of a selected
disease using the WHO Global
Health Atlas
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http://apps.who.int/globalatlas/
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Develop a chart illustrating the flow
of information from reporting of a
case of influenza to identification of
an epidemic
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From a short list of non-governmental
consumer websites, evaluate a website
according to criteria
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“refers to the theory and practice of
assessing, correcting, controlling, and
preventing those factors in the
environment that can potentially affect
adversely the health of present and future
generations.” (ANA, 2010, p. 65).
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Complete an ANA independent
study module on Children’s
Environmental Health in Homes and
Communities
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http://nursingworld.org/mods/mod961/ce
hmfullNEW.htm
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Complete ANA independent study
module on Children’s Environmental
Health in Schools
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Conduct a windshield survey of
environmental hazards in a community
after viewing The National Library of
Medicine’s Tox Town
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http://toxtown.nlm.nih.gov
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Complete the “Issues and Principles”
section of on-line module A primer on
health risk communication by Agency
for Toxic Substances and Disease
Registry (ATSDR)
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Conduct an environmental health history
for an adult or child using an interview
tool
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http://www.atsdr.cdc.gov/csem/pediatric/
appendixc.html
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Read the book or review the film about
environmental injustice: book, A Civil
Action, (1995) by Harr, J.; film by same
title (1998). Then reflect on the injustices
and discuss implications for population’s
health status.
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Obtain information about exposure to
environmental chemicals using Fourth
National Report on Human Exposure to
Environmental Chemicals (CDC, 2009)
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http://www.cdc.gov/exposurereport/
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Ten Americans
This is not on the Handout
8 minute video
Produced by ewg,org
Video is on U tube
See who the 10 Americans are
worth watching
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Use chemical exposure data to identify
potential chemical hazards within a selected
population or neighborhood.
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Assess household products for
ingredients that can have human health
effects after viewing the U.S.
Department of Health and Human
Services Household Products data base
http://householdproducts.nlm.nih.gov/
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fespan
Using Environmental Working Group’s
Skin Deep website, identify student’s
personal care products with ingredients
that can have human health effects
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http://www.cosmeticsdatabase.com/
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Check the internet to see if your local or
state health department has a website.
See if there is a division of
environmental health; describe what it
does and what professionals are
employed.
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Develop an educational lesson plan using
information from either
Environmental health: Healthy Homes II Asthma
Project website
Safety issues: Designing and Building Healthy
Place website
Safety issues: National Safety Council website
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http://www.kingcounty.gov/healthservice
s/health/chronic/asthma/past/HH2.aspx
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http://www.nsc.org/Pages/Home.aspx
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Please share…
Your successful teaching
strategies (gems)
Some less successful examples
of teaching strategies (bloopers)
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Eileen Sarsfield, PhD, PHCNS, BC
Marymount University
Arlington, Virginia
Using Case Studies
A case study is a description of an actual
situation or event involving a decision or a
challenge.
Features of a case study:
Based on real life scenarios
Open ended questions
Students use theoretical concepts and/or
ethical decision models to solve the problem
Effective in encouraging critical thinking
Popil, 2011
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Using Case Studies: Strengths
Offers students opportunities to solve real life
problem situations
Stimulates the practical application of
knowledge and theory.
Increases retention of learning
Most effective when used in complex
circumstances requiring problem solving
Enhances understanding of moral dilemmas (Cagle,
2006)
Promotes active learning which encourages
critical thinking
Hoffman,
2008; Popil, 2011
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Using Case Studies: Limitations
Developing cases can be difficult and timeconsuming; consider using published cases
Requires the use of good
questioning/facilitating skills
Poor student preparation may decrease class
learning
Students who prefer didactic methods of
learning may be frustrated.
Rowles &Brigham, 2005
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Using Case Studies: Teaching Tips
Encourage an open, non-judgmental
environment
Summarize the key points so students learn the
most important concepts
Be willing to consider alternative
discussions/answers
“I hadn’t considered that approach” ; “Lets discuss it
further”
Engage all the students in the discussions;
correct misconceptions
Develop a visual plan (i.e. on a whiteboard,
concept map) to organize the responses.
Hoffman, 2008
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Step by Step Review of Strategy
Submission (see form)
1. Relevance to Public Health Nursing
Competencies
2. Topical Area
3. Learner Level/s
4. Learner Setting/s
5. Strategy Type
6. Learning Goals/Objectives
7. Estimated time for students to complete the
activity
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8. Strategy Overview and
Directions for Students
Before Class
Step 1. Read Chapter 11 in Lundy & Janes,
Ethics and Health (2009) and The
Precautionary Principle, Public Health, and
Public Health Nursing article (Chaudry, 2008).
Step 2. The case studies document is posted
on Blackboard 2-4 weeks prior to class.
Students are assigned or can self select a
case.
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8. Strategy Overview and Directions
for Students- cont.
In Class
Step 3. a.)The students who chose the same case
meet briefly to discuss the case and identify the main
issues. b.) PowerPoint presentation on the principles
of public health ethics. c.) Students break into their
groups, identify a recorder/reporter, answer the
discussion questions and presents their answers for
further discussion and questions. d.) The instructor
facilitates the discussion and summarizes key points.
After Class
Step 4. The students use the case discussion
questions, the readings and the PowerPoint to study for
the test.
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9. Resources Needed
The text book by Lundy & Janes or any other text
that presents information on public health ethics.
The article by Chaudry (2008) which is easily
available through university library databases.
The three case studies in public health ethics for the
students.
Power point presentation which is an introduction to
the topic of ethics and public health nursing.
Case studies can also be found in Coughlin,
Soskolne & Goodman (1997) or on web sites such as
http://sciencecases.lib.buffalo.edu/cs/collection/
1.
2.
3.
4.
5.
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10. Methods for Evaluating
Student Learning
Evaluation is based on:
• The analysis and depth of their small
group presentations
• The use of the ethical
principles/decision models as a
framework for answering the discussion
questions.
• An exam included two short essay
answers based on the case studies.
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References
Cagle, C.S. (2006). Student understanding of culturally and
ethically responsive care: Implications for nursing curricula.
Nursing Education Perspectives, 27 (6), 308-314.
Hoffman, J.J. (2008). Teaching strategies to facilitate nursing
students’ critical thinking. In M. Oermann (Ed.) Annual
Review of Nursing Education, 6, pp. 225-235. NY: Springer.
Popil, I. (2011). Promotion of critical thinking by using case
studies as a teaching method. Nurse Education Today, 31,
204-207.
Rowles, C.J. & Brigham, C. (2005). Strategies to promote critical
thinking and active learning. In D.M.
Billings & J.A. Halstead (Eds.), Teaching in Nursing: A Guide for
Faculty (pp. 283-315). St Louis, MO: Elsevier Saunders.
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Giving Students Voice, in
Different Ways…
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

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VoiceThread is a collaborative,
multimedia tool that allows
students to navigate and converse
around images, documents and
videos.
(Voicethread.com)
Students/Faculty can telephone in,
create and upload a video , upload
an audio file and/or type in a
comment.
You can build on topic using
diverse forms of media as you
move through the semesteradding more pages.
Ethics and Community/Public
Health Nursing
Christine Vandenhouten, PhD, RN
University of Wisconsin, Green Bay
Editor: Innovative Teaching Strategies
Share your expertise and resources
Include as a peer-reviewed scholarly
submission on your resume and annual
review
Invigorate your teaching
Join us at the Poster Session
Chat with reviewers/ members of the
Education committee to bring your strategy to
print!!
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Complete the form on the webpage
http://www.resourcenter.net/Scripts/4Disapi8.d
ll/4DCGI/members/index.html
Submit your proposals to Dr. Christine
Vandenhouten at [email protected]
Peer review process
Published to the website
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