Post on 26-Nov-2021
Utilizing Deliberate Practice
Sue Kerr, MSN, RNJosie Scott, MSN, RN
Disclosures
Conflict of InterestSue Kerr MSN, RN Nursing Instructor, Francis Tuttle
Technology Center reports no conflict of Interest.Josie Scott MSN, RN Simulation/Skills Lab Coordinator,
Metro Technology Center reports no conflict of Interest.
Objectives Today’s learner will be able to:1. Describe how to use deliberate practice and peer coaching as a part
of the flipped classroom model.2. Describe how to integrate a lab simulation scenario, utilizing
deliberate practice, into realistic patient situations creating meaningful learning and building critical thinking skills.
3. Describe how to incorporate EHR and/or documentation concepts into deliberate practice through the flipped classroom model and lab simulation.
Research “To retain skills and become competent in performing them,
students need to continue practice beyond their initial instruction and assessment, and as teachers we need to plan for those practice sessions” (Oermann, et al. 2014). “Utilizing a “flipped classroom” approach, instructors are able to
successfully assist their students in absorbing and synthesizing materials” (Schwartz, 2014).“By incorporating DP and mastery learning in the skills lab,
students gain greater confidence and knowledge that are transferable to the bedside.” (Gonzalez, et all. 2017).“Using deliberate practice, the learner actively works to improve
personal performance in skills, knowledge, and procedures “ (Clapper, et al. 2012).
Creating Stations With Content Specific Fundamental Respiratory Objectives Using Deliberate Practice
Class Size: 24 students Group Size: 6 students Total Time: 3 hoursPre-Planning: Homework
(PPT/video) Packet instructions: 5 min. Station Time: 20-30 min. each
stationPre-briefing/instruction: 10 min.
(before each station start time)Debriefing and Q&A session: 35 min.
(typically divided between each station rotation)
Stations**Students place nasal cannula on a partner and wear the NC for the remainder of the activity/stations
Station #1: Lung sounds (includes understanding of condition/treatment)Station #2: Incentive Spirometry – Peer TeachingStation #3: Applying Oxygen (to include pulse oximeter) –
Peer Teaching Station #4: Documentation (as assigned by EHR family
member/scenario)
**Stations satisfy skill check off requirements for pulse oximetry, applying nasal cannula & oxygen mask, and Incentive Spirometer patient teaching.
Bringing Deliberate Practice To Life Through Simulation
Class size: 24 studentsSim group size: 6 students Total Time: 3 hours Pre-briefing/prep: 1 hour Simulation: 15 min. each
groupDe-briefing: 1 hour
Utilizing Deliberate Practice in Multiple Patient Simulation
Focus is on Assessment and Medication AdministrationPreplanning EssentialBuilding Simple to more
complex simulations Debriefing: Linking Disease
processes with assessment, labs and medications.
Deliberate Practice: Assessment Skills Normal vs. Abnormal
Critical Thinking in Medication Administration
Debriefing: Bringing it all together
Simulation- Small Groups vs Clinical Group
2 Students/Group
1 Facilitator and 1 Assistant/Instructor2 Students/4 Patients45-55 Minute Simulation45-60 Minute Debriefing
Clinical Group of 8
1 Instructor/Facilitator8 Students2 or 4 Working Simulators as
Patients4 As Nurses (work in pairs)2 utilizing checklistSwitch for second scenario
References• Clapper, T. C. & Kardong-Edgren, S. (2012, March). Using deliberate
practice and simulation to improve nursing skills. Clinical Simulation in Nursing, 8(3), e109-e113. doi:10.1016/j.ecns.2010.12.001.
• Gonzalez, L., & Kardong-Edgren, S. (2017, January). Deliberate practice for mastery learning in nursing. Clinical Simulation in Nursing, 13(1), 10-14. http://dx.doi.org/10.1016/j.ecns.2016.10.005
• Oermann M.H., Molloy M.A., Vaughn J. Use of deliberate practice today. (2015) Nurse Education Today, 35 (4) , pp. 535-536. http://dx.doi.org/10.1016/j.nedt.2014.11.007
• Schwartz, TA. Flipping the statistics classroom in nursing education. J. Nurs Educ. 2014; 53(4): 199-206.
Contact Information
Josie Scott, MSN, RNJosie.scott@metrotech.edu
Sue Kerr, MSN, RN Sue.kerr@francistuttle.edu