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Strategies to Teach the Concept of Oxygenation

PATTI S. LEGLER, MSN, RNC, CHSE , CNEMARGE CHRISTIANSEN, MSN, RN, CEN

NURSE EDUCATORS: H.E . STUCKENHOFF DEPARTMENT OF NURSING AT CASPER COLLEGE

History, Theoretical Perspectives & Evidence

Using Simulation to Teach Oxygenation: Historical Perspective

u Simulation replaced clinical time u Four scenarios ran simultaneously

u Five-year old with epiglottitis (Tyson)u COPD with exacerbation (Carl)

u Post-op respiratory depression (Linda)u Asthma – SOB – impending attack (Millie)

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Raising the Bar Using For Conceptual-Based Learning:

Using Non-Traditional Pedagogy

u The Neighborhood™ Utilizes:u Storytelling

u Longitudinal case studiesu Interpretive Pedagogy

u To support Conceptual Teaching and Learning(Giddens, 2007)

Storytelling

u Concretizing – helps make abstract or complex subject matter concrete by linking to tangible examples.

u Assimilation – the use of story helps integrate new information with current information (scaffolding) as the story unfolds.

u Structurizing – use of stories in teaching support students in applying concepts they’ve been taught to use in other situations not directly related to the initial context.

Case Study

u Presentation of a case in a clinical context

u Offer specific questions or problems for learners to analyze or address

u Longitudinal case studies provide additional learning opportunities:u Interrelationship among cases (concepts)u Cases are told from the perspective of the patient

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Interpretive Pedagogy

u Represents learning that fosters reflectionu The process of drawing meaning from situations

or experiencesu Stimulates and develops thinking (and learning)

u “Simulation has been increasingly adopted as a teaching methodology in nursing education and is rapidly gaining common ground as a standard teaching strategy” (NLN, 2016, para 1).

u NCSBN Simulation Study showed up to 50 percent of clinical time can be substituted with simulation

u IF

Simulation

Simulation Substituted for Clinical IF:

u Faculty members are formally trained in simulation u Adequate number of faculty members to support

students u Subject matter experts who conduct theory-based

debriefingu Adequate equipment and supplies to create a realistic

environmentu Commitment to simulation program with dedicated staff

members to maintain it on an ongoing basis

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Teaching the Concept of Oxygenation: Jimmy Bley

u Jimmy is 84-years old with COPD and tobacco addiction

u Does not perceive his breathing problems are that bad

u Uses an inhaler but not oxygen dependent

u Has made unsuccessful attempts to quit smoking

Teaching the Concept of Oxygenation: Jimmy Bley

Smoky Air Fills Healthcare Facilities with Patients

Teaching the Concepts of Oxygenation, Perfusion, Infection –

Jimmy Bley

u Jimmy is admitted to ICU with pneumonia and septic shock

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Teaching the Concepts of Oxygenation: Kelsey Young

u Kelsey Young is 7-years old with asthma and allergies

u Her asthma is managed with an inhaler and loratadine

u She is brought to the ER by her mom (Angie) with inspiratory and expiratory wheezing

Teaching the Concept of Oxygenation: Helen Martin

u Helen Martin is 48-years old, marr ied to Gil. Gil recently invited his mother to live with them so Helen is under a great deal of stress and is being treated for anxiety and depression (lorazepam and sertraline). She also has experienced abdominal pain.

u She undergoes a laparoscopic cholecystectomy and receives morphine and onansetron.

Teaching the Concept of Oxygenation: Gary Allen

u Gary Allen is 24-years old with Down’s Syndrome. He lives with his parents and works as a courtesy clerk at a grocery store. He has angry outbursts when his routine is disrupted.

u He was hospitalized for bacter ial pneumonia with increasing oxygen requirements.

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Conclusion

u Neighborhood™ users – please share your ideasu Non-Neighborhood™ users:

u Consider adapting your case studies into longitudinal storytelling to enhance concept understanding

u See unfolding cases at NLN Simulation websiteu http://www.nln .or g/ profes sio nal- devel o pme nt-

programs/teachin g-res ourc es/ agin g/ ace-s /unf old in g-cases

Questions?

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References

u Giddens, J. F. (2007). The Neighborhood: A web-based platform to support conceptual teaching and learning. Nursing Education Perspectives, 28(5), pp. 251-256.u Hayden, J.K., Smiley, R.A., Alexander, M., Kardong-Edgren, S., Jeffr ies, P.R. (2014) The NCSBN Simulation Study: A Longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2) C-1-S64. u Higher Education Academy. (2015). Learning through storytelling. Retr ieved from https://www.heacademy.ac.uk/enhancement/starter-tools/learning-through-storytellingu National League of Nursing. (2016). Simulation. Retr ieved from http://www.nln.org/professional-development-programs/simulation