innovation in teaching note placeme… · deconstructing the teaching and learning processes of an...
TRANSCRIPT
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Innovation in Teaching The Teacher Inside the Patient
‘Keeping nurses in practice through supportive strategies’
Mask–Ed (KRS Simulation)
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Placement & Preceptoring – growing nursing numbers
West Midlands Workshop
Professor Kerry Reid-Searl (CQUniversity Australia)
Lea Vieth (Consultant Mask Ed (KRS Simulation)
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WARNING THIS PRESENTATION DOES SHOW GRAPHIC IMAGES OF NUDITY WHICH MAY BE CONFRONTING TO INDIVIDUALS. PARENTAL GUIDANCE IS REQUIRED IF MEMBERS OF THE AUDIENCE UNDER AGE.
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Were you engaged?
Did you feel, relate, remember, connect?
©Reid-Searl K 2014 CQUniversity Australia
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What learning could this been
linked to?
Consider nursing students
Consider graduates
Consider nurses
returning to practice
©Reid-Searl K 2014 CQUniversity Australia
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Key messages Wisdom of the
patient…through their eyes
Strategies of support as a
preceptor
Empathy
Belonging
Patient safety
Competence
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But Stanley’s story has more…..
©Reid-Searl K 2014 CQUniversity Australia
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Patient safety Falls
Risk assessment
Communication Medication
Safety
Hearing the patients story
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But this is simulation
Realism
©Reid-Searl K 2014 CQUniversity Australia
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The CQUniversity Experience
Types
High tech to low tech
Audience
Undergraduates
Return to practice
©Reid-Searl K 2014 CQUniversity Australia
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Challenges for the RTPRN
Time away
The pace
Finding a placement
Fear
Not a pair of hands
Old and New Knowledge/
research
Fitting in
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Challenges for the Preceptor
Time away
The pace
Attitudes of others
Wisdom
Fitting in
Acceptance
The younger
preceptor
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The Australian Context
Preceptorship
• Limited clinical placements
• Cost of placements
• Quality of clinical placements
• Clinical hours required
Creating simulation that fits
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So is MASK ED™
MASK-ED™ (KRS simulation) • What is it ?
©Reid-Searl K 2014 CQUniversity Australia
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Core Elements
The character
The educator hidden
3 way interplay
No rehearsed scripts
Teachable moments
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The Gift of the Character
A platform for teaching
There for a purpose/ a gem
Separates teaching and assessing/removal of power imbalance
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Framework is followed
Masking preparation
Assessment of readiness
Simulation in action
Know how in action
Evaluation in action
Debrief
©Reid-Searl K 2014 CQUniversity Australia
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The Hidden ‘Miracle’ of Mask-Ed
©Reid-Searl K 2014 CQUniversity Australia
Embodiment
Social territory
The untouchable
The truly awful
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Embodiment
How a person experiences their life through their body
When our body fails someone else has to do for us what we would normally do in private
We relinquish control of our lives in a foreign environment to a stranger- a nurse
©Reid-Searl K 2014 CQUniversity Australia
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In order to achieve this
the nurse needs to develop
An awareness of their;
• values
• fears
• taboos
• potential awkwardness
• issues relating to sexuality
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The vulnerability of characters evokes a response in learners
The flow on effect is that the educator behind the character can help learners manage their own responses so that they can learn emotional intelligence and begin to connect within professional boundaries.
©Reid-Searl K 2014 CQUniversity Australia
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The educator and character can respond to:
Tears
Repulsion
Awkwardness
Confronting taboos related to intimate spaces
Personal & cultural taboos/ challenges
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Hear Muriel’s Story
Cancer
Dependent but proud
Vulnerable
Connecting
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©Reid-Searl K 2014 CQUniversity Australia
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Challenges Ethics
Vulnerable learners
• Life experiences
• Unexpected
• Is this for me?
Feeling safe
Culturally challenging
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Applications of
Mask-Ed (KRS Simulation)
Teaching Research
Resources DVD’s
Assessment
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Assessment
Authentic assessment
• Examples to assess competency
• Written assessment
• Exam and scenarios
• OSCE’s
Clinical challenges
• The challenged RTPRN
• The challenging RTPRN
• Mask Ed Application
• The relationship
• The educator inside the patient
©Reid-Searl K 2014 CQUniversity Australia
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Risks In the wrong hands
Watering down the pedagogy
Assessing as opposed to teaching
Not following the frame work
Harm to students/learners
Misunderstood public perception/social media
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Where now?
Workshops
Web site/ TEDx Talk
On Line Modules
Mask Ed Conference Oct 16
Research/publications
Research higher degree students
Validation with Awards
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©Reid-Searl K 2014 CQUniversity Australia
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Pup-Ed™ (KRS simulation) is a teaching technique where
puppets are worn by a wearer who is an informed
professional.
©Reid-Searl K 2014 CQUniversity Australia ©Reid-Searl K 2014 CQUniversity Australia
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©Reid-Searl K 2014 CQUniversity Australia ©Reid-Searl K 2014 CQUniversity Australia
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Types of Puppets
Living
Patient
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Teaching
HRE
Distraction therapy
Supporting children
emotionally
Fun
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Meet our Puppets
Tommy Florence Harry
Frankie
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©Reid-Searl K 2014 CQUniversity Australia ©Reid-Searl K 2014 CQUniversity Australia
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Acknowledgements • CQUniversity
• Rusty Slusser
• Judy Applegarth
• Collette Le Page
• Marketing team at CQUniversity
©Reid-Searl K 2013 CQUniversity Australia
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Citations • McAllister, M, Levett-Jones, T, Downer, T, Harrison, P, Harvey, T, Reid-Searl, K, Lynch, K, Arthur, C, Layh, J, Calleja, P, 2013,
‘Snapshots of simulation: Creative strategies used by Australian educators to enhance simulation learning experiences for nursing
students’, Nurse Education in Practice, vol., pp. 1-6, http://dx.doi.org/10.1016/j.nepr.2013.04.010
• McAllister, M, Reid-Searl, K, Davis, S, ‘Who is that masked educator? Deconstructing the teaching and learning processes of an
innovative humanistic simulation technique’, Nurse Education Today, vol. 33,pp.1453-1458.
• Kable, A, Arthur, C, Levett-Jones, T, Reid-Searl, K, 2013, ‘Student evaluation of simulation in undergraduate nursing programs in
Australia using quality indicators’, Nursing and Health Sciences, vol.15, pp.235-243.
• Lane Krebs, K, Reid-Searl, K, & Heidke, P. 2012, 'Administer one puppet PRN', Australian Nursing Journal, vol. 19, no. 8, pp. 43-43.
• Brown, RA, Guinea, S, Crookes, PA, McAllister, M, Levett-Jones, T, Kelly, M, Reid-Searl, K, Churchouse, C, Andersen, P, Chong, N &
Smith, A. 2012, 'Clinical simulation in Australia and New Zealand: through the lens of an advisory group', Collegian: Journal of the Royal
College of Nursing Australia, vol. 19, no. 3, pp. 177-186. http://dx.doi.org/10.1016/j.colegn.2012.05.002
• Reid-Searl, K, Happell, B, Vieth, L, Eaton, A. 2012, 'High Fidelity Patient Silicone Simulation : a qualitative evaluation of nursing students
experiences', Collegian: Journal of the Royal College of Nursing Australia, vol. 19, no. 2, pp. 77-83,
http://dx.doi.org/10.1016/j.colegn.2011.09.003
• Kable, AK, Arthur, C, Levett-Jones, T & Reid-Searl, K. 2012, 'Student evaluation of simulation in undergraduate nursing programs in
Australia using quality indicators', Nursing & Health Sciences, vol. 15, no. 2 pp. 235-243, http://dx.doi.org/10.1111/nhs.12025
• Brown, R, Guinea, S, Crookes, P, McAllister, M, Levett-Jones, T, Kelly, M, Reid-Searl, K, Churchouse, C, Andersen, P, Chong, N, Smith,
A. 2012, 'Clinical simulation in Australia and New Zealand: Through the lens of an advisory group.', Collegian: The Australian Journal of
Nursing Practice, Scholarship and Research, vol.19, no.3, pp. 177-186, http://dx.doi.org/10.1016/j.colegn.2012.05.002
• Reid-Searl, K. Happell, B, Vieth, L, Eaton, A. 2011. The Educator inside the patient: Students insights into high fidelity silicone simulation.
Journal of Clinical Nursing, vol 20,19-20, pp.2752-60
• Reid-Searl, K. Happell, B. Vieth, L. Eaton, A. 2011, High fidelity patient silicone simulation: a qualitative evaluation of nursing students'
experiences. Collegian. vol 19, pp.77-83 .
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Any enquiries:
Contact
Kerry Reid-Searl
Ph 49309741