Utilizing Blended Learning to Improve Efficiencies

1. Utilizing Blended Learning to Improve Efficiencies Debra A. Allan Danforth, MS, ARNP, FAANP Director of the Charlotte E. Maguire, M.D. and Tallahassee Memorial HealthCare Clinical Skills and Simulation Center Associate Professor Florida State University, College of Medicine Virginia Henderson and Billye Brown Fellow

2. Description:  • Implementing blended learning can reduce costs, enable training of more people in less time and contribute to standardizing the education delivered across teams and departments. By utilizing combinations of various education methods such as self directed cognitive learning with  psychomotor hands on simulation, blended learning can work together to create high level efficiencies in education delivery.

3. Learning Objectives: 1. Determine the goals of continuing education in health care 2. Identify different learning styles and how different forms of e-learning and simulation can address each. 3. Discuss simulation design based on some best practices in simulation education. 4. Discuss how blending eLearning and simulation can improve efficiency and effectiveness resuscitation training programs.

4. Nursing Objectives: • 1. Describe different learning styles and how different forms of e-learning and simulation can accommodate each of them • 2. Discuss simulation design based on some best practices in simulation education.

5. Faculty Disclosure • I have a partial faculty conflict • Laerdal paid for travel to conference

6. What is Blended Learning? • There no consensus on a single agreed-upon definition for blended learning. The terms “blended” “hybrid” and “mixed–mode” are used interchangeably in current research literature • A blended learning approach combines the best of face to face classroom methods with computer-mediated activities or simulations to form an integrated instructional approach leading to flexibility • By the year 2013, 7 in 10 school will have 40% of their courses with blended learning

7. What is Blended Learning? • According to research shared at the ALN Conference Workshop on Blending Learning & Higher Education November 17, 2005, there is evidence that a blended instructional approach can result in learning outcome gains and increased enrollment retention (http://www.uic.edu/depts/oee/blended/workshop/bibliography.pdf) • Cameron, B. (2003). The effectiveness of simulation in a hybrid and online networking course. TechTrends, 47(5), 18-21. • This research compared students’ performance on simulation-based courses and static graphic representational teaching of the same courses content in an online learning environment. Results indicate that interactive learning tools, such as simulation, have the potential to increase student motivation and learning in an online environment.

8. Standardized Patient • According to the Association of Standardized Patient Educators (ASPE) a standardized patient is a person trained to portray a patient scenario, or an actual patient using their own history and physical exam findings, for the instruction, assessment, or practice of communication and/or examination skills of a health care provider.

9. Review of Literature: Standardized Patients (SPs) • Nursing education has historically been challenged with the problem of how to objectively evaluate clinical performance. • The National Organization of Nurse Practitioner Faculties (NONPF) has developed guidelines for evaluation of nurse practitioner’s in interpersonal, communication, history-taking, physical examination and clinical decision making skills. • Utilizing standardized patients (SPs) in education has been shown to be a powerful teaching and evaluation tool in medical education and is currently being adopted by undergraduate and graduate nursing programs.

10. Review of Literature: Standardized Patients (SPs) • Utilizing SPs in education allows faculty to develop patient-centered scenarios designed to meet specific curricular objectives. • SP interactions require students to apply classroom knowledge and clinical skills to real life situations. SPs in education allow control of the complexity of the clinical problem while providing students with patient experience in the health and medical sciences in a safe and supportive environment • Literature reports that faculty and nursing students find SP encounters to be realistic, challenging, and a worthwhile experience.

11. Simulators vs. Standardized Patients

12. e-Learning

13. How to use Products • Laerdal provides eLearning courses for such products as: • VitalSim • SimMan 3G • SimNewB

14. Healthcare Providers Course (BLS) • eLearning courses are delivered in one, two or three parts. HeartCode BLS • Part 1. Upon successful completion of the online portion, including the written exam, students receive a Part 1 certificate of completion, which must be presented for parts 2 and 3. • Part 2*, a hands-on skills practice session with an AHA BLS Instructor or using a voice-assisted manikin (VAM) system • Part 3*, a skills test with an AHA BLS Instructor or using a VAM system • *Parts 2 and 3 should be completed in one “skills practice and testing” session. • http://www.youtube.com/watch?v=SYc8NKVlKn8&feature=player_embedded

15. Hybrid

16. Simulation Case SP SP • Interprofessional • SP (voice of simulator or significant other) • SP interviewed and then assess on manikin

17. Case Materials

18. Script

19. Harvey Utilization • Undergraduate • Vital signs • Location of heart sounds • Nurse Practitioner or Medical programs • UMedic Program • Student instructions with case presented then listen to heart sounds • Scenario with standardized patient and then listen to heart sounds for diagnosis

20. Harvey Utilization • Hybrid Harvey_Sam Jones Video Clip.wmv

21. Infant Simulation

22. Utilizing Blended Learning With The Female Exam

23. Material online • Students observe • Camatasia or Elluminate • Observe a video on clinical breast exam • Palpation • Pressure • Pattern • Perimeter • Position

24. Self Practice in Center • Come to center to practice • On simulated breast (superficial, medium and deep) • On breast pad (simulating breast exam and receiving instant feedback) • On pelvic (inserting speculum)

25. Meeting the Patient for Interview • Students go to the center and start with a focused history with their patients. • Patients are dressed in street clothes.

26. Practicing Breast Exam on Simulated Breast • Go to the next room and practice the techniques on simulated breast with lumps

27. 5 Ps of CBE or SBE • Practice the 5 Ps • Palpation • Pressure • Pattern • Perimeter • Position

28. Annie practice with positioning • Practicing placing Annie in the different positions and walking thru teaching.

29. The exam • When go back in room women are already in gowns and ready for breast and pelvic exam

30. Results to interpret • Students will receive a picture of what they observed • If available will also give a picture of a slide to interpret

31. Patient Teaching and Closure • Students will write script for patient • Students will find a patient teaching either from the internet or their PDA’s • Closure with patient.

32. SP Feedback • Students go back in and SP gives feedback on procedure, technique and demeanor.

33. Mama Natalie

34. Implicationsfor Healthcare Providers: • Allows students to do on their own time (adult learners) • Allows assessment of clinical competence • Allows assessment of curriculum effectiveness

35. Thank You!Questions???? debra.danforth@med.fsu.edu (850) 645-7123