From Boring to Learning: Engaging Strategies

Abstract

The task was given to revise a four hour mandatory class that had been presented in strictly lecture format using computer generated slideshow with the objectives of the nurse being able to recognize and intervene on the patients’ behalf when their condition deteriorated. Lecture with active learner engagement strategies have shown to facilitate learning (Billings & Hastings, 2015). This presenter designed an interactive class utilizing teaching strategies of role play, case studies, small group activities, and audience response system to reach the various adult learning styles (Billings & Hastings, 2015) and experience levels of the target audience of direct care nurses with the goal of facilitating critical thinking and reasoning (Gaberson, Oermann, & Shellenbarger, 2015). Ineffective communication amongst various healthcare personnel has been linked to poor patient outcomes (Joint Commission on Accreditation of Healthcare Organizations, 2011) therefore this was a focus of the activities. Since nurses are pivotal players in communication (Nolan & Carmack, 2015), role playing (DeNisco & Barker, 2013) was utilized to demonstrate communication styles between the newly licensed nurse, seasoned charge nurse, and licensed vocational nurse. Case studies were used in which groups practiced interdisciplinary communication to present their recommendations to other members of the healthcare team. This encouraged participants to formulate what they would communicate using SBAR format. Audience response system or polling (Gaberson, Oermann, & Shellenbarger, 2015) was utilized to assess participants’ knowledge of current hospital wide emergency orders available. Surprisingly between 25-50% of the participants were not aware of emergency orders that were available for them to implement. Content of this class remained as before yet injecting interactive activities each hour of the class assisted the participants to be more engaged. Electronic evaluations at the conclusion of the class revealed participants increased satisfaction with the activity learner strategies and self-reports of practice changes the participants would implement.