|Time||Tuesday, May 21st|
|Pre-conference: Creating a Virtual On-line Game- Day 1 (Room: CCS 252)
(Breakfast 0830-0900, Lunch 1200-1300)
This 2-day pre-conference workshop immerses nursing faculty in the process of developing a virtual simulation game (VSG). Participants will develop learning outcomes, create game decision points and rationale, write a filming script, film video game clips using a Go-Pro camera and iPhone, and learn about assembling a game using the CAN-Sim VSG template which uses Articulate software. Participants will have access to the final assembled game created during the workshop.
|Wednesday, May 22nd|
|0830-1600||Pre-conference: Creating a Virtual On-line Game Day 2 (Room: CCS 252)|
|1800-2100||Welcome Wine Reception and Vendor Representative Tables (Room: EME foyer level 0)
Enjoy a glass or two of red or white wine, appetizers, and mingle with friends and new acquaintances!
|Thursday, May 23rd|
|0800-0900||Breakfast/Registration/Vendor presentations (Room: EME foyer level 0)
Check-in at front doors of EME building, level 1
|0900-0915||Conference Welcome: Conference Chair – Colleen duManoir, MSN, RN (Room: EME 1101)|
|0915-1030||Keynote speaker: Dr. Peter Newbury
There and Back Again with Experiential Learning (Room: EME 1101)
Experiential learning is at the heart of health science education. Students engage in authentic, hands-on tasks and the post-activity debriefing is just as important as the high-fidelity simulations. Clearly it works. But why- what’s the foundation on which these lessons are built? We’ll follow the path from experiential learning to the underlying evidence about teaching and learning and then back again, this time flying the “evidence-based instructional strategy” flag.
Skills Skills Revolution: Moving From Tradition Toward Evidence-Informed Psychomotor Skills Teaching
Martha Russell & Jan Meiers
In this presentation, we explore the evidence that informs psychomotor skills teaching, learning, and evaluation in baccalaureate nursing programs. This is an evolving area of nursing education where current practices are often based on historic approaches that have little research to support them. Evidence on efficacy of approaches is hard to find, and research is generally of poor quality due to challenges with outcome measurements. As our site moves toward curricular revision, we are committed to implementing practices in skills teaching/learning that are evidence in formed. A thorough examination of the literature revealed a number of pedagogical strategies that support students to become safe and competent practitioners, and that allow for psychomotor skills mastery. We will share a proposed skills learning framework that supports a transition from tradition to evidence-informed teaching practices.
Growing Together: Innovative Teaching
Workshop participants will gain inspiration in two areas related to innovations in teaching and optimal student learning in this practical and interactive session: i) a teaching practice called Experiential Learning Tasks (ELTs) and ii) teaching practices, approaches and course modules to foster student health and academic success. HEAL 100 ~ Principles of Health and Wellbeing, is an elective course focusing on building student resiliency, health knowledge and skills, and academic success. It was developed and implemented and has been evaluated for the above-mentioned outcomes, as well as for teaching approaches and content. The opportunity for students to experience, apply and build skills is critical yet often challenging in lecture-based and on-line courses. ELTs, including meaningful reflection, is one
|1245 –1330||Concurrent Session 2||
Patient Safety Horror Room: A Creative Way To Teach About The Hazards In Healthcare
Vanessa Wiebe & Colleen duManoir
The Canadian Patient Safety Institute partnered with health care providers and health care delivery experts across Canada and created the Patient Safety Competencies, (PSCs), (2009). In order to bring these competencies to life in an experiential learning situation, an acute care patient simulation was presented to students which challenged them to seek and find all the safety errors present in the patient’s room. In groups of 4, the students receive a verbal report from the ‘night RN’, then start reviewing the patient chart and kardex, discuss their findings, and enter the room to assess the patient and search for safety hazards. These could fall into any of the 6 domains of the PSCs: Contribute to a culture of patient safety, teamwork, communication, manage safety risks, optimize human and environmental factors and recognize, respond and disclose adverse events. In this presentation we will discuss the research behind this creative approach to learning, review the process of setting up this experience, and share our evaluation of the activity with future plans for modification.
Using Audience Response Systems to Enhance
Teachers are often seeking out new and innovative ways to engage students in learning, whether in the classroom, lab, or in practice. Although audience response systems have been around for years, newer programs have features that can help make learning fun, solve classroom management problems, and allow students to develop critical thinking skills. Conference participants will have the opportunity to try and compare Kahoot and PollEverywhere; and learning applications will be discussed.
|1345-1415||Break/Vendors CPR challenge with Laerdal qCPR mannequins in EME level 1 foyer|
|Concurrent Session 3||
Bringing Creativity into the Lab, a Hands-on Experience
Being creative in the nursing lab provides many valuable and enriching learning experiences for nursing students at the University of British Columbia Okanagan. In year two, students have the opportunity to perform a simple no-touch dressing change using a realistic sutured or stapled incision wound model placed on a real person (peer). “Creativity in the lab” has changed the way we teach many clinical skills at UBC Okanagan. The multiple handmade models make things real and authentic for students enriching their overall learning experiences. This workshop session will allow participants to be actively involved in the creative process. All registrants will have the opportunity to make a wound incision model that they can take home to their institution. The goal of this session is to show teaching professionals how easy it can be to bring creativity into any nursing lab situation. All you need is passion and a strong desire to make a difference in student learning.
An Evaluation Rubric for Reflective Practice in a BScN Program: Inter-Rater Reliability and
Purpose: To determine content validity and inter-rater reliability of an evaluation rubric for reflective journaling for undergraduate BScN students.
|1515 –1600||Speed Networking
Topics: I’ll Show You Mine, If You Show Me Yours, What’s the Next Big Thing?, Lab vs Lab, Who’s Who in the Zoo? What Excites You?
|1700||Bus leaves from hotel, stops at UBCO to pick up others, then to Kelowna Boat Cruise|
|Friday, May 24th|
|0800-0900||Breakfast/Vendor Presentations (Room: EME foyer level 0)|
|0900 –1030||Keynote speakers: Dr. Marian Luctkar-Flude and Dr. Jane Tyerman
Creating and Using Virtual Simulation Games (Room: EME 1101)
Dr. Marian Luctkar-Flude and Dr. Jane Tyerman will describe their simulation journey from high-fidelity simulation to their current use of virtual simulation in health professional education. The focus will be on an innovative, cost-effective, user friendly process that they have developed to create virtual simulation games for nursing and interprofessional education. The presentation will highlight games that are currently available through the Virtual Simulation Community of learning and the Canadian Alliance of Nurse Educators using Simulation websites, and share a glimpse of new virtual simulation games and modules under development. The presentation will also share the games that were created in the 2-day WCHSE pre-conference workshop led by the presenters.
|1030 –1045||Nutrition break/Vendors|
|1045 –1230||WCHSE Annual General Meeting: vote on society status|
|1230 –1330||Lunch/Vendor Presentations|
|1330 –1415||Concurrent Session 4||Transforming The Culture of Psychomotor Skill Practice With Open Lab Support
In this presentation we will describe the transformation of the culture and context of skill practice in our program, where previously learners were introduced to new psychomotor skills in the lab setting but engaged in limited practice prior to clinical application. The addition of an instructor-staffed open lab for both skill practice and remediation transformed the culture of practice in our school, including a 10-fold increase in student practice in the lab. The availability of an instructor provided more opportunities for student feedback, as well as support for students requiring remedial practice. Recent research about psychomotor skill acquisition supports the use of deliberate practice, the “repetition of structured activity with the goal of improving practice” (Gonzalez & Kardong-Edgren, 2017). We will explore the context of deliberate practice and how this model can support skill acquisition and retention. We will also discuss the open lab values of practice, feedback, ownership, access, communication and stewardship, and explore how these values informed the decisions about open lab staffing and student access. We will also consider some challenges of this model, particularly embracing the chaos of an open access model and prioritizing student needs in a busy learning environment.
|Use of Smart Phones for Assessment of Skill
ProficiencyPaula Stubbings & Shellie ReidleEME 2181
Ensuring proficiency of psychomotor skills for nursing students is a daunting task for faculty. Even after completion of a nursing program, many students lack proficiency with these skills. In response to constraints on clinical placements, larger student cohorts, and a digitally savvy generation, using digital recordings for the assessment of skills proficiency is a creative option. This project examines the use of smart phones to assess student proficiency with insulin administration. In the clinical area, mixing insulins is becoming infrequent but the skill continues to be fundamental. The first pilot group for this project began in the fall of 2018 with second year BSN nursing students. After completion of the on campus instructional lab, students used Smart Phones to record their demonstration of the skill and uploaded it onto the UFV online learning environment. The student skill demonstration included patient pre assessment, mixing the insulins, injecting the insulin, and post injection assessment and patient teaching. Clinical faculty graded the individual videos utilizing a marking rubric to determine skill proficiency. A second cohort will complete the proficiency videos in April 2019. Data focusing on the student experience (including level of confidence and impact on learning) and benefits of working with a peer will be gathered through an online questionnaire. Results of this project will be shared including challenges and recommendations for its use.
|1415 –1445||Nutrition Break/Vendors|
|1445 –1530||Concurrent Session 5
Utilizing QR Codes and a Variety of Simulation Modalities to Bring Case Studies to Life
Experiential learning increases critical thinking, self-direction and boosts
|Use of Mindfulness as a Strategy to Optimize Situational Awareness and to Reduce Student Workload in Simulation
Christine Shumka & Susan Carlson
There are several factors that contribute to an effective simulation learning experience. Students must be able to accurately interpret patient, team, and environmental variables; furthermore, they must respond to workload. Workload is a subjective experience of the learner which includes the following six domains: mental demand, physical demand, temporal demand, performance, effort and frustration (NASA, 1988). To date, there has not been a determination made related to the optimum level of nursing student workload for effective simulated learning. The first goal of this study was to quantify nursing student’s self-perceptions of workload during simulations utilizing the National Aeronautics and Space Administration (NASA) Task Workload
|1530–1600||Wrap Up: Closing Address, Evaluations and Draw for Major Door Prize