Nursing Pathway for Lecture Prep
Dr. Sarah Garcia-Portillo DNP, MSN-Ed, BSN, RN
ACC Professional Nursing Dept.
Academic Nurse Tutor
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Target Population: Higher Education��Full time and Adjunct Faculty primarily sciences�Nursing Students�Distance Education, HyFlex, Hybrid, In Person����Objectives:��1. Communicate the need for lecture preparation PRIOR to lecture�2. Amplify the expectations and resources at each start of semester.�3. Provide student support to ease barriers or challenges that are identified.�4. Understand that knowledge, comprehension, application & analysis of the module content information can develop critical thinking & clinical judgement.��
Nursing Students Have Gaps & Bridges in Learning
Lack of
-organization
-time management
-meaningful reading
AMPLIFY
-HOW to STUDY: Process (start to end)
-Use Quality RESOURCES
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Student Expectations
- Poor attendance to lecture: work or other
Austin, Texas or illness
Balance, Organize, & Adhere
Organization:
Often, ruminating about just trying to find time to study is tough to start.
Emphasis
LECTURE Prep is performed BEFORE Lecture
Layered Notes are Used During Lecture
Exam Prep is performed afternoon of Lecture
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Monday’s: Prep for lecture (BB Mod obj)
| Class/Lecture Take notes in diff color ink | Lab- is it am or pm? | Class/Lecture: Topic? Take notes in diff color ink | Clinical or | START MON lecture BB Mod | |
Lunch | Lunch Need structure and break | Lunch | Lunch | Lunch | Lunch | Lunch |
Wed’s lecture BB Mod | 25 NCLEX ?s on Lecture Topic(s) After lunch Prep For Lab | 25 NCLEX ?s on Lecture Topic(s) Prepare Clinical assignment | Clinical/SIM | | START Wed lecture BB Mod | |
| BREAK | | | | | |
Don’t stay up studying for an exam night before. Instead, wake up 2-3 hrs earlier to review | | | | |
| Don’t cram for exams, eat the feast one bite at a time- one module at a time |
| | | | Note: Use Off-Clinical Days to prep for next week’s lecture (Mon-Fri). Don’t schedule work the day before an exam. | ||
Quality Lecture Preparation Hybrid/Distance Ed/In Person
Professors that lecture, also assign students to the relatively passive role of listening and many students are unable to apply information from lecture in a meaningful way (Waldeck & Weimer, 2017).
Active learning increases students' retention of information and improves performance on course exams (Styers, Van Zandt, & Hayden, 2018; Ulrich et al., 2017).
Prior to the pandemic, there was a compelling literacy problem specifically to reading (Horning, 2022)
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Module 9: Neurosensory Disorders: CVA BB Module Objectives�
This module will cover the following disorders:
• Ischemic Stroke
• Hemorrhagic Stroke
Utilizing clinical reasoning and the nursing process, the student is expected to:
1. Analyze the etiology, pathophysiology, risk factors, signs and symptoms, complications, medical management, and nursing care of the above disorders.
2. Integrate associated diagnostic tests and determine associated nursing care of the above disorders.
3. Analyze relevant prioritized nursing diagnoses and an associated nursing plan of care to address physical, psychosocial, and learning needs.
4. Prioritize and evaluate patient and family centered goals and outcomes that facilitate health promotion, maintenance, and restoration.
5. Utilize evidence-based practice to prioritize, implement, and evaluate nursing interventions to address the needs of diverse and vulnerable patients/families with social determinants of health that contribute to multiple body system problems.
• Medication therapy
• Diet therapy
• Surgical interventions
• Patient teaching; therapeutic communication
• Others
6. Explain ways to collaborate with the interdisciplinary health care team when providing patient-centered care including during local or global health events.
7. Apply legal and ethical considerations including service excellence and nursing peer review.
8. Examine complementary medicine options and quality improvement initiatives including civility and just culture.
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CVA Module Objectives: This module will cover the following disorders: Stroke (Cerebral Vascular Accident/Brain Attack)�· Ischemic Stroke (thrombus, clot)�· Hemorrhagic Stroke (bleed)�Analyze the etiology, pathophysiology, risk factors, signs and symptoms, complications, medical management, and nursing care (interventions) of the above disorders. �Time between lack of blood and brain dysfunction (TIA/CVA)�Artery involved- Patho�-Manifestations: disease process (occlusive/hemorrhagic), blood vessel affected, hemisphere involved, and length of time. the brain is without blood supply. �-Motor deficits (one sided), elimination disorders, sensory-perceptual deficits, language disorders, cognitive & behavioral changes, Vision, changes in other body systems. �Complications: (IICP) increased intracranial pressure= how is it relieved- osmotic diuretics0 surgical procedure---- Burr holes/craniotomy/craniectomy/cranioplasty�Hemorrhagic CVA- aneurysms- complication- rebleeding= clipping of aneurysm, coils, other�Vasospasm and/or hydrocephalus�Diagnostic Test: Computer tomography (CT), Magnetic resonance imaging (MRI); Labs for coumadin, heparin therapeutic levels�Angiography, Transcranial ultrasound doppler, Positron emission tomography (PET) full body, EEG, Other�Safe environment: Risk reduction🡪 disabilities, anticoagulant safety consideration bleeding precautions�Medication therapy:�Brain tumors: corticosteroids, chemotherapy�Occlusive (ischemic) stroke:�tPA; anti thrombolytics; anticoagulants; anticonvulsants�Hemorrhagic stroke: never use tPA�Antihypertensives, calcium channel blockers (Nimodipine), anticonvulsants, stool softeners, analgesics, other�
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Spoiler Alert! BREAKDOWN the Disease (or Disorder) Process �
Utilizing clinical reasoning and the nursing process, the student is expected to:
1. Analyze the etiology, pathophysiology, risk factors, signs and symptoms, complications, medical management, and nursing care of the above disorders.
Use a Spreadsheet or Content Map for organization of the content:
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How Can We Supplement Learning Without Overwhelming Students with Resources?
Ideas to Incorporate:
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Professor PPT Slide Samples- �Aligned to Objectives…
Thrombolytic Therapy
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Aligned Exam Practice Questions ��For tissue plasminogen activator (tPA) to be most effective in the treatment of ischemic stroke, it must be administered?��A. 10 hours after the onset of stroke symptoms�B. 9 hours before the onset of stroke symptoms�C. 3 hours after the onset of stroke symptoms�D. 12 hours before the onset of stroke symptoms��The answer is C. �tPa dissolves the clot causing the blockage in stroke by activating the protein that causes fibrinolysis. It should be given within 3 hours after the onset of stroke symptoms. It can be given 3 to 4.5 hours after onset IF the patient meets strict criteria. It is used for acute ischemia stroke, NOT hemorrhagic!!���
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Knowledge
The emphasis is on recalling remembered information.
Comprehension
The emphasis is on understanding the meaning and intent of remembered information.
Application
The emphasis is on remembering understood information and utilizing the information in new situations.
Analysis
The emphasis is on comparing and contrasting a variety of elements of information.
NCLEX Style Exam Questions for Nurses apply knowledge, comprehension, and use analysis to prioritize critical decisions for safe competent nursing.
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Blueprint or Formula for Applying Critical Thinking To Answering �Multiple-choice Questions in Nursing
USE the RACE Model for practice NCLEX Exam Questions
The components of the RACE Model are:
R — Recognize what information is in the stem.
A — Ask, What is the question asking?
C — Critically analyze the options in relation to the question asked in the stem.
E — Eliminate as many options as possible
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Academic Tutor Referral form for Nursing Students
& faculty in the Professional Nursing Dept.
We are all carrying a bag. We don’t know what load (challenges/barriers) the adult learners are carrying?
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Resources
SAS Referral Form Student Accessibility Services (SAS) Excellent form to get the conversation started for more information pertaining to accommodations for students
Retention Coordinator for Health Sciences Referral Forms: Instructor or Student self-referral
Student Success Coach for Re-entry students accessible through the Nursing Director
Student Resources navigates needs *add the link to your signature email setting
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Add a Resources & Nurse Tutor Tab to the BB Course �Add a resource link to your email signature ��
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Skills Videos in your BB Course
Use Evolve textbooks (eBooks & text resources) online:
digital flash cards, chapter questions, key point outlines of chapters
Content specific case scenarios and more…
Email Signature sample with student resources embedded
- Meet after the Module Objectives are completed�- Don’t disseminate homework�- Do Practice Questions after lecture�- Focus on rationales, don’t memorize�- Virtual meeting is still an option�-ACC Accelerators, Public Libraries for in person make great study locations
Study Groups
Student nurses can benefit from organization, time management, prepping before lecture, and applying their knowledge to successfully bridge the gap to their success.
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Success & Bridging the GAP with Lecture Prep
Clear communication & expectations, resources, engagement, collaboration & assessment findings = STUDENT SUCCESS
Start Here. Get There.
Dr. Sarah Garcia-Portillo DNP, MSN-Ed, BSN, RN