THIS IS ONLY EXAMPLE BELOW
MAKE SURE THESE ARE FILLED OUT WE INPUT GRADES INTO CANVAS, ADVISED STUDENTS NURSING STUDENTS, STARTED A CLINICAL SCHEDULE FOR STUDENTS AND SCHED FOR DAYS, AND WORKED ON TISSUES INTEGRITY POWERPOINT
Collaboration: (Describe with whom and how)
Social/Cultural/Ethical/Legal Issues Addressed: (Describe in detail)
List Evidence Used:
Describe Informatics and/or Technology Used:
List Course Objectives Achieved:
IPEC Competency Achieved:
Teaching Strategies used: Describe in Detail
Teaching Materials created: Describe in Detail
Evaluation Methods: Describe in Detail
How did you determine that learning occurred? What formative or summative evaluation methods did you use?
ANDERSON COLLEGE OF NURSING AND HEALTH PROFESSIONS Typhon Case Log
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Describe in detail how you engaged students.
Describe in detail what was learned about the curriculum.
During this practicum, I observed the instructor use the Teach-Back Method when he asked students to describe how to teach a
family member how to administer insulin. Innovative teaching material/strategy: I created a Kahoot for the instructor. The
questions that I created were—-We used this gaming method to discuss—-topics. I updated the preceptor’s syllabus for the
next semester. Added 10 new references. I created two new test questions using the evaluation methods textbook as my guide.
(examples of the test questions are uploaded into the Canvas Course.) I attended a faculty meeting (title of the committee).
Describe what was learned. Discuss your advising experiences. Discuss your preceptors teaching style and philosophy.
Collaboration: I collaborated with Dr. Abercrombie and made a PowerPoint presentation on maternity topics which included probable, positive, and presumptive signs of pregnancy, placenta previa and placental abruption, stages and phases of labor, and postpartum care. We were helping another instructor with maternity topics due to the other instructor being busy with family issues. We also worked on tissue integrity, and started on OB since it will come first. We reviewed major learning objectives, difficulties, and ways to make learning fun and successful. Additionally, I created a group/ peer discussion at the end of the presentation for interactive learning, focusing on critical topics within obstetrics and gynecology, enhancing student participation and understanding. Dr. Abercrombie and I collaborated on ways to make these topics fun. I suggested Kahoot, and Dr. Abercrombie mentioned using Chat Gpt. She suggested adding a guest speaker in the teaching plan. Dr. Abercrombie likes to incorporate this into her teaching plan. Dr. Abercrombie has experience in OB, and suggested bringing as her guest speaker (her former Director OB department) from her previous position to speak to the class. This will help the students, and the former director will get to share her expertise and firsthand experiences with the students. We both agreed that guest speakers can provide valuable insights into current practices, emerging trends, and interdisciplinary collaboration in OB nursing. By incorporating these engaging strategies into OB nursing education, it can inspire students to become competent and compassionate OB nurses who will be equipped to provide high-quality care to women and newborns throughout their perinatal journey. At 0830 am, Dr. Abercrombie and I had my site 40 hour facetime visit with Dr. Bergeron. We discussed the upcoming presentation on maternal health, and Chat Gpt being incorporated into the teaching plan. I discussed the upcoming teaching presentation that I will be doing on diabetes to level one RN nursing students.
Sociocultural/Ethical/Legal Issues Addressed:
Dr. Abercrombie and I stressed respecting patient autonomy and giving complete, unbiased information to aid decision-making. We addressed cultural competency as a component of obstetric and gynecological care, developing an effective and respectful patient treatment strategy. Ethical issues in reproductive health encompass a wide range of concerns related to autonomy, justice, beneficence, non-maleficence, and respect for individuals’ rights. This can ensure individuals have the right to make informed decisions about their reproductive health without coercion or interference. This includes access to contraception, abortion, fertility treatments, and other reproductive services. Navigating these ethical issues requires careful consideration of diverse perspectives, cultural values, and ethical frameworks. Healthcare providers, policymakers, researchers, and advocates must work collaboratively to address these challenges and promote reproductive health equity, autonomy, and dignity for all individuals. Situations may arise where the healthcare team must navigate conflicts of interest between the pregnant woman and the fetus. Ethical dilemmas may emerge regarding decisions about medical interventions, such as cesarean sections, fetal monitoring, or the use of medications during pregnancy, where the well-being of the mother and fetus may conflict. By addressing these social and ethical issues in OB nursing practice, nurses can promote respectful, patient-centered care that upholds the rights, dignity, and well-being of pregnant individuals.
List Evidence Used: Dr. Abercromie and I used clinical practice guidelines from professional organizations (e.g., American College of Obstetricians and Gynecologists), and the ATI RN Maternal and Newborn Nursing Edition 11 for accuracy and relevance. We also addressed potential concerns with legal and ethical frameworks. We implemented the newest ACOG on cultural competency and ethics in pregnancy and reproductive health courses, expanding the range of educational material at our facilities. By incorporating evidence from these sources into OB nursing education curricula, we can ensure that students receive comprehensive, evidence-based instruction on the care of pregnant women, newborns, and families. This approach promotes critical thinking, clinical reasoning, and competency in providing safe and effective care in obstetric nursing practice.Educational Resources from Professional Organizations: Professional organizations such as ACOG, the Association of Women’s Health, Obstetric, and Neonatal Nurses (AWHONN), and the National Association of Neonatal Nurses (NANN) offered more educational resources, and clinical updates on OB nursing topics.
Describe Informatics and/or Technology Used: Technology plays a significant role in teaching obstetric (OB) nursing topics by enhancing engagement, providing interactive learning experiences, and simulating real-world clinical scenarios. Technologies commonly are used to teach OB nursing topics. We used PowerPoint to create slides and also canvas to make the slides more interesting. These can be shared with students via Canvas at a later date. Dr. Abercrombie and I thought about providing an interactive virtual reality scenario for gynecological exams, thus creating respectful and safe educational environment. This would enable students to achieve a better anatomy understanding and patient care skills. She and I are deciding whether or not to incorporate this into the teaching plan.
Students Objective: Describe the stages of labor and associated physiological changes.
Recognize ethical dilemmas and legal considerations in obstetric nursing practice, including issues related to reproductive autonomy, informed consent, and maternal-fetal rights.
Demonstrate effective techniques for supporting women during labor.
IPEC Competency Achieved: Roles/Responsibilities were emphasized through the delineation of nursing care responsibilities in obstetrics and gynecology, and fostering a deeper understanding of professional duties. Dr. Abercrombie and I encouraged students to recognize the unique contributions of each team member and understand how their own role complements others in achieving optimal patient outcomes. We helped students understand the roles and responsibilities of different healthcare professions within the team. We provided opportunities for students to explore the scope of practice of various disciplines and how they complement each other in patient care. This promotes effective communication skills among students from different healthcare disciplines. We also encouraged students to practice clear, concise communication, active listening, and mutual respect in their interactions with team members. Teams/ Teamwork was also used today by helping another instructor finish her powerpoint and teaching plan regarding maternal health. By integrating IPEC principles into teamwork as nursing instructors, it helps promote effective collaboration, communication, and professional development among faculty members, ultimately enhancing the educational experience for both instructors and students.
Teaching Strategies that will be used: Teaching obstetric (OB) nursing topics requires a combination of didactic instruction and hands-on clinical experiences (their OB/ Maternal clinical is in 1 week). This will provide hands on experience, and interactive learning activities to engage students and facilitate understanding. Dr Abercombie and I are incorporating interactive element such as small group discussions. This encourages active participation and critical thinking among students by posing thought-provoking questions and facilitating group discussions on OB nursing concepts and clinical scenarios. The students will be asked the presumptive, probable, and positive signs of pregnancy. Also, encouraging students to share their knowledge, experiences, and questions related to any maternal topic discussed today will be used. During the group discussions, the groups will be allotted 30 minutes to discuss what they have been learning regarding the above subject. When the discussions are completed by each group ( 4 to each group), they will discuss and share with the class their topic they learned today.
Evaluation methods used: Evaluation methods used in obstetric (OB) nursing education assesses students’ knowledge, skills, and clinical competencies in providing care to pregnant individuals, newborns, and their families. OSCEs are structured assessments that simulate real-world clinical scenarios in a controlled environment. Our students will be rotating through clinical next week for the OB Maternal site. For simulation next week, students will be working with mannequins presenting OB nursing cases. They must demonstrate clinical reasoning, communication, and technical skills under timed conditions. By using a combination of these evaluation methods, can comprehensively assess students’ knowledge, skills, and clinical competencies in obstetric nursing. This can help Dr. Abercrombie and myself see if the students are prepared to provide safe, competent, and compassionate care to pregnant individuals, newborns, and their families. The students will be taking a Maternal exam next week which will assess their knowledge on this subject..
Engage Students: Engaging students in obstetric (OB) nursing involves creating dynamic and interactive learning experiences that can stimulate their interest, promote active participation, and foster critical thinking. Dr. Abercrombie and I will be incorporating active learning strategies such as think-pair-share and group discussions to engage students in OB nursing education. To encourage students to actively participate in classroom activities, share their perspectives, and collaborate with peers to enhance their understanding of OB nursing concepts is the hopeful outcome. Dr.Abercombie and I will be incorporating an interactive element such as a small group discussion. This will encourage active participation and critical thinking among students by posing thought-provoking questions and facilitating group discussions on OB nursing concepts and clinical scenarios. The students will be asked the presumptive, probable, and positive signs of pregnancy. We will encourage the students to share their knowledge, experiences, and questions related to any maternal topic discussed today. This test will take 30 minutes and when completed each group ( 4 to each group) will discuss and share with the class their topic they learned today. By implementing these strategies, educators can create engaging and interactive OB nursing learning experiences that inspire students to become skilled, competent, and compassionate nurses capable of providing high-quality care to pregnant individuals, newborns, and their families. Bringing a guest speaker who has years of OB experience, the guest speaker (her former Director OB department) from her previous position to speak to the class, to share her expertise and firsthand experiences with the students. We both agreed that guest speakers can provide valuable insights into current practices, emerging trends, and interdisciplinary collaboration in OB nursing. By incorporating these engaging strategies into OB nursing education, should inspire students to become competent and compassionate OB nurses who will be equipped to provide high-quality care to women and newborns throughout the perinatal journey.
