Baby Boy Jones: Using Technology for Case-Based Learning

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Baby Boy Jones: Using Technology to Engage Nursing Students in an Interactive Case Based Learning Activity (CBLA):

Baby Boy Jones: Using Technology to Engage Nursing Students in an Interactive Case Based Learning Activity (CBLA) Lisa M. Cleveland PhD, RN, CPNP-PC, IBCLC Assistant Professor Bonnie Taylor MA, CAPM Educational Development Specialist Linda Solis MA Educational Development Specialist

Why Was A CBLA Needed?:

Nursing & faculty shortage Large undergraduate class sizes; limited classroom space Different learning styles and needs among students Learning objectives that may be difficult to address in a lecture style activity Why Was A CBLA Needed?

Theoretical Framework for CBLA’s:

Theoretical Framework for CBLA ’ s Relevant Realistic Engaging Challenging Instructional (Kim, et al., 2006)

The CBLA: Baby Boy Jones:

The CBLA: Baby Boy Jones

Developing the CBLA:

Unfolding scenario within the context of inter-professional care Maternal-newborn care; neonatal infection SoftChalk e-learning authoring software was used including text, graphics, and multimedia elements Web-based delivery through the Blackboard course management system Use of branching decision points, immediate feedback, opportunities for reflection, and formative assessment Developing the CBLA

Level Setting:

Level Setting

Start with a Good Story Line:

Start with a Good Story Line

Decision Point: Where Do You Locate Needed Information?:

Decision Point: Where Do You Locate Needed Information? Decision points help engage and challenge the learner.

Interpreting the Information:

Interpreting the Information

Decision Point: What Should You Do Next?:

Decision Point: What Should You Do Next? Learners can “ try out ” alternatives

Decision Point: Notify the Physician?:

Decision Point: Notify the Physician?

Preparing to Contact the Attending Physician:

Preparing to Contact the Attending Physician

Role Modeling Inter-Professional Communication:

Role Modeling Inter-Professional Communication

Sequencing Events:

Sequencing Events

Decision Point: Administer Medication?:

Decision Point: Administer Medication? After thinking about the question, the learner clicks here to show the answer.

Embedded Resources:

Embedded Resources

Pilot Results:

Pilot Results Pre/post-activity knowledge assessments Improved learning and incorporated decision making and feedback Visually compelling and thought provoking Improved transfer of knowledge to clinical setting Areas for improvement: More immediate feedback on self-assessment items Partial credit for answers with multiple responses Increase the speed of transition between pages Reduce the length of pages

Narrative Data:

“ I took care of a baby in clinical with this same history last week. This learning module is true to life. Everything that happened in clinical and the way the nurses responded happened just like it did in the module. Please keep this module for future nursing classes! “ I liked how the module was interactive. Case studies written in a paragraph are helpful but being able to actually see what we would be doing and saying as a nurse is very informative. I've never seen an actual SBAR report used in clinical as of yet so it was great to at least get exposed to it before. ” Please give us more of these! Narrative Data

Narrative Data:

“ I found this activity extremely helpful! It really encouraged me to think through a patient situation. I liked having to look at the patient's lab values and other pertinent information in order to begin putting all of the pieces together. I would really love to do a lot more of these activities - they are very practical and are a good way for us to practice our critical thinking skills. Simulations are helpful, but I think these case studies are even better right now because we are only juniors and we need more time to think through things and look up information. This case study allowed me to do that. At this point, my knowledge is very limited and I get extremely nervous during simulation because I don't know what to do. ” Narrative Data

Future Plans:

Refine the activity and the pre-post knowledge assessment Continue to collect outcomes data Adapt to other learning cases Evaluate transfer of knowledge to psychomotor and affective domains using a simulated patient environment Future Plans

Design Process:

Design Process

Project/Task Considerations:

Project/Task Considerations How do I get started? What resources do I need? How long will it take? How will I collect data?

Tracking SoftChalk Elements:

Tracking SoftChalk Elements What page am I working on? Where does the story branch? Where are the bookmarks and hyperlinks? Where are the sidebars?

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