Question 4865

Question Description of Innovation and Pedagogical Approach All supporting… Description of Innovation and Pedagogical Approach All supporting research staff (Registered Nurse, Clinical Research Coordinator, Research Assistant, etc.) at Atrium Health can take the venipuncture course in May 2021. A maximum of six staff members will complete the course at one time. Smaller classes will allow the facilitator to tailor instruction more individually when needed and encourage staff to share their thoughts and ask questions. The process of learning is not the same for every person. It is dependent on learning styles, abilities, preferences, and interests. Learning occurs when feedback is given to the student as feedback allows learning verification through the student’s changed behaviors (Bradshaw & Hultquist, 2017). For this reason, Cognitivism will guide the training experience. Cognitivism concentrates on the learner, environment, and mental structures of thinking (Bradshaw & Hultquist, 2017). Lecturing with a PowerPoint presentation, YouTube videos, and hands-on practice, staff will connect new information with present ideas, strengthening their memory and retention (Logan, 2012). This information will then be received, organized, stored, and retrieved for later use. Finally, the staff will process, transfer, and assimilate the new information (Bradshaw & Hultquist, 2017). The project will use three learning strategies. The first strategy is a flipped classroom. Since prior information plays a vital role in cognitive learning, students were emailed a venipuncture medical terminology worksheet pre-class assignment 3 days before the class and asked to complete it prior to the class (Holman & Hanson, 2016). The second strategy is a lecture using PowerPoint during the session. The lecture help bridge the pre-class content to the new in-class content. Students will learn from direct instruction, cognitive organizers, and summarizing/notetaking (Cooper & Richards, 2017). The third strategy is video followed by a demonstration during class. Students will watch a YouTube video of proper venipuncture skills and specimen handling, the instructor will demonstrate, and students will learn by observing and simulating (Woo, 2016). Refer to Appendix A, Curriculum Map, for details of content and resources on the content map. This innovation project’s interprofessional collaborative partners are the Office of Clinical and Translational Research and Cannon Research Center. The Office for Clinical and Translational Research (OCTR) has a 45 plus multidisciplinary team that functions as an in-house agency and/or clinical research support center. Working with the OCTR will make it easy to retrieve supplies needed for the training class and shadowing phlebotomists. Cannon Research Center is 60,000 square feet facility that has 16 laboratories. The presentation will be held in a conference room at Cannon Research Center, and the demonstrations will be in a Cannon Research lab. The one disadvantage was that not enough Cannon lab staff participated in discussions regarding working with improperly processed samples and delaying their schedule. Future educational offerings could incorporate this content to enhance lessons.Presentation and Interpretation of Assessment/Questionnaire Data The contact between instructors and students was in a conference room at Cannon on Atrium Health CMC campus. The technology that was used for classroom interaction was PowerPoint presentation, YouTube video, and SurveyMonkey questionnaire. In addition, the students were required to use computers to complete the pre-class assignment. The instructional environment of the innovation project consisted of 6 students that included a range of experience from new hire to retiring in 2021. The job titles consisted of one senior research associate, three research coordinators, one research director, and one research nurse. The class contained 5 females and 1 male employee. Students sat in groups of twos around a large, long table. The conference room was well organized and equipped with hanging multimedia screens, making teaching and mobility throughout the class easy. The PowerPoint presentation was shared on one of the screens using Microsoft Teams from my laptop. Thus, the students could see what I was projecting no matter where they are sitting. The one challenge was a leak in the ceiling in the front of the room so that no one could sit in the front of the class, and I was unable to walk in that area.   The research staff member must demonstrate proper venipuncture skills at all times. The assessment included hands-on practice in groups of twos in the classroom that the instructor will observe and critique their skills. This practice will take one hour and allow each student 10 minutes to practice their partner(s) one-two times. The other half of the assessment will occur in the participants’ home departments, where they will perform a minimum of 10 supervised unassisted venipunctures with 85% accuracy. Practicing in their home department will allow the participants to practice independently and at their own pace to develop their knowledge and skills competency. Students will be assessed using a venipuncture competency form. The form will be completed for each venipuncture attempt by the student supervised by an approved staff member (Sawyer & Gray, 2016). The student will have their first assessment performed in training by the instructor. Once all 10 supervised venipunctures are achieved with 85% accuracy, the forms will be returned to the course instructor, who will then issue a certificate of completion to students. After the class is completed, the students will be sent an anonymous questionnaire via Survey Monkey to ascertain their learning experiences. The questionnaire consisted of multiple-choice and open-ended questions. The questionnaire covers student satisfaction in the course material, instructor, course organization, course improvement, and suggestions for future educational offerings.  The class materials will be amended to cater to students’ learning needs or suggestions from their questionnaires. Refer to Appendix to view the Survey Monkey questionnaire. The entire class participated during the hands-on session. The class experience level was either little to no experience venipuncture or lost the skill. I was also able to assess the students’ first venipuncture in class. Of the six students, only one student missed the venipuncture the first time. The questionnaire was sent to all six students, and all six students reply. Over 80 % of the class answered that they were satisfied with the course material and instructor. The in-class assessment implicated that the learners gain the knowledge they needed to perform a proper venipuncture. The questionnaire results further conferred the implication.  The questionnaire also identified suggestions for improvement for the class. This information was reviewed with Dr. Becker.Describe the continuous improvement plan and next steps grounded in the assessment/evaluation data.Describe the implications of this innovation on nursing or health education (Describe how this innovation and its results engage with the current nursing or health education evidence/Explain what other educators can learn from this innovation). Describe with evidence the implications of the education on health outcomes (Describe how this education can influence the health outcomes of clients/patients, i.e., risk reduction, disease prevention, and the management of illness) Health Science Science Nursing NSG 597 Share QuestionEmailCopy link Comments (0)

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