ºÝºÝߣ

Editor's Notes

• #2: Introduction: The presentation will discuss teaching methods used to deliver an in-service for maternity nurse on the topic of preeclampsia. The presentation will discuss the advantages and the disadvantages of various teaching methods and their applications to the in-service.
• #3: To design an in-service the designer needs to create an organized plan to deliver the information. The designing stages of an in-service are very specific to the targeted population needs. It is best to systematically assess what the designer needs to successfully create an in-service so the implementation process flows smoothly. This paper will discuss the process of creating an in-service for a nursing unit using evidence based data to support the actions of the designer.
• #4: Before an in-service can be developed a theoretical framework is identified to be the structure of an in-serve. For this an in-service a behavioral learning theory and cognitive learning will be used. The next item to asses is the subject to be reviewed for the in-service. For a nursing unit a survey using a Linkert scale is the best way to assess a level of need. ¡°Likert scales were developed in 1932 as the familiar five ¨Cpoint bipolar response that most people are familiar with today¡±. For this unit a 5 point Linkert scale and the following variables will be used ¡°a) strongly agree b) agree c) neutral d) disagree e) strongly disagree. The survey question design is on a college level reading, to reflect the nurse educational level. The need identified is an in-service related to a reviewing the knowledge base about pre-eclampsia and nursing interventions required to care for the patients. This is so the in-service can build on their previous knowledge base. According to Billings and Halstead ¡°learning is an internal event in which modification of the existing internal representations of knowledge occurs (2009, p 196). The in-service will use the knowledge base the nurse gained from nursing school and go more into depth about the anatomy and physiology about the disease and how the unit protocol pertains to the care of the patient.
• #5: The next item to asses is the subject to be reviewed for the in-service. For a nursing unit a survey using a Linkert scale is the best way to assess a level of need. ¡°Likert scales were developed in 1932 as the familiar five ¨Cpoint bipolar response that most people are familiar with today¡±. For this unit a five point Linkert scale and the following variables will be used ¡°a) strongly agree b) agree c) neutral d) disagree e) strongly disagree. The survey question design is on a college level reading, to reflect the nurse educational level. The need identified is an in-service related to a reviewing the knowledge base about pre-eclampsia and nursing interventions required to care for the patients. This is so the in-service can build on their previous knowledge base. According to Billings and Halstead ¡°learning is an internal event in which modification of the existing internal representations of knowledge occurs (2009, p 196). The in-service will use the knowledge base the nurse gained from nursing school and go more into depth about the anatomy and physiology about the disease and how the unit protocol pertains to the care of the patient.
• #6: The age group of the nurses varied from twenty-two years of age to sixty years of age. According Robin Thompson a unit manager, ¡°the range of ages is related to nurse who are not ready to retire and newly hired nurses¡± (personal communication, 2011). The relevance of the nurse¡¯s ages is assessing their anxiety level while the in-service is being conducted. An instructional method researched to use was cooperative learning. This allows students to work together to answer case scenarios. By assessing the age the advantage is ¡°students will learn to be patient, less critical and more compassionate¡± (ADPRIMA toward the best/ Education information for new and future teachers, 2012). This will cause the nurse to help each other when the patient health becomes an emergent issue. The disadvantage is ¡°Some students don¡¯t work well this way. Loners will find it hard to share answers. Aggressive students try to take over. Bright students try to act more superior¡± (ADPRIMA toward the best/ Education information for new and future teachers, 2012). This can happen in any one of the nurses because you have seasoned nurse who know by experiencing and new nurses who have studied for the nursing boards
• #7: A lecture with discussion and technology such as power point slides are the instructional method that will be used. An article entitled ¡°achievement and satisfaction in a computer-assisted versus a traditional lecturing of an introductory statistics course¡± discussed the issue of traditional teaching method such as lecture versus non-traditional teaching methods like technology. According to Dr Jandaghi and Dr. Matin, ¡°in terms of satisfaction, the traditional lecture- based class evaluated the course significantly higher in learning and understanding subject materials.¡± (2009). the advantage of a lecture based teaching methods is familiar to most students. The disadvantage is students may be complacent and become bored during the lecture. With technology the advantage is it will hold a student¡¯s interest because of the colors and the animations associated with a presentation. The disadvantage is if students have to interact with the technology meant may not be on the same level leaving students frustrated and blocking the learning process
• #8: For this in-service power points will be used with the case study and post questions given out and answered in a pen and paper form. This form of evaluating learning nursing students all can participate successfully. Case studies will be another instructional method used for the in-service. The advantage is it ¡°develops analytic and problem solving skills (ADPRIMA toward the best/ Education information for new and future teachers, 2012).¡± The disadvantage is students may not see the relevance to own situation. Insufficient information can lead to inappropriate results¡± (ADPRIMA toward the best/ Education information for new and future teachers, 2012).
• #9: This form of an in-service will work with Gardeners theory of multiple intelligence. The visual will be the power point. The verbal will be the part of lecture with an open question forum. The logical learning will occur with the case scenario requiring the nurse to critical thinking skills. Through the in-service anatomy and physiology will be covered. The students will be encouraged to touch the parts of the body discussed. This will satisfy the kinesthetic intelligence. The case scenario will touch on using intrapersonal intelligence and interpersonal intelligence. The nurse will have to identify the attitudes they have towards the subject to successfully take in the knowledge.
• #10: Interpersonal intelligence will be addressed in a group question given at the end where the students will be able to discuss answers with one another from the case study. The naturalist intelligence will be satisfied by the classification of the systems and how they work together in the disease process of preeclampsia. At the end students will be asked if they understand the whole picture of treating preeclampsia correctly by understanding unfortunate events that occur from mismanagement of the disease. The advantage of using this framework along with all the others is it causes the teacher to meet the student¡¯s level of learning. The disadvantage if students are tired or are introverts they may not participate fully in activates leaving them out of the learning circle.
• #11: When speaking about the budget, hospitals are looking for cost- effective ways to retain and educate their staff. ¡°U.S. companies alone spend more than $60 billion a year on training, plus another $180 billion on informal day to day instruction¡± (Spector, p. 2). ¡°Companies are shelling out big bucks for seasoned experts to guide them¡± (Haymarket media, 2010, p.1). These experts are bought employees who job is guiding senior management on employee retention. ¡°Firms need to figure out more original ways to retain talent and foster creativity during economic downturn if budgets don¡¯t allow for bonuses¡± (Haymarket media, 2010, p1).In summation, having a lectured base in-service using a power point can be cost effective. For this particular in-service ten nurses participated. Five packets of power points were printed in the nursing office. Ten sheets of a pre-test and post class evaluation was printed. The total was 100 pages printed in large font. This is more cost effective than renting an overhead projector and brining in a lap tap for the presentation. It was time efficient also because the nurses had all of the data at their fingertips. The nurse did not have to wait for the power point to lead up and occasionally stall. The print was colorful to meet the needs the multiple intelligent learners.
• #12: The in-service is a successful mode to deliver information quickly and directly. The in-service can be catered to meet a units needs be using the assessment survey tool. The lecture with power-point slides allows learners to use tactical auditory and visual learning. The behaviorism theory was used to evaluate learning with multiple choice questions. The cognitive learning theory was used to assess critical thinking by using the case scenario. In a whole the in-service is cost-effective, and allows the designer to be very creative in the design as discussed with all the different levels of learning combated. The disadvantages and the advantages are seen in this type of setting but learning on some level does occur. As an educator that is what we strive for, learning as interactive ever changing movement of consciousness.
• #13: ReferencesADPRIMA toward the best/ Education information for new and future teachers. (2012, January 4). Instructional Methods Information. Retrieved from http://www.adprima.com/teachmeth.htmAllen, I., & Seaman, C. A. (2101, December, 23). Likert scales and data analyses. Retrieved from http://mail.asq.org
• #15: Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing; a guide for faculty (3rd ed.). St. Louis, MI: Saunders Elsevier.
• #17: Spector, B. (2010). Reinforcing New Behaviors. In B. Spector, Implementing