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dudette10

dudette10 MSN, RN

Med/Surg, Academics
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dudette10 has 10 years experience as a MSN, RN and specializes in Med/Surg, Academics.

dudette10's Latest Activity

  1. dudette10

    Do you share teaching materials with other professors?

    It's ridiculous that your colleagues are not sharing their materials with you. It helps to have a basic template that you can then revise to fit your style, especially for a someone teaching a course for the first time. My issue has always been (and still is) when my colleagues take my materials without asking, don't make changes to the materials but do remove my name from the materials and put their names on them. But, that's a whole different discussion...
  2. dudette10

    Skills Lab, Creative ideas?

    Students LOVE skills labs because they feel more "nursey," and it increases their self-efficacy. They will love it, regardless. There are some teaching-learning strategies to consider. The most critical part of a skills lab is assessing the students' needs. Is it a required lab? If so, where are the students in the program (early...close to graduating)? Is it an open lab with students coming in for their own edification? Is it a structured remediation session? Another important point to consider is alignment with their classroom sessions, especially required labs. How closely is the required lab aligned with the didactic portion? Do you have access to the instructional materials for the didactic portion for reinforcement of concepts? One thing that is often overlooked in skills labs with new instructors is the entire nursing process. As nurses, we don't just go in and do a skill...we assess, teach, evaluate. Include that as part of your skills lab, as appropriate, based on where they are in the program. Also, be sure to reinforce good habits, such as hand hygiene and patient identification, and expect that to be a part of their return demonstration. By nature, skills labs are formative experiences; only skills check-offs are usually summative, so be sure to treat your skills lab that way. Consider debriefing sessions with the whole group. I've done them with simulation and lab...and, believe me, students are harder on themselves than we could ever be! Doing a debriefing of affective, psychomotor, and cognitive learning creates a judgment-free zone of learning. They will make mistakes, but you should see improvement over time. Those who make the same mistakes over and over may need remediation. I know my post didn't give you the information you asked for, but I hope it's helpful anyway.
  3. Yes, because of clinical hour requirements. Those requirements by the accrediting bodies are not a "monster" to keep nursing students in line. They are there to avoid predatory schools that do not provide the minimum standards of education to students. Most instructors try to be compassionate people, but an emergency is an emergency--and taking your sister to school is not an emergency--it's bad planning. Here's the other thing...as much as I hate it...we have to have rules for this stuff because if we don't, it gets a little chaotic. I have foregone rules about attendance, and every class has two to three stragglers up to 30 minutes late who then ask me to stay after class so they can make up for the missed quiz that I always give within the first 30 minutes of class. I have had rules about attendance in a classroom (no on-time arrival, no quiz makeup), and everyone shows up on time. Funny how rules actually work.
  4. dudette10

    MSN in Nursing Education Online - Practicum?

    I earned my online nursing education degree from a brick-and-mortar in another state that had been around for more than 100 years. I had an excellent nursing education experience. I secured my own academic rotation and clinical educator rotation through networking. I would suggest that you change the questions you are asking, actually. Do the practicum experiences require deliverables? For example, in my academic rotation, I had to create a lesson plan, deliver a week's worth of didactic, and document my activities for clinical supervision. For my clinical educator rotation, I had to design and deliver an in-service. Everything was recorded and I sent the video file to my instructor. We also had an online component where we took a section of the CNE review book and created a course module on it, complete with lecture, activities, assignments, and grading rubrics for online learning. I ask that because I'm currently precepting a student in online nursing education, and she is not required to do anything for her academic rotation! There is no way I can evaluate her on the NE competencies with her just shadowing me all the time! So, I am requiring her to design a lesson plan and deliver one of my classes. In my opinion, her school is failing her.
  5. dudette10

    Precepting for New Nursing Educator? Not here!

    Yes, yes, and YES!!!
  6. dudette10

    Precepting for New Nursing Educator? Not here!

    It is well documented that expert nurses have a significant learning curve to be expert educators. And, the methods of teaching and assessment are the foundations of teaching....it's a specialty in and of itself with a body of research, so it's not as easy as just "direction." In addition, there is a substantial body of research on faculty on-boarding and how it is insufficient in institutions of higher learning.
  7. dudette10

    What is most important to chart on?

    I worked acute care floors, and I became a master at documentation. Determining what was necessary for the care of my patient and skipping everything else. The following was my standard routine. Of course, any significant events would be charted. Do and chart a complete H2T at the start of your shift. Know what you EHR considers "WNL" and chart exceptions only. Charting normals is a WASTE OF TIME. My unit required a second assessment to be documented. I did the assessment, but I did not waste time with the full H2T click boxes again. I documented changes from my previous assessment, if any. Then, I created a SmartText that essentially stated changes from first assessment were documented in the flow sheet. The office RNs want you to fill out extra paperwork for their audits with info already charted on the EHR as part of your normal documentation? Screw that. They can do the audits themselves. Chart pt-stated reasons for refusal and education interventions for those refusals. Chart the name of the RN you give or receive report, especially during transitions of care. Charting education in that stupid and unwieldy education module of the EHR is just for the Informatics and Reporting team. I know it's important during audits and everything, but it's a waste of time. Get in the habit of educating your patient on meds as you give them, on procedures as they are ordered, and then you can safely and truthfully create a SmartText on your usual education routine to drop into your end-of shift note. Make your After Visit Summary actually useful to your patients with written education on home care and times they should take their next doses of home or new medications. Go over it with them prior to discharge. Have them sign it. Your documentation is complete....no need to re-document what the system will save anyway. There are others, but those are my main time savers that provided accurate and complete documentation for the care of the patient....not the care of the Informatics team.
  8. dudette10

    4hr lecture

    Treat each hour as a separate class session. No more than two concepts per 50 minutes, break for 10. Fifteen-minute lecture, 10-minute class activity, repeat x 1, break. Depending on your content, the class activities can be scaffolded. A scaffolded activity doesn't have to be complete at the end of 10 minutes--it only needs to be complete for the concept you just taught. Try not to re-teach what they have already been taught in previous classes. If your school has a separate patho class, don't re-teach patho. Instead, include pre-class homework assignments for a small amount of points about the patho of the conditions you will be teaching that day. Have them complete med cards prior to class for a small amount of points so that you can concentrate on evaluation and nursing implications rather than teaching the pharmacology. Maybe start out with a quick, ungraded quiz on the homework, review the answers, have them keep the quiz as a study tool. (My class LOVED that.) For focused assessment of a condition, use the Socratic method. "What assessment techniques are we going to use and why?" "What are the most likely abnormal findings for this condition?" Guide the class through the discussion and write their correct answers/rationale/abnormal findings on the board. Provide them a pre-made template chart that they can complete as notes. If you spend too much time dumping knowledge into their brain, they won't know what to do with it--and they get bored quickly. Homework can be the knowledge acquisition part; doing a quick review of the knowledge, then teaching them to work with the knowledge can be the focus of your class. Those are just a few suggestions. I don't know what class you are teaching, so these may not work for you.
  9. dudette10

    Eating the patients' food?

    Four 4-oz cups of cranberry juice over a cup of ice was my dehydration elixir at around 3 p.m. on a 12-hour shift. No guilt. At all.
  10. dudette10

    Did you leave bedside nursing?

    I quit my bedside job about a year ago, and now I'm a full-time academic instructor. The idea that I'm not a nurse anymore is something I struggle with. I have made sure that I do traditional clinicals, though, so I don't completely "lose" the bedside. It's a good balance.
  11. dudette10

    starting IV on same arm as a mastectomy

    There's a lot more that goes into it, the least of which is a mastectomy on that arm. Were lymph nodes removed? How many? Did the patient have radiation on that side? Lymph node removal, number of lymph nodes removed (more than a sentinel node biopsy), and radiation on the affected arm should be more of a concern. I've had a double mastectomy with SNL on the right only (two nodes) and no radiation. I don't give a crap which side I'm poked or BP'd on.
  12. dudette10

    clinical instructor versus didactic instructor pay

    Where did you get that information? The only thing required is that you have a master's degree and be a registered nurse to teach in a pre-licensure program, and you must have a terminal degree to teach at a higher level. If a PhD was required of every didactic instructor, there would be damn few nursing schools out there. A PhD is not required for teaching, but many research-intensive schools want their instructors to have it or at least commit to getting it. More and more often, they are accepting DNPs and even EdDs. As for pay, I think I'm probably paid quite well as a first-time nursing instructor, based on average salaries I've seen so far. At my school, adjuncts are paid based on the number of semester hours assigned to their clinical rotation at a flat rate per SH.
  13. dudette10

    School district apologizes for nurse delays treatment

    Thanks for your thoughts. Another news story included confirmation from a district rep that food service did substitute peanuts, which is very strange.
  14. The student went to the nurse's office after fearing she had eaten peanuts and asked for an EpiPen injection. According to the article, the nurse advised Benadryl, then when the student insisted on the EpiPen, the nurse called the mother to confirm, who informed the nurse to give her daughter the injection and call 911. The student's Allergy Plan includes a directive to use the EpiPen first. The student was sent to the hospital, but the mother is also upset because no one from the school went with the student in the ambulance. There are a lot of holes in this story: Did she ingest peanuts? What were her presenting signs and symptoms? What was the medical assessment of the girl once she arrived at the hospital? Did anyone confirm that the pesto's pine nuts had been substituted with peanuts? What do you all think? District 214 apologizes after nurse allegedly delays student with peanut allergy from using EpiPen - Chicago Tribune
  15. dudette10

    nurses who are bad patients

    I spent a few minutes trying to figure out why your response pissed me off so much, and I think I finally figured it out. You are one of those nurses who knows better than patients and is too busy ticking off your to-do list to be bothered with customizing care for your patients. Yes, it is inconvenient FOR US at times to change things up a bit to fit our patients' preferences, but that's also part of our job.
  16. dudette10

    nurses who are bad patients

    I have had many, many RNs as family members of my patients. The common thread I've seen is that they feel they aren't being listened to, and they have rather medically insignificant (meaning it's not going to kill you) but important-to-them issues that have been left unresolved. I think that is rather common with many patients, but they trust the healthcare team more so they don't question it. In my opinion, nurses, in general, do not trust the healthcare system because we know how many things can go wrong or remain unaddressed for too long, even accidentally.