Resus Days

Practice Saving Lives While Playing a Game

Resus Days is a resuscitation game to help healthcare professionals practice some quick-thinking needed for care of cardiopulmonary emergencies. Using gamification to deliver a simulation game for cardiopulmonary resuscitation. Check the below resources, the first level is free to try it out.

The Blurb

Rehearse life-saving decision-making in a fun, game environment. Resus Days is a simulation game for healthcare professionals to practice some quick-thinking needed for care of cardiopulmonary emergencies. You are the team leader in the resuscitation team. Your task is resuscitate the patient until he is back to a normal heart rhythm (normal sinus rhythm). The game includes 7 levels covering cardiac arrest, bradycardia, tachycardia, and simulated megacode. The first level (cardiac arrest) is free to play. If you like it, an in-app purchase will unlock six additional levels.

Keywords: #resuscitology #gamification

The game homepage is: https://resusdays.com

 

 

 

Create an Online Journal Club for Nurses

This post is to help guide the nurse educator on the creation of an online journal club for healthcare practitioners, and focuses on the theory of initiation and engagement aspects. Reasons for a journal club could be to increase uptake of evidence based practice, changing culture, improving patient outcomes or education development.

 To Do List

  • Outline of the purpose of the journal club.
  • Set some short and long term goals.
  • Set up regular meeting dates- routines help.
  • Voluntary or mandatory attendance?
  • Closed or public journal club?
  • A journal club leader to facilitate discussion.
  • Set a code of conduct for respectful discussion.
  • Determine process to choose topics of the papers.
  • Flipped classroom- circulating papers prior to the meeting.
  • Decide on a critical appraisal process.
  • Managing the online resource and enable sharing for those not able to attend.
  • Inclusive: providing training or resources for those nurses not familiar with the online journal club resources.
Practicalities
It is advisable to share and discuss articles on one platform for simple access for participants and to focus all discussion in one area. The articles and links could be shared via a learning management system, blog, Wiki resource, Google+ community, Twitter or a Facebook group. Limiting the number of social media tools also reduces the facilitators workload. Deciding on the privacy settings should be decided by the facilitators, remembering that workplace and nursing have code of conducts and you will be the moderator. The copyright rules for sharing publications will have to be followed as well, so use hyperlinks to the relevant journal page for participants to access or consider using open access articles. Having a journal club code of conduct with  information regarding confidentiality, engagement and respect is advisable.

 

Critical Appraisal Tools
References
Chan, T. M., Thoma, B., Radecki, R., Topf, J., Woo, H. H., Kao, L. S., … & Lin, M. (2015). Ten steps for setting up an online journal clubJournal of Continuing Education in the Health Professions35(2), 148-154.
Deenadayalan, Y., Grimmer‐Somers, K., Prior, M., & Kumar, S. (2008). How to run an effective journal club: a systematic reviewJournal of evaluation in clinical practice14(5), 898-911.
Greenhalgh, T. (2001). How to read a paper: the basics of evidence-based medicine. (2nd ed.) BMJ Publishing.
Greenhalgh, T. (2014). How to read a paper: the basics of evidence-based medicine.(4th ed.) John Wiley & Sons.
Intensive Care Network (2017) How to make journal club work.

 

Socio-cultural: Developing An Online Course

Socio-cultural

The learning trajectory of the human learning experiences aims to create boundaries and create new opportunities. This experience of learning and negotiation of meaning within a community through concepts of imagination, alignment and engagement is the socio-cultural or ‘Communities of Practice‘ (Wenger, 1998). Socio-cultural theoretical framework involves the learning experiences from both past and present within the current learning environment to create new opportunities of learning.  The socio-cultural perspective surrounds the social construction, the environment and cultural context.

Socio-cultural Online Course
• Ideally naturally formed working partnerships and group work, this could be very difficult to create an effective, comfortable, trusting relationship formed quickly on an online course. The other option is to encourage discussion to link up with a peer, or eventually the more formal process of educator picking partnerships is undertaken. Same for group work, but likely the facilitator may organise this very low-key to encourage engagement and feeling of control and direction of the learners. Could a visual resource such as FaceTime, Skype or Hangout be used to form more personal relationships, “name to a face” approach?
• Cooperative learning environment, social integration of the learners.
• Peer partnerships.
• Online interpersonal skills, such as writing, listening, discussing, talking online, negotiating.
• Cooperative group work and learning experiences.
• Case studies and problem solving activities.
• Creating a solution as a team.
• E-portfolio for reflective practice, especially focused on the collaborative experiences.
• Sharing information.
• Variation.

Transformation Aims

Positive interdependence, in that the collaborative approach and sharing ideas has made a positive impact on the individual and the community level. The development of interpersonal skills and soft skills.

Keywords: social learning, community of practice, situated learning, COP.

References

Ross, P. (2016) Communities of Practice (CoP) by Etienne Wenger. Nursing Education Network.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press. [sample here]

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246.

Wenger, E. & Wenger-Trayner, B. (2015) Introduction to communities of practice: A brief overview of the concept and its uses. Wenger-Trayner.com

Phenomenography: Developing An Online Course

The science of andragogy is understanding and supporting lifelong learning in adult learners and developing the teaching of adult learners (Knowles, Holton & Swanson, 2011). This discussion on the main conditions around contemporary learning utilising a phenomenological theoretical framework environment is aimed to improve learning and the philosophy of knowledge.

Phenomenography

A student centred educationally developed course, with the environment developed from the instructor having walked in the student’s shoes. “Instructors must then not only ask “What is learned?” and “What is transferred?”, but also “What should be learned?” and “What should be transferred?” (Marton, 2006).

Background on Phenomenographic & Variation Theory.

Phenomenography/Variation Online Course (E-Learning)

  • Variation would be the nature of the course to provide adaptability and agility of the course and the student (#interleaving)
  • Creating scenarios based on variances and differences to engage, investigate and change perspectives.
  • Advancing technology, use of an array of online resources to explore phenomena. Web based, gamification, point of view could all be included as part of this development.
  • Engage in scholarly discourse, to critique and discuss content to encourage a wide range of views and perspectives. Increases oral and listening skills also as an ongoing life skill.
  • Two way discussion for developing enquiry and negotiation skills.
  • As part of the exploration, look at both sides (pro’s and con’s, for and against, good and bad) to develop knowledge.
  • Encourage students to think outside the box.
  • Error free learning environment.
  • Facilitator must engage closely with students to ensure students understand the variations, diversity and phenomena.
  • E-portfolio for reflective practice and really understand their personal feelings, process and developmental journey.

Transformation Aims

Student skills development, especially focusing on experience, ability to critique and question and notice differences in the variations. A personal growth from the transfer of the learning and discern meaning out of the learning experience. Phenomenon based learning is to equip students with the skills to flourish in the 21st century technology driven era.

Keywords: transfer; phenomenology; Marton; agent of learning; e-learning; phenomenon based learning; PBL.

References

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development.

Marton, F. (2006). Sameness and Difference in Transfer. Journal of the Learning Sciences, 15(4), 499-535. doi: 10.1207/s15327809jls1504_3

Making The Internet and Resources Accessible

This is my consideration to reviewing accessibility of this blog and to aid future creation of resources. After reading this post by Finn Gardiner on neurodiversity inclusiveness it really makes you consider how you create education items. At times I have created short video recordings and added them into YouTube for students to access, normally talking over a few powerpoint slides explaining focus of upcoming course content or discussing an article for journal club but had never thought to add captioning or subtitles. The below resources explain the reasons for inclusivity and then a how to guide to add captions ‘Charlie Chaplin’ style. At the bottom right of this blog, is a translate option that hopefully allows more accessibility.

I try to add a mix of text, image and video resource to provide a variety of sources of information and to keep it light and interesting (#microlearning). What I am not sure about is the accessibility or loading speed for those accessing around the world. The open access approach means quick access, no passwords, payments but access to published articles is dependent on publisher rights so sometimes only a link to a abstract can be provided.

Make The Internet Accessible by Annie Elainey.

 

Creating Subtitles and Closed Captions on Your Youtube Videos by Derral Eves

Resources

Finn Gardiner (2017) 5 ways to make your web content more neurodiversity inclusive. Nosmag.org

National Association of The Deaf (2017) Captioning on the internet.

 

Blended Synchronous Learning

Journal Club Article: Bower, M., Kenney, J., Dalgarno, B., Lee, M. J., Kennedy, G. E., Carter, H., … & Hedberg, J. (2013). Blended synchronous learning: Patterns and principles for simultaneously engaging co-located and distributed learners. Electric Dreams. Proceedings ascilite.

Background

The traditional view of learning is of the on-campus University experience is changing, with students wholly or partially participating away from their institution (Gosper et al, 2008). Factors such as lifestyle demands of work, financial and social commitments mean universities now need to find new ways of engaging students irrespective of their geographic location.

The Answer?

“Blended synchronous learning approaches use media-rich synchronous technologies to enable remote and face-to-face students to co-participate in live classes”. The challenge is to provide collaborative learning activities in blended learning to ensure a social constructivist pedagogy is delivered.

Synchronous or Asynchronous?

Distance students have primarily been supported through asynchronous resources such as recorded lectures, electronic documents, discussion forums and course content delivery through a learning management system. But this does not provide vital real-time conversations, so a synchronous and multi-modal approach needs to be delivered.

Technologies

Media-rich synchronous technologies such as:

  • Video conferencing (Skype, Google Hangout).
  • Web conferencing (Adobe Connect, Blackboard Collaborate).
  • Virtual worlds (Second Life, Minecraft).

Learning: Student Tasks

  • Collaboration evaluation.
  • Group questioning.
  • Class discussion.
  • Problem solving.
  • Role play.
  • Collaborative design.

Teacher Needs

  • Extensive preparation.
  • Clear instructions.
  • Flexibility.
  • Student preparation.
  • Support staff.

Pro’s of Blended Learning

  • Equity of access.
  • Flexible course.
  • Technology aids work ready skills.
  • Continues a collaborative approach to learning.

Con’s

  • Preparation for student and teacher to be prepared, don’t assume everyone is tech savvy.
  • Minimal software requirement, which may add to costs.
  • Broadband can effect user experience in the online learning world, may disrupt teaching sessions.
  • Capturing real time and ensuring quality online delivery.
  • Difficult to manage remote and face-to-face demands on the teacher (may need a support person to manage the online world).

Summary

Blended learning can provide a synchronous learning experience that allows the community of practice to continue. Resources are needed for the technology, training and supports required to deliver a quality education program. The question of relevance in the vocational setting such as healthcare needs to be researched to question if blended learning can really replace hands on training and if nurses are actually ready for this approach.

References

Bower, M., Kenney, J., Dalgarno, B., Lee, M. J., Kennedy, G. E., Carter, H., … & Hedberg, J. (2013). Blended synchronous learning: Patterns and principles for simultaneously engaging co-located and distributed learners. Electric Dreams. Proceedings ascilite.

Nursing Education Network (2016) Blended Learning

Blended Synchronous Learning (2017) www.blendsync.org

Internet Sheep: Ask Questions

We are anonymousThe World Wide Web developed by Tim Berners-Lee was created with public domain rights, but the internet creates much discussion and opinions on open source, copyright, privacy, financial and political  views.

“As a globally distributed network of voluntarily interconnected autonomous networks, the Internet operates without a central governing body. It has no centralized governance for either technology or policies (Wikipedia, 2016).”

In healthcare the potential for big data to improve knowledge and understanding of disease could be vastly improved with a global access to health records.  Below are some of the discussions around the internet, both good and bad.

The Internet’s Own Boy: The Story of Aaron Swartz

Anonymous – It is time to know the truth 2017

Here’s How We Take Back The Internet: Edward Snowden 

Keywords: curiosity; thinking; knowledge; global citizen; we are legion.

References

Marrt, B. (2015) How Big Data is Changing Healthcare. Forbes

Wikileaks (2016) https://wikileaks.org/

Wikipedia (2016) World Wide Web

 

Book Club: The Pleasures and Sorrows of Work

Book: The Pleasures and Sorrows of Work by Alain De Botton (2010).

Ever wondered about the exciting world of biscuits? Me neither, but we don’t often think of the research and design, marketing, sales techniques and all round effort put into a simple biscuit but this book explores different occupations and into a large part of our adult lives, namely work. If we do indeed spend 1/3 of our lives at work, then understanding such environments is important.  From inspiring jobs to soul-destroying jobs, De Botton explores ten different professions and how they exist in the modern world. The reflection aspect by De Botton, where he makes the reader consider how we ended up in our professions, often stemming back from choices made as 16 year olds (our unthinking selves).

Some Points:

  • How products are made, the front end understanding only as technology underneath renders most of us helpless.
  • Specialisation of jobs, it will be a case of what can be automated in the future.
  • Mass production and megafactories moving away from local small-scale production.
  • Globalisation: in the food industry it is possible from source to table across the world in less than 72 hours is such an amazing feat, so when you shop you may never notice seasonal changes in food availability. Don’t even consider relating this to the postal service!
  • Consider all the things we are surrounded by and how they came to be there – any idea?

“The Pleasures and Sorrows of Work is an exploration of the joys and perils of the modern workplace, beautifully evoking what other people get up to all day – and night – to make the frenzied contemporary world function” (De Botton, 2010).

 

Reference

De Botton, A. (2010). The Pleasures and Sorrows of Work. Emblem Editions. [Goodreads blurb]

Human Centred Design

I recently attended a really engaging creativity meeting on Human Centred Design which focused on project development and rapid prototyping. These are my ‘novice’ notes, and resources  that the facilitators used, so thanks to the organisation developers who shared their experience and knowledge.

What Is Human Centred Design?

Human-centered design consists of three phases (IDEO.org):

  1. Inspiration Phase: learn directly from the people you’re designing for as you immerse yourself in their lives and come to deeply understand their needs.
  2. Ideation Phase: you’ll make sense of what you learned, identify opportunities for design, and prototype possible solutions.
  3. Implementation Phase: you’ll bring your solution to life, and eventually, to market.

 

 

Design Principles

 

 

Service Design Thinking

5 principles of service design thinking by Stickdorn et al. (2011, pg. 26):

  1. User-centred: Services should be experienced through the customer’s eyes.
  2. Co-creative: All stakeholders should be included in the service design process.
  3. Sequencing: The service should be visualised as a sequence of interrelated actions.
  4. Evidencing: Intangible services should be visualised in terms of physical artefacts.
  5. Holistic: The entire environment of a service should be considered.

 

Root Cause Analysis

Ishikawa Fishbone Diagram

Interactive Designing

Keywords: Human Centred Design; Prototype; Project Development

Resources

IDEO.org

Design Thinking For Educators from IDEO.org

Learn To Prototype Course from IDEO.org

Health XO from IDEO.org

Stickdorn, M., Schneider, J., Andrews, K., & Lawrence, A. (2011). This is service design thinking: Basics, tools, cases. Hoboken, NJ: Wiley.

Wikipedia (2016) 5 Whys

Johari Window and Feedback

Across healthcare education, feedback is considered an important aspect for learning and performance development. In this post we are focusing on the Johari Window by Luft & Ingham (1961), which can be used to help people better understand their relationship with themselves and others. The Johari Window can be used to develop understanding between individuals, such as the nurse and nurse educator.

Johari Window is?

A model of interpersonal awareness by Joseph Luft and Harry Ingham which shows the four facets of self.

Johari Window

The 4 Facits

  1. Open or Arena: This quadrant represents what is known by the person about him/herself and is also known by others.
  2. Hidden or Façade:  Represents what the person knows about him/herself that others do not know. Peers are unaware of this information. It is then up to the subject to disclose this information or not.
  3. Blind Spot: This quadrant represents information that the subject is not aware of, but others are. Others can decide whether and how to inform the individual about these blind spots. Also known as the hidden area, hidden self or avoided area.
  4. Unknown: Represents the participant’s behaviours or motives that were not recognised by self or others. These traits may not be considered applicable or because there is collective ignorance of the traits.

Johari Window develops?

  • Self-awareness
  • Personal development
  • Improving communications
  • Interpersonal relationships
  • Group dynamics
  • Team development
  • Inter group relationships

Feedback Exercise

This exercise is from Rungapadiachy (1999, pg. 237) to reflect on past feedback to serve as a guide for self-awareness and how feedback should be delivered.

  • Who was it from?
  • How was it given (what was actually said?)
  • How did you feel after?
  • How did you respond?

Johari Meaning

The term Johari comes from mixing Joseph Luft’s and Harry Ingham’s first names!

References

Luft, J., & Ingham, H. (1961). The Johari Window: a graphic model of awareness in interpersonal relations. Human relations training news, 5(9), 6-7.

Rungapadiachy, D. M. (1999) Interpersonal communication and psychology for health care professionals. Theory and practice. Oxford: Butterworth-Heinemann.

Wikipedia (2016) Johari Window.