Author: Lisa Singleterry, PhD, RN, CNE
Title: Assistant Professor
Institution: Ferris State University
Online or Web-based Modules
Presentation (adapted from Cronenwett et al., 2007, p. 129)
• Explain why data presentation skills are essential for patient safety (Knowledge-informatics)
• Use information to communicate data (Skill-informatics)
• Apply technology and information management tools (Skill-informatics) Reflection (adapted from Cronenwett et al., 2007, p. 129)
• Contrast benefit and limitations of different communication technologies and reflect on potential impact on safety and quality (Knowledge-Informatics)
• Appreciate the necessity of information technology (Attitudes-informatics)
• Value technologies that support clinical decision-making, error prevention, and care coordination (Attitude-informatics)
Purpose: Undergraduate students experience information technology and the expression of data followed by guided reflection using the LEARN steps (Rideout, 2001, p. 133). Each student is exposed to information technology programs (i.e. excel, power point, adobe, blackboard 9.1) to manage and communicate data and information to peers. Reflection facilitates learner attitude development, technology and socialization in informatics.
Presentation: Every student is assigned to post a 5-minute presentation to the on-line discussion board [Alternatively, the instructor may use the Blackboard peer and self-assessment assignment tool, Padlet or other presentation platform for this presentation]. The presentation must contain written, audio and visual communication. ALL students (and your instructor!) MUST be able to open and view the presentation. The suggested presentation platform is audio added to power point. Alternatives include, but are not limited to Jing, Snagit, YouTube, Prezi, Google docs, and Slide Rocket.
The data used for this assignment is gathered in an instructor-developed survey (see strategy material) that produces data at all four levels of measurement (nominal, ordinal, interval, and ratio) [alternatively, the instructor may direct students to use nurse sensitive data housed with AHRQ or other National data results. Note: computer program exposure will vary with this alternative choice]
Students receive de-identified data on one survey question. The student is responsible for choice of data presentation (i.e. bar graph, table percentages) based on their identification of the data’s level of measure and interpretation of guidelines from Making Data Talk: A workbook (available FREE from http://www.cancer.gov/cancertopics/cancerlibrary/mdt-workbook.pdf).
Reflection: In the on-line discussion board, students will use the five reflective practice steps (LEARN), to critique five (5) peer presentations of their choice [Alternatively, the instructor may use the Blackboard peer and self-assessment assignment tool. This tool randomly assigns students to review peer submissions]. The reflection experience is an opportunity for students to view how information and data are interpreted, organized or structured, depending on the level of measurement. Secondly, students experience how data representation can change perception, attitudes and interpretation of that data. Each student describes a) their preference of data presentation style (i.e. table or pictorial data presentation), giving a rationale for that choice, b) the experience of using information technology, and c) how information technology can impact quality and safety in nursing practice.
|Look at 5 peer data presentations. Try to look at the data in general terms; often data is used to communicate health information or qualityimprovement opportunities. Look at the way the data is presented; what makes an impact; what makes the data confusing?You will EARN points in this reflection section by posting a reply to each of the 5 peer presentations you review. Each reply will be formatted using the Elaborate-Analyze-Revise-New process outlined below.|
|Elaborate and describe, in writing, how you felt viewing the peer presentation. What happened during the presentation? How did you feel andhow do you think others felt? What were the outcomes? Were you surprised by what happened during the presentation or did it turn out as expected?|
|Analyze the outcomes-Consider the level of measure (nominal, ordinal, interval, and ratio), was this the best way to present that level ofmeasure? Consider how communication of quality improvement data can impact quality and safety outcomes. If the data presented is confusing, how will that impact practice? Does poor data presentation impact clinical reasoning or change practice? Review why the data turned out the way it did. Why did you feel or react the way you did? If the outcomes were not what you expected, consider how you could improve the data presentation. This is an opportunity to really question your beliefs and assumptions, and ask yourself what the experience reveals about how to value data and the use of technology to communicate.|
|Revise your approach based on your review of the data and decide how, or if, you will change your approach. With your new learning, youmay decide to try a new approach, learn more about the subject, or decide that you handled the situation very well. Do you appreciate the use of technology to present data? Is there a better way?|
|New trial. Put your new approach into action. This may require anticipating or creating a situation in which you can then try out your newapproach. Suggest a way you might use this data in your practice.|