Author: Tamara Greabell, MSN-Ed., MA, RN
Title: Nurse Educator
Institution: Arizona College
Patient-Centered Care: Learners will elicit patient values, preferences, and expressed needs as part of the clinical interview, implementation of the care plan, and evaluation of care
a. Learners will practice communication and assessment skills with a client exhibiting a specific disorder.
b. Learners will demonstrate knowledge of priority assessment data.
c. Learners will create accurate clinical scenarios of specific system disorders.
Safety: Reduce client risk through open communication and utilizing standardized practices.
a. Learners will compose pertinent assessment questions necessary to developing a plan of care.
b. Learners will demonstrate proficiency of nursing skills necessary to provide care to a client experiencing a system disorder.
c. Learners will employ effective communication necessary to attain critical assessment data.
This strategy fosters learners’ development of assessment and communication skills by creating case studies about clients with specific disorders. This strategy encourages learners to portray nurses’ and clients’ roles and engage in simultaneous role-playing and clinical reasoning.
The case studies include learners creating a client’s medical chart or completing a fill-in-the-blank activity about a client with a particular condition. Learners create medical charts or create nurse-patient dialogue by filling in the blanks. Learners will create scenarios that are consistent with a system disorder, including nurse assessment questions and client responses. Learners are encouraged only to choose priority items that are relevant to the condition.
Both strategies can be used in the classroom, whether in a face-to-face learning environment or a virtual breakout room. Learners are grouped in pairs and work together, portraying the roles of nurse and patient. Group work is especially critical during this virtual learning time as practical experience is limited. Learners know ahead of time that they are working on a specific disorder. The strategy works best after a lecture by applying gained knowledge to a real-life scenario. The teaching strategy is also useful as a comprehensive review for examinations.
Both a chart and fill-in-the-blank templates are attached. The templates are easy to modify to specific disorders, depending on content topics. The attachments use asthma as an example. One template is designed for students to create a client chart. Following the lecture on asthma, learners can work in pairs and create a chart for a client diagnosed with asthma. Learners will apply their knowledge of asthma to create expected objective and subjective assessment findings. The fill-in-the-blank template asks learners to consider priority assessment techniques and medications that nurses will encounter in real-life practice. Learners can then take the completed templates and use the scripts in skills labs to role-play their created dialogues or implement the skills necessary to care for an asthmatic client.
Faculty can implement this strategy during a lecture in a formative fashion by having learners share the results of their creations during class time, whether in person or virtually. Instructors evaluate whether the scripts relate to specific disorders and whether learners have developed pertinent assessment questions and answers. Learners can also participate in peer evaluation by using this strategy as a study method. Learners complete the scripts and then assess whether the information aligns with the specific disorders.
Learners can evaluate each other during skills labs when they implement their scripts by evaluating skills proficiency and whether the chosen skills relate to the diagnosis.
The templates are fluid in that learners have the freedom to create the client’s illness severity. The settings can change from outpatient to inpatient, depending on learning needs or course content.