Teaching Renal Failure in a Pathophysiology Course with the use of clickers Camille N. Scronce Duke...
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Teaching Renal Failure in a Pathophysiology Course with the use of clickers Camille N. Scronce Duke University School of Nursing N545: Integrating Technology into Nursing Education August 7, 2013
Teaching Renal Failure in a Pathophysiology Course with the use of clickers Camille N. Scronce Duke University School of Nursing N545: Integrating Technology
Teaching Renal Failure in a Pathophysiology Course with the use
of clickers Camille N. Scronce Duke University School of Nursing
N545: Integrating Technology into Nursing Education August 7,
2013
Slide 3
Student Contextual Realities
Slide 4
Upon completion of the course, the student will be able to:
1.Compare and contrast normal function of body systems compared to
alterations in function. 2.Identify maladaptive responses in states
of altered function and explore the health conditions that can
precipitate these alterations in function. 3.Demonstrate an
understanding of symptoms associated with specific health
alterations as they relate to the identified pathology. General
Course Objectives
Slide 5
4.Identify relevant diagnostics that are indicative of
specified pathological alterations and deficits. 5.Discuss
assessment characteristics representative of normal physiological
parameters and specific pathological-health deviations. 6.Identify
nursing systems, resources and interventions that may assist the
client/family in meeting self-care demands in managing specific
health conditions 7.Discuss the implications of current research
and health care practices related to specific health deviations
that influence clinical nursing practice. General Course
Objectives
Slide 6
1.Review the anatomy and physiology of the kidneys 2.Define
renal failure and discuss its pathophysiological changes 3.Describe
the categories of acute and chronic renal failure and associated
etiologies 4.Recognize and understand the clinical manifestations
of acute and chronic renal failure Learning Objectives
Slide 7
5.Describe the acid-base abnormalities of acute and chronic
renal failure 6.Describe the effect of chronic renal failure on
water balance, potassium balance, sodium and volume regulation
7.Explain the assessment and diagnostic findings associated with
acute and chronic renal failure. 8.Describe the medical management
and examples of nursing interventions of patients with acute and
chronic renal failure. Learning Objectives
Slide 8
Communicate Expectations Guide Learning Connect Content and
Assessment Why Learning Objectives Are Important?
Slide 9
PowerPoint Lecture with the use of clickers
Slide 10
Advantages of Lectures Teacher controls topic, content,
sequence and rate Can easily be updated or revised Facilitate large
class sizes Students are used to this teaching strategy PowerPoint
Lectures with the use of clickers
Slide 11
Disadvantages of Lecture Passive learning Difficulty
maintaining student interest Information forgotten easily Teaching
to one specific learning style/preference Encourage student
dependence on the instructor PowerPoint Lectures with the use of
clickers
Slide 12
Slide 13
Matthews Story PowerPoint Lecture with the use of clickers
Slide 14
Why is it important? Enhance student learning Enhance student
engagement Increase retention of content Provide multiple
strategies that target multiple learning styles/preferences
Utilizing Multiple Teaching Strategies
Slide 15
Incorporating Case Studies into Pathophysiology Teaching
Pathophysiology
Slide 16
A 73 year old female diabetic patient with a history of high
blood pressure develops an infection of her right foot. For over
one week the patient has had chills, inflammation and swelling of
her right leg and foot. The patient has been taking Motrin for
pain. For four days she has had low urine output. The patient was
admitted to the hospital with a BP of 82/60; temperature of 102;
and a pulse of 88. The patient is confused and has been diagnosed
with severe cellulitis of her right leg and foot. Her BUN is 126
and her creatinine is 6.6. She is treated with IV fluids,
antibiotics and dialysis. How do we know that this patient is in
renal failure? What are the possible etiologies of this patients
renal failure? What are the pathophysiologic mechanisms that cause
this patients renal failure? How can you use the knowledge of the
mechanisms for diagnosis and treatment of this patient? Case
Studies in Pathophysiology
Slide 17
Slide 18
Aligning the use of Clickers with Pathophysiology Aligning the
use of Clickers with Student Contextual Realities Aligning the use
of Clickers with Course Objectives Aligning the use of Clickers
with Learning Objectives PowerPoint Lecture with the use of
clickers
Slide 19
Affordances of Technology Enhance student engagement Increase
student interaction Gauge level of understanding Immediate Feedback
Reinforce learning Anonymity Constraints of Technology Associated
costs Investment of time Instructor planning Instructor
adaptability Overuse of technology
There can be infinite uses of the computer and of new age
technology, but if teachers themselves are not able to bring it
into the classroom and make it work, then it fails --Nancy
Kassebaum Technology itself is not transformative. Its the
facilitation of student learning that is transformative. Final
Thoughts
Slide 22
American Association of Colleges of Nursing (2013). New AACN
data show an enrollment surge in baccalaureate and graduate
programs amid calls for more highly educated nurses. Retrieved
August, 1, 2013, from
http://www.aacn.nche.edu/news/articles/2012/enrollment-data Berry,
J. (2009). Technology support in nursing education: Clickers in the
classroom. Nursing Education Perspectives, 30(5), 295-298. Carnegie
Mellon Eberly Center for Teaching Excellence (2007) A Teaching with
Technology White Paper: Classroom Response Systems. Retrieved July
30, 2013, from
http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/
ClassroomResponse_Nov07.pdf References
Slide 23
Carnegie Mellon Eberly Center for Teaching Excellence (n.d.)
Integrating clickers into your teaching. Retrieved August 1, 2013,
from http://www.cmu.edu/teaching/technology/clickers/pdfs/clickers-
pedagogicalvalue.pdf Carnegie Mellon Eberly Center for Teaching
Excellence (n.d.) The Educational Value of Course-level Learning
Objectives/Outcomes. Retrieved July 1, 2013, from
http://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/Course
LearningObjectivesValue.pdf Crossgrove, K. & Curran, K.L.
(2008). Using clickers in nonmajors-and majors-level biology
courses: Student opinion, learning and long-term retention of
course material. CBE Life Sciences Education, 7(1), 146-154. doi:
10.1187/cbe.07-08-0060 References
Slide 24
Day, L. (2011). Using unfolding case studies in a
subject-centered classroom. Journal of Nursing Education, 50(8),
447-452. Educational Development Centre (n.d.). What are clickers.
Retrieved August 1, 2013, from
http://www1.carleton.ca/edc/educational-technology/clickers/ Gauci,
S.A., Dantas, A.M., Williams, D.A. & Kemm, R.E. (2009).
Promoting student- centered active learning in lectures with a
personal response system. Advances in Physiology Education, 33,
60-71. doi:10.1152/advan.00109.2007 Harris, J., & Hofer, M.
(2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In C. D. Maddux, (Ed.).
Research highlights in technology and teacher education 2009 (pp.
99-108). Chesapeake, VA: Society for Information Technology in
Teacher Education (SITE). References
Slide 25
Hoffman, C. & Goodwin, S. (2006). A clicker for your
thoughts: Technology for active learning. New Library World,
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facilitate development of problem-solving skills. CBE Life Sciences
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(2012). Classroom activities: Simple strategies to incorporate
student- centered activities within undergraduate science lectures,
The Journal of Undergraduate Neuroscience Education, 11(1), 64-71.
Lombardi, M.M. (2007). Authentic learning for the 21 st century: An
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http://net.educause.edu/ir/library/pdf/ELI3009.pdf References
Slide 26
Moravec, M., Williams, A., Aguilar-Roca, N. & ODowd, D.K.
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Slide 27
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References
Slide 28
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