THE ALTERNATIVE TO POWER POINT: BRAIN

BASED LEARNINGMelissa Powell, MHPE, RN-BC

GOAL

Receive information about how to conduct an active learning session with brain based learning strategies.

Learn about an evidenced based strategy for teaching health care professionals effectively.

WHY POWER POINT LECTURE IS INEFFECTIVE AT ACHIEVING REAL LEARNING Power point is only one step in the process of learning.

1. Receive new information

2. Gather and categorize in the mind

3. Transfer, apply and synthesize

4. Distributive review

Power point can really only effectively serve to deliver new information.

Real learning happens when information is transferred to the libraries inside the mind where it is accessed, considered, synthesized when needed.

Information has a tendency to transfer better when it is sought after, applied and reviewed.

BRAIN BASED LEARNING

The brain science tells us that when the mind receives information passively, only 10 -15% is retained.

Information that is gathered and sought after, and the information found along the way, has a significant increase in retention and transfer.

Adult learners need to have a reason for learning. They want relevancy and need to be validated for their values, experience and knowledge.

Peer Instruction: Many adult learners are eager to share their ideas and stories with others.

Learners like case studies and problem based learning.

Problem based learning and case study is proven to build confidence in adult learners.

HOW DOES IT LOOK?

The following are pictures of a BBL led class.

15 MINUTE POWER POINT: DELIVER THE GOALS FOR THE LEARNING EXPERIENCE:THE BIG IDEAS. IDENTIFY THE KEY POLICIES AND PROCEDURES YOU WANT THE LEARNERS TO UNDERSTAND.

AN EXAMPLE:

THE BIG IDEAS AND GOALS FOR THIS EXPERIENCE At the end of this session:

The nurse will understand the culture and principles that drive interprofessional pain management at Vanderbilt University Medical Center.

The nurse will learn new policies, procedures and recognize the differences in the VUMC polices and procedures as compared to their previous experience.

The nurse will learn about VUMC assessment, communication tools and documentation used in the interprofessional care of patients with acute and chronic pain.

CHECKLIST FOR SPECIFIC LEARNING OBJECTIVESPain Management Documentation Comments

Reassessment within 1 hour if PO

Reassessment within 30 min if IV

Document using appropriate pain scale

Document education about plan, safety, side effects, and care

Document sedation using the RASS every 4 hours

Document patients goal in care plan and in pain flow sheet

Document patient statements and affect if reliability seems incongruent

POLICIES, PROCEDURES AND CONTENT/INFORMATION SHEETS HANDED OUT TO GROUPS. (AN EXCELLENT ALTERNATIVE FORMAT IS IN COMPUTER ROOM, USE WEBSITE RESOURCES.)15 MINUTES FOR GROUPS TO ROTATE FLYERS AROUND FOR GROUP MEMBERS TO SKIM.CASE SCENARIO READ. HANDOUT OF CASE PASSED OUT.

GROUP MEMBERS TACKLE CASE, COLLABORATE TO FIND ANSWERS. CONTENT EXPERTS CIRCULATE ROOM TO PROVIDE ANSWERS.A GROUP LEADER IS PICKED TO SHARE THEIR KEY LEARNING POINTS TO LARGER GROUP.

TO CONCLUDE:BIG IDEAS ARE REINFORCED. KEY POLICIES AND PROCEDURES CHECKLIST IS MARKED AND ANY MISSED IDEAS SHARED.

QUESTIONS?

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PHOTO CREDITS

I would like to thank Vanderbilt staff Dr Raj Gupta MD, Dr Jon Aston PharmD, Linda Smith RN, and Nurse Resident Cindy Trice, RN for allowing me to use their images for this power point.