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FINAL - Flip for Learning - Chapman 2024 ANPD-MN Poster1

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Stacy Chapman, MSN, RN, CMSRN

Clinical Education Specialist

Children's Minnesota

Email: stacy.chapman@childrensmn.org

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Each Trach care skill is listed with a video and applicable portion of the flip book. This is available on our internal nursing resource webpage for staff to access for just-in-time education or unit-based education days.

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Includes locating the policy or procedure online and all steps to complete this skill.

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Write a simple scenario to set the stage for the type of patient and cares they can expect for a low-fidelity simulation environment.

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Instructions should be:

1. In line with procedures but does not need to be repeated verbatim

2. Be succinct with sufficient information to perform the task

3. Include pictures with enough detail to perform the task without asking questions

4. Have limited tasks per page to not overwhelm the learner

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Use Color Coding to Clarify Instructions

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Use Color Coding to Clarify Instructions

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Using colors to identify important information or complex instructions can help learners work through skills independently.

Make sure to keep the same color-coding throughout the document.

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Create Reset Instructions Between Skills

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Create Reset Instructions Between Skills

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Including a transition between skills is important for learner flow and to reduce questions.

1. Write instructions that make it clear how to reset to do the same skill (so the other partner can complete it)

2. Write instructions to move onto the next skill.

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Identify stopping points for facilitators to check in to ensure skills/tasks are being performed correctly, if needed.

For this course, we have students measure an obturator to identify correct suction depth. This is often done incorrectly by new staff. Checking at this point impacts their ability to perform the skills in the class and in patient care correctly.

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If printing this document:

1. Ensure the document prints so pictures are easy to read, even when flipping pages.

2. Add intentional blank pages to improve flow.

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Setting up the room in two lines or a horseshoe allows the course facilitator(s) to see learners easily and make rounds in the space.

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Setting up take for learner pairs.

1. Include sufficient supplies for both partners to complete skills.

2. Utilize pictures to bridge the gap for equipment that cannot be used in class but is essential to "setting the stage" for the skill.

3. Provide a receptacle for waste for classes you reuse supplies.

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Facilitators observe the course but learners raising their hands can be missed if they are busy with other learners. We utilize stand-up, color-coded signs to prioritize questions.

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Our course focuses on the most common cares for trach patients. The Bonus Station has items that are used frequently as well with descriptions for students to review. The Flipbook instructs learners to review this table prior to leaving.

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We all know experts are amazing stakeholders - but often the best person to bring to the table is someone with NO experience. They are more in line with your learner's perspective and can give thoughtful insight and identify gaps.

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Update Policies & Procedures - if needed

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Update Policies & Procedures - if needed

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Translating procedures into step-by-step instructions helps learners follow organizational guidelines.

This process can shed light on the need to update procedures. Do this before creating curriculum for the best results.

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This course is a hybrid format utilizing two eLearns to support foundational knowledge prior to attending an in-person skills course with the Flipbook.

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eLearns must be completed before skills course. They include foundational information to prepare learners for skills.