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I have to say that I feel fortunate in the fact that I created one of my dream classes when I developed my workshop for my capstone project. In it I cover obstetric outcome inequity, implicit bias, obstetric violence and power differentials that lead to poor patient outcomes. I also cover trauma stewardship and self-compassion for the nurse. It was satisfying to create and always satisfying to present.
But... if I were to come up with another dream class, and time, energy, resources and support were not an issue, I would develop a skills lab on obstetric emergencies.
Every single resident nurse and new to specialty nurse training to labor would go through the emergency skills lab. I would ensure they have covered the didactic content for the lab, in a flipped classroom model, so that we can use our time together wisely. I want them to have the knowledge, and then use the skills lab to build skill and critical thinking.
I would also build a version of the class for our experienced nurses. I would want every nurse on our unit to go through the class as part of their annual education. There are a number of emergencies we don't see very often, but I want our staff to be as prepared as possible, with every team member having the training and simulated experience to know what to do next.
Recently, our hospital was gifted a birthing simulation mannequin.  I have never facilitated learning with a mannequin like this before, and while the sky is the limit... the true resources are not. Imaging what I could do with that mannequin if I had all the time in the world is a double-edged sword. On the one hand, it allows me to think past the constraints. On the other hand, it makes the constraints much more obvious.
We would cover the major obstetric emergencies: postpartum hemorrhage, shoulder dystocia, cord prolapse, placental abruption, maternal code, code blue neo, and maternal eclampsia.  I would treat each topic as its own mini-simulation.  I would love the opportunity to run the drills/sims multiple times with small groups, so that they could practice and learn from their mistakes.  I would do a pre and debrief from each simulation. And I would provide writing prompts for the new nurses to complete at the end of the session. Self-reflection is such an important part of learning, and we all know what happens when we encourage nurses to journal or write down their thoughts when they get home. They don't do it. Building into the class time would make it possible.
Obstetric emergencies are anxiety provoking, scary, cause high levels of stress, require excellent communication and teamwork. But when nurses are prepared with knowledge and practice, the stress and anxiety can be reduced. And when you can reduce stress and anxiety your staff can think clearer. I know I can't reduce the instance of obstetric emergency, but I'd like to think with a skills day like this my team would be among the most prepared anywhere.  New nurses would experience the emergencies as a simulation first, have time to ask questions and think through things, and take some of the unknown out of the equation.  For experienced nurses, I would keep their skills fresh, their knowledge current, and work on clear communication and teamwork.
This emergency class would be nurse-only, and I would initially keep the new nurses separate. But every six months or so I would hold them again and mix the groups so I had some experienced and some newer nurses. With this model I would also like the experienced nurses to act as mentors to help guide, encourage, and advise the less-experienced nurses.  I'd like our staff to not only be incredibly prepared for emergencies, but also to respect one another, work well together, and feel comfortable and confident being a member of the team.
I'd like to get my team so well prepared that when an emergency happens they move into action. Each player knows the part and can find their role efficiently.  Every nurse understands the mechanics, the medications, the positions, the interventions to perform to help get the pregnant person and the fetus the best possible outcome.  A team where every person is comfortable being the leader, and equally comfortable being led. A unit where we can't stop the emergencies from happening, but we are such a well-oiled machine that it seems like we do this every day. We are good at what we do, we enjoy our work environment, we respect one another, and we give incredible patient care.

Summer Hopkins

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Developing Proficiency in Pediatric Nursing 

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Developing Proficiency in Pediatric Nursing 

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Dream class topic:  Developing proficiency in pediatric nursing

Audience: New graduate nurses 4 to 6 months into their nurse Residency

At my workplace, we have a year-long pediatric nurse residency program, that consists of four-hour long seminars once a month. I would love to teach a seminar  4 to 6 months after their hire date to help their transition and mitigate the reality shock that new nurses tend to experience once they are off orientation. The goal of the seminar would be to help new graduate nurses move from Benner's competent stage of clinical competency to proficient. The seminar would focus on developing their critical thinking and deepening their understanding of the "big picture" of patient care. At current state, I think this is what our current nurse residency program lacks—an opportunity for new graduate nurses to build on their experiences and current knowledge to improve their critical thinking.

I would exclude a didactic for this seminar and focus more on building active learning activities to engage the nurses. For the activities, I would include a discussion on the most important clinical lessons they have learned. This will give the nurses an opportunity to reflect on their experiences and share what they have learned with their cohort, which consists of nurses from various units. The next activity would focus on case scenarios and discussions around the cognitive processes behind their decision-making. Case scenarios would include identifying patient safety errors since many medical errors are by new graduate nurses. The third learning activity would have the learners pick a topic or diagnosis they would like to know more about, and then have them look through the hospital's databases on that topic. They would teach the group what they learned in a flipped classroom format. Looking up policies can be difficult to do on shift because it can be time-consuming, especially for new nurses who are still trying how to navigate all the information that is available to them, so this will give them the opportunity to explore their resources. Giving the nurses an opportunity to choose the topics would make the content more meaningful and applicable to their practice. This seminar would also be a great precursor for their simulation seminar.

When I was a new graduate nurse, the residency program did not exist at my hospital yet. I would have loved classes to help build my competence a few months in, after I have established a workflow, a grasp on basics, and experiences to reflect on.

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My dream class topic would be about joy – what it means, how we find it, how we bring it into our worlds more often. Topics could also extend into the things that spark joy for people. Although I would love to do this with a great variety of audiences, for this post I will choose Harborview staff – any role, any area, and any experience level. The class size would be about 30 and would take place in person. This class would not include a virtual option. We would meet weekly for 2 hours sessions for 8-10 weeks. The class would involve a mix of listening to podcasts, reading book chapters/articles, and watching movies. I would split the class into groups based on learning styles using the Visual Aural Reader/Writer Kinesthetic (VARK) assessment. Then based on their group they would be assigned a podcast, a reading, or a video to review and come to class prepared to discuss. I would allow the class to vote on whether they would prefer to stay in that learning style or rotate each week. For certain class meetings, groups would also get to pick a podcast/reading/video they would like the whole class to review for discussion. As far as reliability of these materials they bring in, that would be examined in the class discussion.  I would lead the class with questions about how to think about the sources with a critical lens. We would not watch entire movies or listen to entire podcasts during class, but we would include excerpts from the assigned media chosen by groups to share with the class during discussion.

Part of my decision to attend graduate school stemmed from recognizing how much I love to participate in in-depth discussions. The book Discussion as a Way of Teaching by Stephen Brookfield and Stephen Preskill, got me even more excited about what is possible through discussion. For me, leading a class like this would help me learn to use different techniques to guide classroom conversations, I would get to talk about one of my favorite topics, and by participants assigning the class podcasts, readings, movies, I would get exposed to more information. I hope myself and the students would also learn to have critical discussions which would increase our own self-awareness and more deeply appreciate diversity of opinion.

If I was able to teach a class like this on an ongoing basis, I think it could have great impact on the work environment. My dream is that a class like this would contribute to a positive work culture and increase collaboration and civility between different staff roles.

Here is a link to one of my favorite recent episodes of Hidden Brain.

https://hiddenbrain.org/podcast/cultivating-your-purpose/

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My dream class would be to create a variety of NICU simulations for nurses on the floor that we would do in small groups 3-4 times a year. This simulations would be realistic to things we do and see regularly and things that might happen but are more rare occurrences.

As NICU nurses, we work on our on unit but we also attend high-risk deliveries, rapid responses, and codes for infants in L&D and postpartum so my goal would be to create a variety of simulations that represent the variety of work environments we experience. This might include a precipitous nurse delivery of a 26 weeker in the patient's bed where you don't arrive until 2 minutes of life and no equipment is set up for resuscitation.  Or a mock code at a routine delivery with no risk factors. I think it's also important to have mock codes that we might see on a what seemed like a stable baby a few hours ago and is now is actively dying. We had this situation a little while ago and while you are never fully prepared for an infant death, I believe we can do a better job preparing new nurses for these situations.

When we do NRP certification class (every 2 years), the simulation often ends with the class successfully performing resuscitation when in reality, that is not always the case. Currently, our unit does not have any regular simulation activities. Like I mentioned earlier, we do NRP cert class but its only every 2 years. And new nurses initially complete it so they can work on the floor but don't really have the base knowledge at that point to fully understand what they are learning, how to apply it, or what it looks like in practice.

I would also like to use virtual reality simulations to provide more frequent opportunities to practice the resuscitation steps. They have started to have VR simulations for nursing and I feel like it's just a matter of time until all hospitals are using it regularly. Not sure what other hospitals are doing, but instead of BLS every 2 years we do RQI once a quarter and it has honestly helped me feel much more comfortable in CPR skills. The frequency helps to reinforce these skills and makes it almost second nature. My goal for NICU nurses would be to have resuscitation skills (at least the initial steps) be automatic and I think VR simulations would be perfect for that! Here is a video about VR neonatal resuscitation, very cool!

In a truly perfect situation, I would be able to set up these simulations with the group working together in the nurse role, but to also have a provider, pharmacist, respiratory, etc. also be present to simulate what it actually feels like to be in these situations. Healthcare is a multidisciplinary profession where no one person is doing everything--especially in these emergent situations. By having the entire team present for simulations and by doing them regularly, we can create a more realistic feel and help nurses feel more prepared during an actual emergency.

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My dream course would be to teach IV starts to nursing students using virtual and augmented reality to build their skills and confidence.

https://youtu.be/h3rKvsFTfPA

Starting IVs is one of my favorite skills as a nurse. But, when I started, I was THE WORST. Embarrassed and determined, I set out to become proficient. I asked everyone with an induction or C-Section if I could try to start the IV. After lots and lots of misses and practice, I became an IV shark. For most patients, it is a scary and unpleasant event. My goal when I start an IV is to make it the best experience possible for the patient. Therefore, I enjoy teaching other nurses how to start IVs so they will have the skills to be comfortable and make it a good experience for the patient.

Research shows that by decreasing students' stress and anxiety, they will have better learning outcomes, confidence, and satisfaction. Virtual reality and augmented reality are ways that we can build a better understanding of anatomy and skills to help increase students' confidence and performance and help them be successful in their starts, which is best for the patient.
Prior to using the technology, I would give a lecture to ensure that the students have an understanding of anatomy and review verbally and with a video of the procedure of IV placement.

Virtual reality is where you wear a headset and are completely immersed in a virtual world. I would use virtual reality to help them practice introducing themselves to the patient and the order of steps to place the IV. Using this technology, they could build their confidence through repetition and practicing the steps as well as interacting with a virtual patient.

Once they have built their confidence using virtual reality, we could move on to augmented reality. Augmented reality is the combination of the real world and computer-generated content. Here the students could use augmented reality to see the veins as they place the IV. What happens if they hit a valve. What happens if they infiltrate the IV, etc.

Next, I would use an IV simulator arm that you can wear. This is one step closer to the real patient but allows them now to put the skills and confidence that they have built with VR and AR into play in a more real-life situation.

https://www.bing.com/ck/a?!&&p=35a55b044afb5294JmltdHM9MTY4MjIwODAwMCZpZ3VpZD0zMzM3Mjg1MC1kYjg5LTY5ZmYtMzRkYS0zOGVhZGY4OTZiOGQmaW5zaWQ9NTIxNQ&ptn=3&hsh=3&fclid=33372850-db89-69ff-34da-38eadf896b8d&psq=wearable+IV+arm+simulator&u=a1aHR0cHM6Ly9hdmtpbi5jb20vYXZzdGljay1pdi1zaW11bGF0b3Iv&ntb=1

This technology has exciting applications that could help students gain confidence and competency prior to the stress of placing an IV on a patient. Good for the students and patients!

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My dream class would be a bridge program for NP's to be able to complete A&P and clinicals the way MD's do. It would mean a series of courses, but when I attended the UW in Seattle for my DNPP program, I was shocked and disappointed that the education in A&P did not take me much beyond the basics I had in community college, and that pharmacology consisted of 1 hour per topic (i.e., diabetes, blood pressure, etc). They spent the entire first year on leadership and in the 2nd year wove in a few program focuses in smaller classes, but I was left feeling even more inadequate as an up and coming provider. It led me to really question the entire experience and created such a rift in my mind that I could not get past it. The clinicals were mostly amazing, and I was again surprised how most of my preceptors felt the exact same way about their schooling experiences.

There is this pressure now of doing more with so much less time. When time is the one thing that should be granted. I remember starting nursing school and felt I ran a marathon where I had to make some difficult and heavy sacrifices for my profession because there just wasn't enough time to complete things at the pace I felt I needed. Another 6 months would have given me the confidence and a more solid foundation to becoming a nurse. It is weird to look upon the DNP program as that too, that a 3-year program just doesn't meet the levels many of us expected. This is not to say that post-education you stop learning. I just wonder how valuable it is to only teach for the licensing exam, instead of augmenting a program that could accomplish that AND feeling like starting out of the gait you have that foundation. It takes almost a year to get all of your accreditations anyway.

After watching the drama unfold in Florida with "Operation Nightingale", it does make me wonder overall if we should not overhaul nursing. Maybe if students felt more prepared as new graduates, it would help ease the tension of so many leaving the profession. My thoughts on how this could be done would be to split the entry requirements and to teach the A&P and microbiology within the nursing program. The math, sociology, and basic psych would remain as part of the pre-nursing. Clinicals would happen in years 4&5, and would cover all practice areas, but the student nurses would be with their preceptors, who would qualify for the current DOH reimbursements, extra bonus!

This would create a much slower roll out and create an automatic residency for every nurse, and allow them a bit of flexing if they gravitate to a particular focus.

I have no idea how to accomplish any of this, but I do feel current graduates of both programs are left without a solid foundation underneath them that I wish could be fixed.
-Shelley

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At the risk of sounding redundant, my dream class is what I've been working on throughout this program - to teach nurses and nursing students about self-care, mindfulness, and mental health. I want to make a difference: my dream is for it to be a national conference or workshop because I believe it is so important. I am so thankful to have had the fieldwork opportunity to implement a pilot project at EVCC, and it has been an amazing experience with students approaching me after class, outside of school, in the oddest places (like an indoor kids play area I took my kids to and they randomly saw me there) - just to tell me how much they learned and how glad they were to have had the self-care curriculum.

Resilience has recently been a hot topic and I don't want it to be a "fad" that goes away after a time - I want the importance to be widely and deeply known and embraced. I want nurses to have the "Self-Care Cycle" as I've coined, ingrained in their schooling so they can best advocate for themselves and their patients. That is the only sustainable solution to the nursing shortage crisis - nurses taking care of themselves are happier and healthier. They experience less compassion fatigue, less stress, anxiety, and depression, and have fewer suicides. And, as a complementary cycle, it all adds up to create better work environments, better patient care, and that feeds into less stress, anxiety, depression, burnout, etc.

It would include more than just pre-licensure nursing students; it would include the entire nursing workforce. As I shared my website with some of my coworkers, I had a few tell me it should be "mental health in nursing" and drop the "school" because every nurse needed it, not just nursing students.

My class/workshop/conference would be tailored specifically to nurses because there are aspects of nursing that are so different than other fields - but most content or topics would apply to other fields as well. Specifically, many resources on self-care talk about very specific ideas that are not applicable to most bedside nursing jobs. For instance, they say to keep a set schedule of breaks and sleep, to sleep 8-10 hours at night and not eat after 6pm, to hold businesses accountable for end-of-shift times. Well, we all know that's not really applicable to nurses... so, what is?

If I had the resources and support, I'd be interested in creating a similar class for first responders - EMTs, paramedics, PD, Fire Fighters - as they also face several unique challenges that I have experience with.

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My dream class would be one on caring in nursing. The course would include sections on caring for self, caring for patients, and caring for colleagues. The audience would be pre-licensure students at either a ADN or BSN program. I feel this body of students would both be the most receptive to the material, given prior to any clinical experience, and generally gain the most from it. Because nurses need to care about and for all comers, be they likable or not, with equanimity, social justice and the study of healthcare inequalities will be included in the curriculum. Personal boundaries while still caring about the individual will also be taught.
The entire curriculum will be based on transformative learning theory and the precepts of mindfulness. Self-awareness, acceptance and compassion for self and others are central tenets to both systems. Mindfulness exercises  are a practical way to help the student explore issues surrounding the art of caring.
Things covered include the appropriate use of eye contact, touch and verbal responses. To do this well requires a higher level of psycho-social and spiritual assessment of the person we are caring for. Mindfulness techniques can also be applied to exercises to increase student expertise and comfort.
There would be two primary components to the course, in person class where time could be devoted to discussion on the class materials and exercises including not just mindfulness techniques but also other complementary therapies.
Online material would include a YouTube channel with all the lectures on the science of caring and its repercussions for patient care. There would also be numerous guided meditations would be available on the YouTube channel. For those would happen to be oral learners, each weeks reading would be synthesized and recapped in an audio-video format so those students who don’t t absorb reading well would get a general idea of the most important part of the readings. The readings themselves would all be available through online links, with no paper texts.
In class activities would include more  than discussion and meditation. They wouldn’t include simulations on expressions of caring on hired actors and even other students. This would be Donne to increase the students comfort level with actual patient interactions.
Measurement would be done in the form of short multiple choice quizzes, online discussion boards, and an oral presentation, rather than a final paper. Perhaps the most important measurement would be when they are given Harvard’s Implied Association Test (IAT) prior to and after the course. I think the IAT is, thus far, the only really reliable way to measure bias and thus a persons ability to care for others with fairness and equity for all comers. The IAT is not so reliable however, that it should be for grading students but rather to evaluate both the curriculum and instructor effectiveness.

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My dream class probably already exists, it is Pediatric Nursing. I want to teach undergraduate nursing students how to take care of pediatric patients across the lifespan, in all different developmental stages and with different developmental disabilities.

If I had infinite time and resources, I would want to include a variety of topics ranging from pediatric anatomy and physiology to age specific developmental care considerations. I would want to include everything in the realm of pediatric nursing but that would be unrealistic. The main educational components I would want to include are:

· Pediatric Mental Health- from school age to adolescents

· How to best teach parents, patients of all ages, and caregivers

· Caring for pediatric patients & their families

· Physiology and development from birth to 18 years old

· Caring for children with developmental disabilities

· Pediatric Pain Assessment & Management

· Most common pediatric conditions in each body system: for example, appendectomy under the GI system

· How to be a pediatric nurse in the in-patient setting: practical skills, how to approach patients, time management, prioritization of care/tasks and the day-to-day nursing care of kids.

The structure of my ideal class would be in a flipped classroom design. I would provide students with preparation materials in advance of the course tailored to all different learning styles for them to review the content. For example, for our class day on pediatric mental health I would design a module that would include video lectures with audio recordings of the material for visual and auditory learners, textbook chapters for those who prefer reading, and visuals and images illustrating concepts for visual learners. I would assign students the pre-work which they would complete prior to the scheduled in person class day. I would administer a formative assessment, either a short answer prompt or a short quiz on key information I want them to know from the lecture content. Then based on the answer of the quiz or short answer activity I would spend the first part of class, going over the questions/content that the students struggled with the most. I would do this in a mini lecture format with a discussion/Q&A session for students. This would ensure that their questions can be answered, and content can be clarified before the class moves on to the application section of the class. During the rest of the class period, I would want to work with students on application of the content into nursing scenarios through active learning strategies such as case studies, group discussions, group presentations, individual presentations, and high or low fidelity simulations. The focus of in class time would be the application of content to real life clinical issues and problems that students will face in their future career. I would like to minimize in class lecturing as much as possible and bring application-based learning to the forefront in the class. In an ideal world I would eliminate MC question quizzes/exams (because I hate them) but considering the need to prepare them for NCLEX  I would include NCLEX style MC questions in quizzes and a few exams on application of the course content. I would include concept maps and varied writing assignments to allow students to practice critical thinking skills and solve real world problems. I want students to learn to think critically to support them to provide the best possible care they can for our vulnerable pediatric patient population.

Why pediatrics? I love children and pediatric nursing. They are my passion. I enjoy caring for pediatric patients and their families. I want my students to have a more positive learning experience than I did in my pediatric nursing course during undergraduate education which left me questioning if it was the right field for me. My goal for the class is to prepare students to care for and interact with children in a meaningful way during their professional career as nurses. Although many of my students may not become pediatric nurses, I want them to be prepared to be comfortable interacting with children in their professional roles as nurses which could include a child being their patient in the ED or as a family member visiting a patient. I want to share my passion for pediatric nursing with the next generation of nurses to inspire some of them to be pediatric nurses like me.

Side note:

Another class idea I have for my ideal class would be a class for nurses regarding how to effectively teach patients. I have struggled with wanting to be a better educator for my patients and their families to ensure they can appropriately care for themselves or their children at home. I have noticed that many nurses do much of their teaching at the time of discharge and only give educational content in one of two ways either verbally or in written forms. I want to improve our patient education as bedside nurses to hopefully improve the retention of the education we provide and thus improve our patient’s overall health outcomes.

Again, if I had infinite resources this class would be in a flipped classroom setting with didactic content done prior to class and then in class would focus on application based active learning activities. I would use case studies and clinical practice problems to focus on real world issues with teaching and learning in the clinical environment with patients. One issues I would also like to discuss is how to best teach patients/families who do not speak English or English is a second languages and how at the bedside we can best support them as learners. I would focus on educating nurses on specific teaching techniques that can be applied to teaching at the bedside. For example, emphasizing the use of the teach back method, assessing their learners preferred learning style and implanting the patient/family’s preferred learning style.

Let me know which class you think would be more useful or which one you would want to take. I really like both…

~Morgan Sidles

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I think my dream class to teach would be a combination of nursing bedside skill plus medication administration at the bedside. So really just everything practical once you're in a patient room. No specific disease processes or medications specifically, but just really, how do you organize your day, how do you navigate in a patient room, skills you will perform in a patient room, functionality of equipment (what to do if something goes wrong with it), and medication administration process (how to navigate IV pumps, g-tubes, oral meds). Except as stated, it wouldn’t be focused on pharmacology specifically. Just the skill set. I guess I would label the class “Practical Bedside Nursing”. The audience would probably need to be students in their second or third quarter of nursing school, where they are getting ready, or just starting to begin clinical rotations. This would allow for practical application of what I would be teaching them. I don't believe enough nurses really take the time to teach how they organize themselves in a room/process and techniques for medication administration, and skills in a way that makes sense all at once. Over time of course we get to know these things (sort of), but if I had endless resources I really think if someone focused my learning on the process of organization plus practicality of bedside nursing that would have been helpful early on in my education. I would include organizational skills related to taking report, getting myself organized for caring for multiple patients (how to prepare your day for priority setting/success), then practicality of doing safety checks at the bedside (looking at all equipment and what is important), practical nursing skills such as foley catheter, trach care, assisting with ambulation, vital signs, and then medication administration (oral, IV, g-tube, subcutaneous, IM, etc.). I would exclude everything related to specific pathology or pharmacology, that would not be the focus of this class which is entirely based on practical skills of the bedside nurse. I think this is important because if we build a basis of practicality, and then add complexity (pathophysiology and pharmacology), students would at least have an early start and understanding of these skills and how to maintain organization. As a floor nurse, from what I have seen, the nurses who struggle the most (or create more work for other people) are those who are disorganized. I am not saying this singular class would totally make it to where individuals are completely organized all the time, I just believe that earlier attention brought to the fact that nursing can be chaotic and complex, and a basic/early understanding of skills on how to be organized, along with the practicality of bedside nursing skills might help mitigate confusion at later stages.

What do you guys think?

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Nursing programs face several common issues/agendas, especially in the wake of the pandemic. Every nursing program is unique, and it follows that the right technology for the program may differ from another nursing program.

The most pressing issue nursing programs face is to better prepare for practice. The core concepts in nursing are Clinical Judgment(CJ) and Critical Thinking (CT), which is a direct strategy for bridging the theory-practice gap and improving overall preparedness for practice. The following agenda is constantly lingering in my mind:

What are the nursing program’s unmet needs?

What is the ideal nursing education?

What is my role as a higher educator?

Most nursing programs’ common unmet need does not have the resources to train all qualified nursing applicants effectively and reduce the number of available nurse educators and their time. Fatigue and shortage of nursing faculty are real.

This current strain on program capacity does not even reflect the thousands of qualified applicants turned away in the midst of a nursing shortage. The qualification of the faculty is in the line of challenges as well due to the high demands.

Other common unmet needs are emerging technologies to consider for nursing programs.

My dream nursing education is to integrate innovative technologies such as virtual simulation/virtual reality (in the lab), video capture software for skills (student self-paced study and assignments), accessible EHR applications (prep for clinical), and e-Portfolio (digital portfolio where graduating nursing students articulate professional goals and demonstrate their skills and achievements. This is one of the current evaluation modalities for staff nurses in a healthcare setting). More importantly, it is critical that highly qualified nursing faculty need to receive proper training and continuing education through the supported program.

The ideal class setting for active and productive student- learning is to consider the various elements listed in the link below from Wolters Kluwer who is a global provider of professional information, software solutions, and services for clinicians, accountants, lawyers, and tax, finance, audit, risk, compliance, and regulatory sectors.

https://www.wolterskluwer.com/en/expert-insights/11-active-learning-strategies-to-engage-active-learning

https://assets.contenthub.wolterskluwer.com/api/public/content/f7a36326e84a412eb574e0a7ce0b9c7d?v=6fbb9f8b&_gl=1*1plqmbi*_ga*MTI1NTU5Nzk5NS4xNjgyMTgwNjYw*_ga_7DJGBC7BG3*MTY4MjE4MDY2MC4xLjEuMTY4MjE4MTc1Ni4wLjAuMA..

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I don’t know if you can call it teaching, but perhaps facilitating. I would call it a workshop, not a class. I would love to facilitate a class designed for healthcare professionals that examines our connections and values as we relate to each other and our patients. It would be a workshop exploring how we connect to each other in our jobs, our patients and how that is brought to life in ourselves and how we show up for work. I would include the creation of group norms, individual reflective activities about our personal values of working in teams, our roles in the healthcare system, and group discussions that spring from individual reflections. This workshop would look at what research has told us about how coworkers connect and create healthy teams in healthcare. I would dive into conflict resolution skills to develop healthy connections.
The affective domain has been front and center for me lately as it relates to my workplace and my higher education.  Over the last couple of quarters, I’ve spent time getting acquainted with Bloom’s taxonomy. I struggle with the affective domain in my objectives and ensuring it is in my content. How do I know I’ve impacted a person’s value system. Can I influence someone to value something? This is what I've started to ask myself. Beyond asking reflective questions and journaling as an activity. Which in turn promoted me to go see what I could find.

I found an article about using virtual reality (VR) as an education tool for nursing and medical students before they started their rotation in the operating room. The VR put the students in the position of the patient about to have surgery. The second part of the VR was a virtual tour of the OR where they where going to do clinicals.

This article got me thinking about how simulations can be used for so many things in so many ways. I’m now curious about VR as another option in healthcare education to further explore the affective domain, maybe even how we connect to each other in our job roles and see our connection to the healthcare system.

What is 360 video https://www.youtube.com/watch?v=EqsdVIjZSxw

(You might need to use your UW account to access the link) https://go-gale-com.offcampus.lib.washington.edu/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&retrievalId=f6dd422f-0286-426c-8732-2fc14764c53e&hitCount=1&searchType=AdvancedSearchForm&currentPosition=1&docId=GALE%7CA676576937&docType=Report&sort=RELEVANCE&contentSegment=ZONE-MOD1&prodId=AONE&pageNum=1&contentSet=GALE%7CA676576937&searchId=R1&userGroupName=wash_main&inPS=true