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NSM in Education

Energizing Teacher & Student Learning Outcomes
by

Maria Wright

on 11 May 2015

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Transcript of NSM in Education

NSM in Education:
Energizing Teacher and Student
Learning Outcomes

Presented by Maria Wright
Indiana University - Purdue University Fort Wayne
Fort Wayne, Indiana, USA

Project #1
Project #2
Project #3
Outcomes
Energizing the Education
Process
Neuman
Systems Model
Evidence-Based
Teaching
Informatics
Health Education Video on Menstruation
Audience
NSM Application
Development
of the Project
Teaching Project
on Synthetic Drugs
Audience
NSM
Application
Development
of the Project
Quality Improvement Project: Medication Math
Website for Nursing Students
Audience
NSM
Application
Development
of the Project
Both the Teacher &
Diverse Groups of Students
Identify how the NSM is applied to meet diverse learning needs
Identify how technology can be used to engage both teacher and learner
Discuss successful strategies in dealing with math anxiety
NUR-34400
Introduction to Healthcare Informatics
Fourth-grade girls at an elementary school
Preadolescents ages 9 & 10 years old
Puberty begins with development of secondary sex characteristics
Information is needed regarding body changes
Knowledge Deficit
Fear/Anxiety about Menstruation
What it is
When it will start
What to do when it does start
(Taylor, Lillis, LeMone, & Lynn, 2008)
Research on the topic & how to effectively educate this age group
Development of storyboard & script
Shooting the video & taking photographs
Designing a logo
Using Adobe Premiere to put the video together
NUR-41800
Community/Public Health Nursing
Primary Prevention
as Intervention
Priority Stressors:
Knowledge deficit about synthetic drugs
Peer pressure & social expectations from peers
Developmental changes related to adolescence
Primary Prevention as Intervention
Collaboration with the school nurse & health teacher
Identification of a teaching need
Research on synthetic drugs
Development of Prezi
Implementation of teaching project including discussion throughout & survey at end
Eighth grade students at a middle school
Adolescents ages 13 or 14 years old
Enrolled in Health class as a requirement
Each of the eight health classes were composed of all males or all females
NUR-44200
Leadership in Nursing
Students in the undergraduate nursing program at Indiana University - Purdue University Fort Wayne
Enrolled in their first semester in the program
This program requires a perfect score on a medication dosage calculation exam each semester in which the students are enrolled in a clinical course
Discussion
about
Math
Anxiety
Maria Wright
wrightidea@msn.com
What are the priority stressors of
4th-grade, preadolescent girls?
(Neuman & Fawcett, 2011)
Conclusions
(Neuman & Fawcett, 2011)
(Neuman & Fawcett, 2011)
Intrapersonal Stressors
• nausea
• dizziness
• lack of appetite
• irregular period
• weight gain
• binge eating
• emotions (crying, getting mad easily)
• hormone imbalance
• exhaustion
• suicidal ideation
• depression
• feeling unworthy
• feeling worthless
• anxiety
• stress
• migraine headaches
• worry
Interpersonal Stressors
• relationships with others (husband, significant other, kids, parents, siblings, whole family, professors, coworkers)
• worry about relationships
• family members with health problems
• trying to deal with others’ problems while dealing with own stress
• poor communication by professors
Extrapersonal Stressors
• having an older car
• the weather
• school
• changing due dates at school
• school workload
• being behind in lecture
• financial issues
• upcoming holidays
• deadlines
• never having a day off
• distance from family
• lack of time
• needing to work
• building a new house
• need to keep house clean
• diabetes
• digestive problems
• skin problems
• appearance problems
• feeling the need to be perfect
• insomnia
• sleep deprivation
• fear
• ulcer
• panic attacks
• fear of failing
• poor diet/eating habits
• having a cold
• feeling overwhelmed
• time management
• trouble prioritizing tasks
• guilt
(Neuman & Fawcett, 2011)
(Neuman & Fawcett, 2011)
(Neuman & Fawcett, 2011)
My background as a supplemental instructor & group tutor
A website is a valuable medium for health professionals to obtain education because of its accessibility, the ability to easily update the information given on the site, and the ability to link to additional resources (Bastable, Gramet, Jacobs, & Sopczyk, 2011).
46.7%
utilized website at least once
66.7%
would use in the future
60.0%
had a reduction in math anxiety
Primary & Secondary Prevention as Intervention
Full transcript