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Alignment of Evaluation Methods

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Jennifer Rogers

on 7 December 2015

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Transcript of Alignment of Evaluation Methods

Alignment of Evaluation Methods

Therapeutic Hypothermia
Face-to-Face Learning
Simulation Lab
Gather all necessary equipment needed to induce therapeutic hypothermia. 
Describe necessary family education and use of teach back method.
Demonstrate the use of the Arctic Sun temperature management system for induction, maintenance, and rewarming of patients during therapeutic hypothermia. 
List key patient assessment focuses during therapeutic hypothermia.
List adverse reactions and necessary interventions during therapeutic hypothermia. 
Describe appropriate documentation of therapeutic hypothermia treatment in the patient’s medical record.
Online Learning
Computer Based Learning Module Objectives
Clinical Assessment Tools
Learners will engage in a scripted TH
scenario to demonstrate all three phases of
TH patient care to demonstrate critical
thinking and problem solving skills.

Audio Video Recording
Simulations will be recorded for

Therapeutic Hypothermia Curriculum
Presented by Jennifer Rogers
December 7, 2015
Discussion Topics
Therapeutic Hypothermia
Overview of Curriculum
Didactic Assessment
Clinical Assessment
Evidence-Based Practice Initative supported by the American Heart Association, Joint Commission, & Centers for Medicare and Medicaid Services.
Results in better patient outcomes as evidenced by increased survival rates and decreased neurological deficits.
Patient Care is initiated by Registered Nurses in the Acute Care Setting
Emergency Departments and Intensive Care Units

Course Outline

Five hour Continuing Education Program
Two part course includes a self-guided computer based learning module and a simulation lab.
The CBL is a prerequisite for the simulation lab.
Target audiences are registered nurses in the emergency department and critical care unit.
No textbook will be required for this course
Describe the clinical purpose of therapeutic hypothermia
List inclusion and exclusion criteria for therapeutic hypothermia.
Identify at least three agencies supporting the clinical use of therapeutic
Differentiate the three phases of therapeutic hypothermia and the goals for each

Students will generate a Concept Map
at the conclusion of the CBL.

The Concept Map will serve as a formative evaluation tool.

Didactic Assessment Tool
Multiple Choice Testing
Summative Evaluation
Assesses multiple levels of the cognitive domains
Written to incorporate all course objectives
Facilitates easy and fair scoring
Familiar testing strategy for learners
Testing Process
Test Construction-

Test Administration-
Online Testing
Problem-Based Instructional Method
Merrill's First Principles of Instruction

Problem, Activation, Demonstration, Application, Integration
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing
practice (4th ed.). Burlington, MA: Jones and Bartlett.

Billings, D. & Halstead, J. (2012) Teaching in nursing (4th ed.). St. Louis, MO: Elsevier.

Decakard, M. & Ebright, P. (2011). Therapeutic hypothermia after cardiac arrest: What, why,
who, and how. American Nurse Today, 6(7), 23-28. http://www.americannursetoday.com/therapeutic- hypothermia-after-cardiac-arrest-what-why-who-and-how/

Oermann, M. & Gaberson, K. (2014). Evaluation and testing in nursing education (4th ed.).
New York, NY: Springer Publishing Company.

Scirica, B. (2013). Therapeutic hypothermia after cardiac arrest. Circulation, 127, 244-250
doi: 10.1161/CIRCULATIONAHA.111.076851

Shin, S., Park, J., and Kim, J. (2014). Effectiveness of patient simulation in nursing education:
Meta-analysis. Nurse Education Today, 35(1), 176-182.

Full transcript