So here I am, in the midst of another clinical session. New group. The last blog post has taken me several weeks to write so I finally just gave up on. However, I must ponder some more on behavior of preceptors and students.
I am in the same spot as last time, some of the same crew, some different. I am truly shocked and horrified at the same time by the behavior of some of the staff towards my students. I just made rounds, and we have been here at just about an hour. One of my former students has 2 of my current students with her today. She has not only disappeared from view, but just gave my students the nurse on a stick and told them to go take vitals. Thankfully these are two rather strong students who went with it. But mind you, she gave no indication on how to work the darn machine! These crafty students did ask another staff member what to do and are now happily collecting vital signs. Oye!
Oh and to start the day off 5/9 of the students forgot to come in the back door. They all set off the door alarm and didn't wait around at the front door! Sheesh! Well lesson learned, I hope, and tomorrow they will not make that mistake! Now to see how the rest of our day plays out. I know we are a nuisance at times. I know it may seem like it takes longer to do some things with students, but on the other hand almost every time I have ever been anywhere with my students the day goes quicker for the staff and tasks are done sooner. Why? Because there are more hands on deck! In today's case the staff at my site today has 9 extra sets of hands, which in theory will help the day go more smoothly. We shall see what transpires. I will return to the blog here throughout the day with my observations for today :)
Well as the day has gone on things have gotten better. One student described the morning as chaotic. I asked her what she meant by this--well the facility is a bit short-staffed so people are working extra shifts that they don't normally work which makes for an interesting time as a student when it is your first day. Thankfully by 11 o'clock this student was still in high spirts and really enjoying her primary preceptor. All have done very well today, despite 2 of them being left often by their CNA preceptor. They have made the best of their situation and have helped their co-students and their CNA. So at times there are 5 people answering a call light, hey it works. The worst part about all of this is that the person leaving them is one of my former students, shame on former students for not helping new students! I call these kinds of people born-CNAs or nurses, or whatever they may be. Apparently they were never a student is all I can figure, but in this case that is not so 😝 Well now to see how the rest of the day goes. I will say overall it has gone better then I expected. Several have stepped up much sooner then I thought they would and are shining very well today. So now let's see what happens tomorrow!
Saturday, July 28, 2018
Clinicals--love them or hate them they are necessary for complete education
I am writing this post while in clinicals today. Never fear, I am making regular rounds to check on my students. In fact about every 20 minutes I get up and take a lap around to check on them as much as possible. Today I am with my nurse aide class, which will complete today. So in reality, by day 3 they don't need me very much. That being said that is the group as a whole. Individual students however, can be a different story. I am always intrigued by how my students will behave in the clinical setting, and how the staff will behave. So let's explore this a little bit.
Staff: Please note that I love my clinical sites. I truly do! Without them, my students would have an incomplete education. It is part of the rules and regulations for students to participate in clinical education in the Nurse Aide, Nursing, and Medical Assistant programs, along with the other health disciplines. Much as a teacher cannot begin teaching without some sort of practical education, a caregiver cannot give care without some sort of practical education. What always intrigues me is how staff treat my students. Here is potential new staff member, right at your door way. Knocking and waiting patiently to gain admittance. Not all of my students will want to work at their clinical site, but quite often they want to start out here. They have a general idea of the ebb and flow of the facility. A general knowledge of the staff and residents. For my nurse aides, they complete 3 days of time in the facility, and I try to keep them on the same unit each time. They will almost always rotate staff, but at least being in the same wing of the building will help them get used to the milieu. I cannot count the number of times that I have had a student report to me, and in some cases staff, that the staff member does not want to train a student. A very interesting phenomenon--often when i am in the break room during lunch or in my travels, I hear these very same staff members complain about being short-staffed. The staff member will complain in one breath about needing help and in the very next about how awful it is to have students present. Now I am not immune to the problems, and dare I say, drama that can come with students. But then on the other hand there are also often really good students. Those who jump in on day 1 and get the most for their money. They are eager to learn and eager to be productive. Sadly, these are quite often the ones i pair with those reluctant staff. i generally do not know both of these facts until a few hours into the day, and often not until much later. In an ideal world, these 2 adults, and I use that term loosely, would work out their own problems. They would find a way to get along. They would relies they can work together to solve a very big problem--that of being short-staffed. The way I view this, and so do many of my colleagues, the student is essentially on an extended interview. Quite often the student has not worked in healthcare, so they are a sponge waiting to soak up all that they can. And they are ripe for teaching, most of the time. Now I am not naive enough to think that the students will all be fabulous and wonderful. Jumping right in to help. Doing things correctly from the beginning. Communicating well with their preceptor and others. This would be an unrealistic world for the best of circumstances. Even when I have students who are working in an agency where they are completing their clinicals they always have room to improve. and they have routines and tips and tricks to learn from the staff. I would so love to be able to point out to the staff, without be sarcastic, mean, or sassy--here is a potential staff member, treat them well. But alas I fear that this would still not help. Maybe someday i will figure this out and find a way to have staff treat students in a friendly manner.
Students: I am not silly enough to think that my students will enter the clinical world perfectly. That they will be 100% prepared for their rotation. Or even that they will come prepared and ready to go body, mind, and spirit. The majority do come and full-fill this criteria. they are like a new sponge, ready to soak it all up. Ready to dive in to help. That being said, some day surprise me for sure! Take this last clinical group, by the 2nd half of the first day one was already having her CNA watch her while she performed tasks. In this case i was not really surprised based on how much of a go-getter this student was in the classroom. Then in this same group I had a personality conflict between a student and her preceptor. At the end of the day the student turned in her evaluation of her preceptor. She indicated that the preceptor was "not professional". Of course does this student say anything to me during my numerous trips by her throughout the day? No, don't be silly. The next day, same pairing. About 11 one of the nurses lets me know she has reassigned my student, per the students request. did my student talk to me on this day? No. Don't be silly. Instead she goes to the nurse on her unit, thankfully the nurse was on her unit. Then this nurse goes to the DON for guidance. All bypassed the instructor in this case. So I will sure to say, "if you have a problem with your unit, preceptor. any staff, etc. please talk to myself during your clinical time." I will admit I need to keep reminding myself--this is all new to my students. They do not live, breathe, and eat classroom/lab/and clinical time.--to be continued
Staff: Please note that I love my clinical sites. I truly do! Without them, my students would have an incomplete education. It is part of the rules and regulations for students to participate in clinical education in the Nurse Aide, Nursing, and Medical Assistant programs, along with the other health disciplines. Much as a teacher cannot begin teaching without some sort of practical education, a caregiver cannot give care without some sort of practical education. What always intrigues me is how staff treat my students. Here is potential new staff member, right at your door way. Knocking and waiting patiently to gain admittance. Not all of my students will want to work at their clinical site, but quite often they want to start out here. They have a general idea of the ebb and flow of the facility. A general knowledge of the staff and residents. For my nurse aides, they complete 3 days of time in the facility, and I try to keep them on the same unit each time. They will almost always rotate staff, but at least being in the same wing of the building will help them get used to the milieu. I cannot count the number of times that I have had a student report to me, and in some cases staff, that the staff member does not want to train a student. A very interesting phenomenon--often when i am in the break room during lunch or in my travels, I hear these very same staff members complain about being short-staffed. The staff member will complain in one breath about needing help and in the very next about how awful it is to have students present. Now I am not immune to the problems, and dare I say, drama that can come with students. But then on the other hand there are also often really good students. Those who jump in on day 1 and get the most for their money. They are eager to learn and eager to be productive. Sadly, these are quite often the ones i pair with those reluctant staff. i generally do not know both of these facts until a few hours into the day, and often not until much later. In an ideal world, these 2 adults, and I use that term loosely, would work out their own problems. They would find a way to get along. They would relies they can work together to solve a very big problem--that of being short-staffed. The way I view this, and so do many of my colleagues, the student is essentially on an extended interview. Quite often the student has not worked in healthcare, so they are a sponge waiting to soak up all that they can. And they are ripe for teaching, most of the time. Now I am not naive enough to think that the students will all be fabulous and wonderful. Jumping right in to help. Doing things correctly from the beginning. Communicating well with their preceptor and others. This would be an unrealistic world for the best of circumstances. Even when I have students who are working in an agency where they are completing their clinicals they always have room to improve. and they have routines and tips and tricks to learn from the staff. I would so love to be able to point out to the staff, without be sarcastic, mean, or sassy--here is a potential staff member, treat them well. But alas I fear that this would still not help. Maybe someday i will figure this out and find a way to have staff treat students in a friendly manner.
Students: I am not silly enough to think that my students will enter the clinical world perfectly. That they will be 100% prepared for their rotation. Or even that they will come prepared and ready to go body, mind, and spirit. The majority do come and full-fill this criteria. they are like a new sponge, ready to soak it all up. Ready to dive in to help. That being said, some day surprise me for sure! Take this last clinical group, by the 2nd half of the first day one was already having her CNA watch her while she performed tasks. In this case i was not really surprised based on how much of a go-getter this student was in the classroom. Then in this same group I had a personality conflict between a student and her preceptor. At the end of the day the student turned in her evaluation of her preceptor. She indicated that the preceptor was "not professional". Of course does this student say anything to me during my numerous trips by her throughout the day? No, don't be silly. The next day, same pairing. About 11 one of the nurses lets me know she has reassigned my student, per the students request. did my student talk to me on this day? No. Don't be silly. Instead she goes to the nurse on her unit, thankfully the nurse was on her unit. Then this nurse goes to the DON for guidance. All bypassed the instructor in this case. So I will sure to say, "if you have a problem with your unit, preceptor. any staff, etc. please talk to myself during your clinical time." I will admit I need to keep reminding myself--this is all new to my students. They do not live, breathe, and eat classroom/lab/and clinical time.--to be continued
Wednesday, March 21, 2018
And I am back--really must do this more often
I keep telling myself I will write on here. And obviously that has not happened. It has been a heck of a semester for me. We are just past mid-semester and screeching into spring break 2018. Yep 2018 already. In my time as an instructor I have learned a great deal--especially that I should expect the unexpected always! I have good days, bad days, odd days, and just days where I scratch my head and think "I don't get paid enough for this!" or "I get paid too much to be a babysitter!" But alas I do love what I do, I truly do. It is rewarding to see my students come in wide-eyed and curious. So full of potential. Some make it and some don't. Some leave the classroom with a great deal more than they expected and some leave thinking I have done them a disservice because I did not award them with an A for showing up.
So some funny things to park for later:
--when performing catheter care skills in nurse aide one does not need 6-8-or 10 washcloths! The skill really only requires 2 or 3 at the most, yet time after time so many of my students grab extras. I fear I am becoming jaded at times, or just needing to trust my gut more. I can certainly tell often when the student has no clue of what they are doing and they are trying to fake me out.
--I really need to make my own training videos for my nurse aide students. Alas, this is on my to-do list and of course skills will be changing in July. So maybe for next years goals I will get this done.
--even on a multiple-choice exam with obvious answers, sometimes things are not so obvious to the students. I have to laugh when I read the questions again and the answers and realize that the student missed the answer from not reading carefully--one student this year in my MA classes has consistently done this. She likes to argue her point with me, yet has failed to convince me she is correct and when she reads the question again she realizes she did not read carefully. And in nurse aide the exams have only one correct answer. If the student would simply read all choices and ask themselves "does this answer complete the question text?" Of course I do remember my own days as a student and have a sinking feeling that I was just like so many of my students.
--I am pretty sure I teach at the college level, yet this year I feel like I am on par with my sister who teaches first grade and my teacher who assists with preschool! So many times I have to catch myself, take a deep breath, count to 5 and then speak before I call someone a doodie head or just roll my eyes outloud.
--Despite this I do have success stories out there in MA and nurse aide. I have students successfully becoming nurses, rad techs, and other careers. I do have hope. Maybe it is just a sign of spring fever in myself also! So, until next time when I return with more thoughts to get out of my head and to help me keep on keeping on!
So some funny things to park for later:
--when performing catheter care skills in nurse aide one does not need 6-8-or 10 washcloths! The skill really only requires 2 or 3 at the most, yet time after time so many of my students grab extras. I fear I am becoming jaded at times, or just needing to trust my gut more. I can certainly tell often when the student has no clue of what they are doing and they are trying to fake me out.
--I really need to make my own training videos for my nurse aide students. Alas, this is on my to-do list and of course skills will be changing in July. So maybe for next years goals I will get this done.
--even on a multiple-choice exam with obvious answers, sometimes things are not so obvious to the students. I have to laugh when I read the questions again and the answers and realize that the student missed the answer from not reading carefully--one student this year in my MA classes has consistently done this. She likes to argue her point with me, yet has failed to convince me she is correct and when she reads the question again she realizes she did not read carefully. And in nurse aide the exams have only one correct answer. If the student would simply read all choices and ask themselves "does this answer complete the question text?" Of course I do remember my own days as a student and have a sinking feeling that I was just like so many of my students.
--I am pretty sure I teach at the college level, yet this year I feel like I am on par with my sister who teaches first grade and my teacher who assists with preschool! So many times I have to catch myself, take a deep breath, count to 5 and then speak before I call someone a doodie head or just roll my eyes outloud.
--Despite this I do have success stories out there in MA and nurse aide. I have students successfully becoming nurses, rad techs, and other careers. I do have hope. Maybe it is just a sign of spring fever in myself also! So, until next time when I return with more thoughts to get out of my head and to help me keep on keeping on!
Friday, March 1, 2013
My time in the trenches
So I have not written in a while, need to be better about this. Thankfully this semester is being a lot kinder to me then the fall was. My last nurse aide section in the fall about did me in! I was so flustered by one student, a know-it-all who has issues, but thankfully she is out of my hair. I did check and she did pass her certification exam to be a certified nurse aide--thank goodness! This spring I am teaching with my partner-in-crime so I have a section of high school girls, seniors, who are on the nurse aide track for HST (Health Science Technology) aka Med Prep, Allied Health, and many other names over the years. It is different teaching high school age kiddos and yet very much the same. They are held to the same standards as their adult counterparts, but they come to class 5 days a week for 1 1/2 hours a day instead of 3-5 hours 3 days a week. I am actually really enjoying it and I am blessed to have some pretty good students. I am getting to know my section of girls pretty well and have watched them grow and mature over the past 6 weeks that I have been their instructor. This next week I will help several of the students prepare for the state HOSA competition and some will stay behind with me. Trying to figure out something fun yet worthwhile for them to do on our 2 days the others are out-of-town. Will figure out something I am sure.
As for the rest of my courses, I am again teaching an adult nurse aide session which just completed week 6. On Monday I take these ladies to the clinical site for our orientation, man time flies! It has been a pretty good group. I started with 9, went down to 8 the 2nd day. Then lost one due to some difficulties with reading. Then 2 weeks ago one stopped showing up to class, very bizarre! But I digress. I am looking forward to clinicals, but a bit nervous too as I will have 4 16 hour days! Oye! I will get through it though and I think this group will be great! I am always so nervous when I start a clinical session, so many things can go on and go wrong but usually they are smooth sailing. I will be gearing up soon for the next session will be in the evening so I can catch those that work during the week and need to attend class in the evening or maybe it works better if they have small children. I really do enjoy what I do, I take that back I love what I do!
I also am teaching a customer service course. It is a requirement for the radiology technician students and medical assistant students and is an elective for health occupation students. It is a rather dull dry class at times but I shake it up with fun activities, silly games to make the point of the things we do in customer service like telling people no, soothing ruffled feathers, and making small talk with strangers. Customer service is the same regardless of where you work but when you add in a sick person or a person who is in pain it changes a lot of issues and so it is important that all caregivers keep these points in mind.
Finally I am teaching the introduction course for the medical assistants. We cover a variety of topics including infection control, nutrition, vital sign measurements, communication, and policies such as HIPAA. It is an interesting little class. Kind of a mishmash of topics. Last week we watched the movie And the Band Played On, which is a docudrama on the early days of HIV/AIDS. Very eye-opening for all of my students, those over 30 and those under 30. Whenever possible I seek out photos, video clips, or entire productions to help make a point and illustrate a topic beyond just lecturing. They say a picture is worth 1000 words, and I agree!
So that is just a synopsis of my spring this year. Just fun to look at what I am doing and to share with the world my antics. Now to be better about posting on here, maybe some day I will write my memoirs :) (ok probably not!)
As for the rest of my courses, I am again teaching an adult nurse aide session which just completed week 6. On Monday I take these ladies to the clinical site for our orientation, man time flies! It has been a pretty good group. I started with 9, went down to 8 the 2nd day. Then lost one due to some difficulties with reading. Then 2 weeks ago one stopped showing up to class, very bizarre! But I digress. I am looking forward to clinicals, but a bit nervous too as I will have 4 16 hour days! Oye! I will get through it though and I think this group will be great! I am always so nervous when I start a clinical session, so many things can go on and go wrong but usually they are smooth sailing. I will be gearing up soon for the next session will be in the evening so I can catch those that work during the week and need to attend class in the evening or maybe it works better if they have small children. I really do enjoy what I do, I take that back I love what I do!
I also am teaching a customer service course. It is a requirement for the radiology technician students and medical assistant students and is an elective for health occupation students. It is a rather dull dry class at times but I shake it up with fun activities, silly games to make the point of the things we do in customer service like telling people no, soothing ruffled feathers, and making small talk with strangers. Customer service is the same regardless of where you work but when you add in a sick person or a person who is in pain it changes a lot of issues and so it is important that all caregivers keep these points in mind.
Finally I am teaching the introduction course for the medical assistants. We cover a variety of topics including infection control, nutrition, vital sign measurements, communication, and policies such as HIPAA. It is an interesting little class. Kind of a mishmash of topics. Last week we watched the movie And the Band Played On, which is a docudrama on the early days of HIV/AIDS. Very eye-opening for all of my students, those over 30 and those under 30. Whenever possible I seek out photos, video clips, or entire productions to help make a point and illustrate a topic beyond just lecturing. They say a picture is worth 1000 words, and I agree!
So that is just a synopsis of my spring this year. Just fun to look at what I am doing and to share with the world my antics. Now to be better about posting on here, maybe some day I will write my memoirs :) (ok probably not!)
Friday, December 7, 2012
Another semester almost done, fall 2012
I am sitting down to journal a bit as I have just had one whopper of a semester! I feel that I have truly been officially initiated as a faculty member. My title is still that of an adjunct instructor, but I am officially a faculty member. I keep managing to have some of the oddest things go on in my classrooms! Here is a synopsis from my 2 1/2 years as an instructor:
alleged cheating scandal involving smart phones on a bonus exam
bullying behavior towards students and myself
whiny students, these are adults mind you! I have had them whine about not getting the test grade they wanted, whine about test answers, whine about test questions, etc.
students who do not complete their homework or other requirements who then are shocked that they failed the course or had a lower then expected grade
students who do not show up for said classes, then wonder why they are failing or receiving low grades
a student, who I waited at the college to give her the final exam as a take home exam, who texted the day after it was due to see if she could still turn it in--I declined and she failed two courses as a result along with poor performance on numerous other exams and projects
a student who had a baby in the week between clinical sessions, she was breastfeeding and wanted to either go home to breastfeed her week old infant or have the baby come to the site to breastfeed, we arranged for her to come back to finish the course later
a student who kept telling myself and the record keeper that she had proof of immunity from communicable diseases, ie. all necessary vaccinations needed for school and before going to clinical practice, who did not present the information until the Friday before clinicals and it was only partially completed, she then proceeded to call her mother, various doctors offices that she had been a patient at over the years all at 4 PM on a Friday--needless to say she did not end up going to clincals and never did come back to take the course again
a student who had the needed documentation with a former employer, who kept telling my record keeper that she was getting the papers done, who then ended up getting all the necessary immunizations and TB test on the Friday before clincals, guess what: she could not join us on the Saturday clinical so I had to check her TB test on Sunday before she could begin and she will now have a makeup day on this upcoming Sunday as a result
a student who has mental issues, seriously! This one has taken the cake for me! This student has gotten in my face over the past 8 weeks on a variety of issues. She has become the spokesperson for her classmates, she appointed herself. She informed me that she and her classmates did not feel they were learning anything from me for their skills and that I need to do a better job teaching them. So I instituted a policy of each skill is done one at a time after I demonstrate the skill. Everyone gets to watch everyone else do the skill, one at a time. This turned out to be a beneficial exercise for some but for most was a waste of time and redundant. Oh well, at least they cannot complain any longer. She then has gone on to inform me that some of her classmates were not doing their homework and that she needed to know if they were graded accordingly, um that is none of her business and something that I cannot discuss anyway! I did let her know that I am aware of what is going on in my classroom and I am aware of students circling answers when grading the chapters. Mind you they earn 20 points per chapter, regardless of the amount or difficulty of questions. I view the homework as an exercise for the students and it does not benefit me in the least if they do or do not do their homework! I explained this to her and she quieted down, but still looked concerned. She then went on to complain about how she does all her homework, all the study guides, and she wants it all to be fair. The study guides are a new help I tried with this class and it did seem to benefit my students. Some used them, some did not. I could tell who did not based on test scores, as I could also tell who did not do their homework. I have the students do their reading before class and complete their homework, then we discuss it via a power point presentation, and they again see much of the content on the study guide. So in theory they are viewing this information at least 3 times, again to benefit them not me! So I nicely pointed this out to her, and again she was quiet but looking at me like I had grown another head. Oh well! She then went on to lecture me on how I have done a great disservice to my students because I did not prepare them for practice in the hospital. She thinks because we skipped some of the chapters that the students will not be ready to practice in the hospital setting. She and I have discussed this before and I again reminded her that my curriculum is set by the state board of nursing. I again discussed with her that this course is designed to prepare the students for long term care. Also the State of Colorado Nurse Aide Practice Act dictates practice and the skills covered in this course are those that are allowed by the practice act. She acknowledged this, then went on to tell me that she took it upon herself to poll her classmates and that 1/3 are going on to do the nursing program, 1/3 plan on hospital practice, and 1/3 plan on long term care so I have done them a disservice. I again reiterated that my curriculum must follow the standards of the state. She again said she understands. She has just been a piece of work! Oh, and to top it all off she has been an LPN for 20 years. At first her story was that she had not worked, but did take her boards. Then it changed to that she has worked for 2 years as a nurse but then stopped working to raise her children. When she first entered my classroom she was eager to resume nursing but has been out of practice so needed some refreshing. Now she claims that she does not want to be a nurse any longer, but will maintain her licensure because it took 2 years away from her child to earn this license. So she has flip flopped all over the place. And in addition to that, she now may put on hold any work as a nurse aide because her father is ill and she promised her mother, last year, who passed away, that she would take care of her father. So she will put her life on hold and her family on hold to take care of him. Can you say martyr syndrome?!
I have to say that despite it all, I have had some really great students all in all. I love my job. I love the challenge. I love to share my knowledge and to gain new knowledge from each new bunch. It is the odd ones though and the negative experiences that do stick out though! I hope to look back on these antics years from now and laugh or cry or do both! I do feel very blessed to have the job I do and to be surrounded by a terrific bunch of coworkers who help me on my bad days and celebrate the good days with me! Now to continue to make notes periodically on the wild antics of my world as an instructor!
alleged cheating scandal involving smart phones on a bonus exam
bullying behavior towards students and myself
whiny students, these are adults mind you! I have had them whine about not getting the test grade they wanted, whine about test answers, whine about test questions, etc.
students who do not complete their homework or other requirements who then are shocked that they failed the course or had a lower then expected grade
students who do not show up for said classes, then wonder why they are failing or receiving low grades
a student, who I waited at the college to give her the final exam as a take home exam, who texted the day after it was due to see if she could still turn it in--I declined and she failed two courses as a result along with poor performance on numerous other exams and projects
a student who had a baby in the week between clinical sessions, she was breastfeeding and wanted to either go home to breastfeed her week old infant or have the baby come to the site to breastfeed, we arranged for her to come back to finish the course later
a student who kept telling myself and the record keeper that she had proof of immunity from communicable diseases, ie. all necessary vaccinations needed for school and before going to clinical practice, who did not present the information until the Friday before clinicals and it was only partially completed, she then proceeded to call her mother, various doctors offices that she had been a patient at over the years all at 4 PM on a Friday--needless to say she did not end up going to clincals and never did come back to take the course again
a student who had the needed documentation with a former employer, who kept telling my record keeper that she was getting the papers done, who then ended up getting all the necessary immunizations and TB test on the Friday before clincals, guess what: she could not join us on the Saturday clinical so I had to check her TB test on Sunday before she could begin and she will now have a makeup day on this upcoming Sunday as a result
a student who has mental issues, seriously! This one has taken the cake for me! This student has gotten in my face over the past 8 weeks on a variety of issues. She has become the spokesperson for her classmates, she appointed herself. She informed me that she and her classmates did not feel they were learning anything from me for their skills and that I need to do a better job teaching them. So I instituted a policy of each skill is done one at a time after I demonstrate the skill. Everyone gets to watch everyone else do the skill, one at a time. This turned out to be a beneficial exercise for some but for most was a waste of time and redundant. Oh well, at least they cannot complain any longer. She then has gone on to inform me that some of her classmates were not doing their homework and that she needed to know if they were graded accordingly, um that is none of her business and something that I cannot discuss anyway! I did let her know that I am aware of what is going on in my classroom and I am aware of students circling answers when grading the chapters. Mind you they earn 20 points per chapter, regardless of the amount or difficulty of questions. I view the homework as an exercise for the students and it does not benefit me in the least if they do or do not do their homework! I explained this to her and she quieted down, but still looked concerned. She then went on to complain about how she does all her homework, all the study guides, and she wants it all to be fair. The study guides are a new help I tried with this class and it did seem to benefit my students. Some used them, some did not. I could tell who did not based on test scores, as I could also tell who did not do their homework. I have the students do their reading before class and complete their homework, then we discuss it via a power point presentation, and they again see much of the content on the study guide. So in theory they are viewing this information at least 3 times, again to benefit them not me! So I nicely pointed this out to her, and again she was quiet but looking at me like I had grown another head. Oh well! She then went on to lecture me on how I have done a great disservice to my students because I did not prepare them for practice in the hospital. She thinks because we skipped some of the chapters that the students will not be ready to practice in the hospital setting. She and I have discussed this before and I again reminded her that my curriculum is set by the state board of nursing. I again discussed with her that this course is designed to prepare the students for long term care. Also the State of Colorado Nurse Aide Practice Act dictates practice and the skills covered in this course are those that are allowed by the practice act. She acknowledged this, then went on to tell me that she took it upon herself to poll her classmates and that 1/3 are going on to do the nursing program, 1/3 plan on hospital practice, and 1/3 plan on long term care so I have done them a disservice. I again reiterated that my curriculum must follow the standards of the state. She again said she understands. She has just been a piece of work! Oh, and to top it all off she has been an LPN for 20 years. At first her story was that she had not worked, but did take her boards. Then it changed to that she has worked for 2 years as a nurse but then stopped working to raise her children. When she first entered my classroom she was eager to resume nursing but has been out of practice so needed some refreshing. Now she claims that she does not want to be a nurse any longer, but will maintain her licensure because it took 2 years away from her child to earn this license. So she has flip flopped all over the place. And in addition to that, she now may put on hold any work as a nurse aide because her father is ill and she promised her mother, last year, who passed away, that she would take care of her father. So she will put her life on hold and her family on hold to take care of him. Can you say martyr syndrome?!
I have to say that despite it all, I have had some really great students all in all. I love my job. I love the challenge. I love to share my knowledge and to gain new knowledge from each new bunch. It is the odd ones though and the negative experiences that do stick out though! I hope to look back on these antics years from now and laugh or cry or do both! I do feel very blessed to have the job I do and to be surrounded by a terrific bunch of coworkers who help me on my bad days and celebrate the good days with me! Now to continue to make notes periodically on the wild antics of my world as an instructor!
Sunday, September 23, 2012
Ok, so it has been just over a year since the last time I posted on here. Shame on me!
I really must get better about writing on here if nothing else to remind me of why I do what I do!
So I have decided that I need to keep pics of my moulage work on here since so many on my Facebook do not fully appreciate the pics (ok that should read non-medical people and medical people do not always like to look at simulate wounds, body fluids, etc.) But I digress. To me this is a great way for students to learn. I mean what better way to learn how to obtain a stool sample then to actually get to scrape some off of a specimen (ok so it was chocolate frosting and corn starch but it still did the job). My favorite teaching aid so far has been my urine samples. Everytime I get them out I get the "are those real?!" and have to reassure my students that while I am a dedicated instructor I am not that dedicated! I have one that is honest to goodness strong tea which is interestingly enough how a sample looks in someone with a kidney infection. I have a variety of others also. My mini-refrigerator at work resembles Frankensteins workshop in many ways, I have containers of fake urine, samples of different colored sputum, Coca Cola (hey I need my caffeine fix!), and a few yogurts for when I need a protein fix. In the store room I have the dry goods, including the prosthetic legs of my late father-in-law, various fake medications in multiple formats, syringes, needles, and other fun stuff to make practice funner for my medical assistant students as they learn medication administration, along with dressing supplies and other goodies. At home I have boxes full of even more supplies to make the magic happen so to speak. I am amazed at the effect of some clear hair gel and food coloring to make various wound secretions, red food coloring mixed in pearly white soap makes a wonderful fake blood. I have confiscated my mom's old fondue pot as it makes a wonderful warmer for gel effects, the wonderful substance that is the base for most fake wounds that I create along with other much more talented moulage artists. I also have a tool box full of wild eye and cheek colors ground up to aid in applying them to mannikins or real persons to simulate bruises, reddened cheeks in fever situations, and a variety of other uses can be made from them. And so my list continues with my basic everyday substances and tools.
So I am going to make myself post on here at least monthly, if not more often. It is my goal for the year starting now. Let's see if I stick with it! And so now to show some pics of my work, some are older pics some are from tonight. The last pics are from simulation day which was my practicum project for my master's degree and the end-of-year requirement for last years 1st year nurses, so fun!
I really must get better about writing on here if nothing else to remind me of why I do what I do!
So I have decided that I need to keep pics of my moulage work on here since so many on my Facebook do not fully appreciate the pics (ok that should read non-medical people and medical people do not always like to look at simulate wounds, body fluids, etc.) But I digress. To me this is a great way for students to learn. I mean what better way to learn how to obtain a stool sample then to actually get to scrape some off of a specimen (ok so it was chocolate frosting and corn starch but it still did the job). My favorite teaching aid so far has been my urine samples. Everytime I get them out I get the "are those real?!" and have to reassure my students that while I am a dedicated instructor I am not that dedicated! I have one that is honest to goodness strong tea which is interestingly enough how a sample looks in someone with a kidney infection. I have a variety of others also. My mini-refrigerator at work resembles Frankensteins workshop in many ways, I have containers of fake urine, samples of different colored sputum, Coca Cola (hey I need my caffeine fix!), and a few yogurts for when I need a protein fix. In the store room I have the dry goods, including the prosthetic legs of my late father-in-law, various fake medications in multiple formats, syringes, needles, and other fun stuff to make practice funner for my medical assistant students as they learn medication administration, along with dressing supplies and other goodies. At home I have boxes full of even more supplies to make the magic happen so to speak. I am amazed at the effect of some clear hair gel and food coloring to make various wound secretions, red food coloring mixed in pearly white soap makes a wonderful fake blood. I have confiscated my mom's old fondue pot as it makes a wonderful warmer for gel effects, the wonderful substance that is the base for most fake wounds that I create along with other much more talented moulage artists. I also have a tool box full of wild eye and cheek colors ground up to aid in applying them to mannikins or real persons to simulate bruises, reddened cheeks in fever situations, and a variety of other uses can be made from them. And so my list continues with my basic everyday substances and tools.
So I am going to make myself post on here at least monthly, if not more often. It is my goal for the year starting now. Let's see if I stick with it! And so now to show some pics of my work, some are older pics some are from tonight. The last pics are from simulation day which was my practicum project for my master's degree and the end-of-year requirement for last years 1st year nurses, so fun!
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| 2 small drain spots on an abd pad |
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| moderate drainage on an abd pad |
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| moderate flow, depending on how long it took for the pool to get this large |
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| scant bloody drainage or small amount |
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| imitation of a dressing on a healing wound, with some brownish discharge |
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| 1st degree burn tissue |
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| heavy bleeding |
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| heavy bleeding on 4x4s |
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| 3rd degree burn tissue |
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| my first attempt at a bruise |
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| side view of my first bruise attempt |
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| my 1st 3rd degree burn tissuue |
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| another view of the burn |
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| the burn on my leg, some of the tissue stayed on the board |
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| beginning of a surgical wound |
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| surgical wound all done, preparing for sutures |
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| with sutures in place |
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| on my son's belly |
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| nice green drainage from an NG tube |
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| nice infected wound |
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| belly wound and leg wound in place |
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| sputum sample, this one is yellow and thick from a COPD patient |
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| Little Tommy having a fever and little sleep while in the hospital for the first time |
Saturday, September 10, 2011
The making of a teacher
Well I have been thinking about doing this for a while and have finally gotten started. I have been a formal instructor for just over 1 year now. I love my job--I mean I really love it! It is always an adventure. I never know what is going to happen from day to day or session to session. I have my bad days, don't get me wrong, but the good makes up for those in immense ways.
So what do I teach you may wonder. I teach the adult nurse aide program for my local community college and several of the medical assistant courses also. I have improved immensely from my humble beginnings where I was handed a great big notebook overflowing with various papers, quizzes, and so on, a flash drive that contained copies of said quizzes, examples of syllabus, and the course books and wished well. I went in to that first class session with big plans and not at all sure how to make them occur. Thankfully at the same time I was beginning my role as an instructor I had also gone back to school to learn for real how to be a teacher. I am a proud Walden University student and I will graduate next August with my MSN with an emphasis on eduction. My students will tell you I work them hard but they leave my class having a pretty good idea of what is expected in their role and having been exposed to a variety of topics. As time has gone on and I have gotten more comfortable with the content of my courses I am branching out in the things I have to teach the topics to my students. For example, yesterday I made stool specimens to show my students the difference in a small, medium, large, and extra-large stool specimen (they were made from chocolate frosting and corn starch and actually looked pretty realistic I must add!). I also had a variety of urine specimens for them to examine to see firsthand what a normal urine specimen looks like vs. an infected sample, a sample with blood tinge, a concentrated or amber specimen, and a sample with sediment such as would be seen with someone who had kidney stones or other issues going on in their system. The students loved it! Oh and they got to shave each other (regular razors with caps on them), they did partial bed baths on each other, brushed each others teeth, and transferred each other on and off the potty and into and out of wheelchairs. Overall a very productive day I must say! Now I am on the lookout for further lab activities to enhance the experience of my students and expose them safely to the abnormal things they may encounter in real life in practice.
Now my challenge to myself, is to update this blog semi-regularly as a way to preserve some of my own funny moments and maybe teach others what works and does not work and of course network. Only time will tell if any of this occurs but we shall see.
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