Time management is a crucial aspect of clinical nursing as it helps nurses to organise and prioritise patient care. Effective time management promotes efficiency, produces higher quality of work and encourages fewer missed tasks while enhancing confidence, a sense of self-control and decreased stress within the workplace (Aggar, Bloomfield, Thomas & Koo, 2017).
Who is affected? -Registered Nurses Patients Families
How are they affected? -Quality of care delivered Regulation of stress levels Maintenance of personal and patient’s health
LEARNING NEED ANALYSIS
The online survey invited 50 new graduate nurses to answer multiple
‘yes or no’ answer questions. Examples of these questions included;
Description
Do you feel like you achieve all that you set out to achieve during a single shift?
Do you feel rushed and/or unorganized during a busy shift?
Do you ever feel stressed during your nursing shift trying to ensure you meet your patients care needs?
Have you ever finished a shift and realized you told a patient you would assist them in a task, but forgot?
Have you ever commenced a medication round and had to stop to check a patient's vital observations before administering a certain medication?
Result
20 out of 50 NGN’s believe they achieve their goals of care during a shift
45 out of 50 NGN’s answered ‘yes 'to feeling rushed and/or unorganized during a busy shift.
40 out of 50 NGN’s agreed to feeling stressed during their shifts
25 out of 50 NGN’s have finished a shift and realized they’d forgotten to attend to agreed task for a patient
18 out of 50 NGN’s admitted to needing to pause a medication round to check vital observations
LEARNING OUTCOMES
LO- 1
ANALYSING
At conclusion of this educational resource, registered nurses will have the ability to analyse and prioritise nursing care.
LO- 2
UNDERSTANDING
Registered nurses will understand why shift planning is important to providing efficient and effective care after partaking in this educational resource.
LO- 3
APPLYING
At conclusion of this educational resource, Registered nurses will be able to complete a shift planner using prioritisation and anticipation of timing to achieve their desired task related goals during a shift.
LO- 4
CREATING
After completion of the educational resource, the registered nurses will be able to apply their innovative skills and create strategies for enhanced clinical processes. The Creativity in forming new clinical tools based on time management would assist the registered nurses in building plans effective managing shifts and time for the nurses.
TEACHING OUTCOMES
LEARNING OUTCOME
METHOD
ADVANTAGES
DISADVANTAGES
BLOOMS TAXONOMY DOMAIN
1.
Kahoots quiz –
analyzing
• Participant engagement
• Competitive component
• Technical difficulties
• Internet connection
• Background music
• Time limits may cause anxiety or frustration
• Competitive component may cause stress
Analyzing –
cognitive
2.
1 hour Lecture –
understanding
• Teach many learners at once
• Covering a large amount of material in a short time
• Introducing new material, reiterating prior knowledge
• Limited opportunities to ask questions and/or discuss understanding
Understanding –
cognitive
TEACHING OUTCOMES
LEARNING OUTCOME
METHOD
ADVANTAGES
DISADVANTAGES
BLOOMS TAXONOMY DOMAIN
3.
Face-to-face Workshop consisting of practice writing out shift planners, trialing their shift planner in a simulated environment to assess /trial and error of anticipated timing of tasks.
– applying
• Suited to multiple learner types including visual, Kinesthetic and reading/writing
• High level of participant engagement
• Allows assessment and feedback of learners knowledge and application skills
• Commuting to venue
• Scheduling into the learners available times
Applying –
cognitive
4.
Online computed assisted learning through HETI my health learning called ‘Managing your time’ (Health Education and Training, 2021)
• Easily accessible
• Cost effective
• Time preserving
• No societal biases, i.e., every individual is eligible.
• Adaptable and constant
• Derives better outcomes
• Absence of social
interaction
• Higher chances of unfair means
• Demands self- management and discipline.
• Increased exposure to digital screen might hamper vision and psychological well-being of the users.
Creation-
Cognitive
ASSESSMENT OF THE LEARNING OUTCOME
Kahoot Quiz (Analysis)
Kahoot quiz is characterized as a formative assessment which provides instantaneous assessment feedbacks (Sofyana et , 2020).
The evaluation of the kahoot quiz results is completed based on the teacher’s feedback.
Kahoot quiz is also used as a self-evaluating assessment with real-time evaluation of the outcomes (Moreno et al., 2019)
The evaluation process is also performed between the quiz questionnaire.
ASSESSMENT OF THE LEARNING OUTCOME
1 Hour Lecture
Evaluation of the lectures as a teaching resource can be done by maintenance of the lecture records and performing follow up quizzes.
Lecture outcomes evaluation can also be derived by feedbacks from the registered nurses.
Registered nurses can evaluate the effectiveness of the lectures by assessing the knowledge gained and enhancement in the practice (Jones & Sharma, 2019).
ASSESSMENT OF THE LEARNING OUTCOME
Face-to-face Workshop consisting of practice writing out shift planners, trialing their shift planner in a simulated environment to assess /trial and error of anticipated timing of tasks
Face-to-face workshop inculcate more practical education about time management among the nursing teams.
Evaluation of the outcomes derived by this education resource can be done by monitoring the progress in skills.
Application of the acquired knowledge efficiently into the nursing practices (Raynault et al., 2021).
ASSESSMENT OF THE LEARNING OUTCOME
Online computer assisted learning through HETI my health learning called ‘Managing your time’ (Health Education and Training, 2021)
The evaluation of the results obtained from the online learning resource can be done by the assessment of registered nurses’ efficiency in formulating time management strategies.
Online learning portals also use computational evaluation techniques which help in the accurate assessment of the efficiency.
Automated feedback generation in the computer assisted health learning also provides evaluation for the outcomes obtained from the educational resource (Shadiev & Yang, 2020).
REFERENCES
Aggar, C., Bloomfield, G., Frotjold, A., Thomas, T. H., & Koo, F. (2018). A time management intervention using simulation to improve nursing students’ preparedness for medication administration in the clinical setting: A quasi- experimental study. Collegian, 25(1), 105-111. https://doi.org/10.1016/j.colegn.2017.04.004
Baker, , Evans, B., Li, Q., & Cung, B. (2019). Does inducing students to schedule lecture watching in online classes improve their academic performance? An experimental analysis of a time management intervention. Research in Higher Education, 60(4), 521-552. https://doi.org/10.1007/s11162-018-9521-3
Dam, , Majumder, D., Bhattacharjee, R., & Santra, S. S. (2022). Student’s performance evaluation according to the cognitive domain: fuzzy logic approach. In Journal of Physics: Conference Series (Vol. 2286, No. 1, p. 012014). IOP Publishing.
Sofyana, A. , Faridi, A., & Shakiyya, Z. (2020). Implementation of Kahoot as a Digital Assessment Tool in English Formative Test for Students of SMP Negeri 2 Temanggung in the Academic Year of 2019/2020. English Education Journal, 10(4), 466-473. 10.15294/EEJ.V10I4.38619
Moreno, P. J., Andrades, A., Martinez, M. A., Muñoz, M. M., Ruiz, S., Marin, R., & Chico, R. (2019). Tell Me More. Contextualizing And Expanding Economic Terminology In The Classroom. In INTED2019 Proceedings (pp. 9359-9366). IATED. https://dx.doi.org/10.21125/inted.2019.2318
REFERENCES
Mphephu, G. (2019). Effects of nursing work loads on patients safety in the selected public hospitals in Vhembe District of Limpopo Province, South Africa (Doctoral dissertation).
Jones, A., & Sharma, R. S. (2019). An experiment in blended learning: Higher education without lectures?. International Journal of Digital Enterprise Technology, 1(3), 241-275. 10.1504/IJDET.2019.10019066
Raynault, , Lebel, P., Brault, I., Vanier, M. C., & Flora, L. (2021). How interprofessional teams of students mobilized collaborative practice competencies and the patient partnership approach in a hybrid IPE course. Journal of Interprofessional Care, 35(4), 574-585. https://doi.org/10.1080/13561820.2020.1783217
Shadiev, , & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 International Journal of Technology in Education and Science, 4(4), 335-342. https://doi.org/10.46328/ijtes.v4i4.14
Tee, K. P., Teo, P. H., & Rasiah, R. A. T. N. E. S. W. A. R. Y. (2019). Evaluating the influence of student response systems on university students’ learning. Journal of Engineering Science and Technology, 14, 111-119. http://www.mmaglobal.org/publications/JAME/JAME-Issues/JAME-2008-Vol13-
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