Learning in Critical Care using Avatar and CEP ... - CRRT Online

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Traditional curriculum : Time and experience(s)Set experiences anticipating effective learningLimited control over specificsHurdles – assessments / appraisalsNo guaranteesDesigned to fit the calendar year, work needsAchievement determined by summative process - examsStartFinish6 months 6 monthsExamExam
Problems with current education models for clinical learningBased on fixed timeVariable clinical environments to provide developmentPotential for individuals to influence learningDifficulty standardizing clinical learning, ,New learning styles of the digital worldNeed to respond to the „Y‟ and „Z‟ generations
Page 1: Learning in Critical Care usingAvat
Page 4 and 5: Edgar D, Cone of LearningPassiveAct
Page 6 and 7: Acronyms - terms• MMVW - Massivel
Page 8 and 9: Design yourself as an Avatar
Page 10 and 11: International Virtual Assoc. of Sur
Page 12 and 13: Virtual autopsy
Page 14 and 15: Virtual Nephrology
Page 16 and 17: University of Southern Queensland,
Page 18 and 19: Key requirements• Design and cons
Page 20 and 21: ICU nursing handover templateName,
Page 22 and 23: Initial Meeting Process• Meeting
Page 24 and 25: Patient Care Planning• Present ca
Page 26 and 27: Dr Ross Brown, QUT, Australia• Em
Page 28 and 29: Triage: ‘game’ Vs ‘Table top
Page 30 and 31: The real WorldHow do we ensure „c
Page 32 and 33: hrs3000200010000The staffing gap…
Page 34 and 35: Check - lists….protocolsShift che
Page 38 and 39: The Y & Z generations(1982 - 2000)
Page 40 and 41: Potential for personal computer tot
Page 42 and 43: Microsoft SharepointMicrosoft Share
Page 44 and 45: Individual log on and password
Page 46 and 47: Site contentAnnouncements, tutorial
Page 48 and 49: Concept of competency loggingNetwor
Page 50 and 51: ICU Procedure LogData may beentered
Page 52 and 53: ICU Procedure LogData may beentered
Page 54 and 55: ICU Procedure LogDetails are availa
Page 56: CEP data review Aug. 09’353025201

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