| Home | Introduction | Task | Process & Resources | Evaluation | Conclusion | Teacher Page | Credits |

Goals & Objectives:

• Able to manage the physical and emotional needs of the patient and family during the process of transplantation.
• Work collaboratively with each member of the healthcare team in order to obtain positive patient outcomes.

Curriculum Standards:

Each newly hired RN will come away from this quest with the knowledge that it takes a true "team" to successfully manage a kidney transplant patient.

• Each RN individually will experience the different roles of the transplant team and learn to communicate with them.
• Learn to care for the patient according to the Standards of Clinical Practice set forth by the Nephrology Nurses Association.
• Demonstrate assessment skills and be able to interpret findings in order to develop a plan care for the patient.
• Identify interventions appropriate for the plan and is able to evaluate the effectiveness of these interventions.

Sense and Meaning

This webquest has sense and meaning for the students because it is area that they have expressed an interest in. By requesting to work in a transplant unit shows that they have a desire to learn this information. There may be more a more emotional aspect to this, such as nurses sometimes decide to work in an area where there is some kind of an attachment, i.e. family member or friend who has had a transplant. Their ability to gain knowledge on caring for this type of patient will bolster their self confidence and make them an effective member of the team. 

Multiple Intelligences

·   Mathematical: Critical thinking skills allowing them to identify problems and analyze data pertinent to the patients care.

·   Interpersonal: Group participation in case study. learning how to work as a effective team

·   Intrapersonal: Delving into one's own feelings regarding organ donor/transplantation

·   Visual:  Use of kidney anatomy pictures, assuming different roles

·   Linguistic: Presentation, reading material on the internet, use of textbooks, written paper.

·   Bodily/Kinesthetic: Using the computer for the weblinks

·         Knowledge: Students will be able to explain how the normal kidney works.

·   Comprehension: Students will be able to identify problems associated with impaired kidney function.

·   Application: Students will have an understanding of treatment options for chronic kidney disease.

·   Analysis: Assessment of the patient and identification of problems.

·    Synthesis: Develop a plan of care for the transplant patient

·    Evaluation:  Ability to assess the outcomes of your interventions.

Gregorc Learning Styles

·   Concrete Sequential: is the person who likes order and a logical sequence. The structuring of the roles delineates clearly what is expected of them and the task explains what is expected of them. 

·   Abstract Sequential: is the learner that likes using logic or problem solving. The case study presentation will utilize their skills.

·   Concrete Random: is the student who likes to experiment to find answers, likes to work independently. The computer learning will be of interest to this type of learner.

·   Abstract Random: likes to work with other people. Will do well with the group collaboration for the case study.

Primacy/Recency Effect

This webquest will be completed within the second week of their orientation on the unit.

Prime Time One will be when they read through the webquest and determine the roles they will assume and research what is required of them.

Down time will be when they pick a patient on the unit for their group presentation. Obtaining data for the case study and group collaboration will take place here also.

Prime Time Two will be their case study presentation during grand rounds and completion of transplant post test.