1	"By" By Anita Pazcoguin RN,CPAN
2	Targeted Audience Novice RNs Peri-Anesthesia Care Unit RN Orientees Critical Care Unit RN Orientees
3	Learning Environment Well lit Comfortable room temperature Projector Seats for participants Work tables for skills practice Coffee/tea, donuts and/or bagels
4	Goals To enable participants to anticipate assess intervene prepared to assist in difficult and adverse airway events
5	Objectives Differentiate between respiration & ventilation Identify indications & contraindications of airway maneuvers Differentiate usage Oxygen delivery devices Various airway adjuncts
6	Outcomes Participants will be able to associate adequate or inadequate airways using “look”, “listen” and “feel” A – airway B – breathing C – circulation If…Then…What Lip to earlobe
7	Evaluation Pre-test Skills lab assessment Skills lab test-off (checklist) Observed clinical performance Post-test ( 85% correct answers)
8	Teaching Methods and Brainy Bits Lecture using PPT Audio-visual clips Role playing Airway adjuncts stations Instructor demo Participant practice & return demo Hand-outs Websites for exploration
9	Technologies used PPT Audio-visual clips Laerdal intubation mannequins Airway devices Bag-valve vent bags Websites – interactive learning sites
10	"5" 5% of what they hear 10% of what they read 20% of what they see 30% of what they see demonstrated 50% of what they discussed 75% of what they do 90% of what they teach
11	Primacy and Recency Effect Prime 1 30 min Set mood – “dead patients don’t breathe” Airway anatomy Assessments Downtime 20-30 min Skills tables Informal discussions Prime 2 15 -20min Tie up anatomy patent airways didactic equipment projected patient outcomes (NOT ON MY WATCH)
12	Gardner’s Multiple Intelligences Linguistic words and language Logical-Mathematical logic and numbers Spatial images and space
13	Gardner’s Multiple Intelligences Bodily-Kinesthetic body movement control Musical music, sound, rhythm Interpersonal other people's feelings Intrapersonal self-awareness
14	Gregorc’s Concrete Sequential Abstract Sequential Concrete Random Abstract Random
15	More Brainy Bits Neurons Synaptic connections Neurotransmitters Nervous System
16	Brainy Bits Sensory Register Incoming data for Survival Emotional New Learning Interesting? Known Patterns? Makes Sense? Has Meaning?
17	More Brainy Bits
18	More Brainy Bits Limbic System Thalamus Hypothalamus (Pituitary Gland) Amygdala Hippocampus
19	Sense and Meaning Chunking Mnenonics Rehearsals Practice Recall Closure
20	References Cristini,A. (2007) Lectures. Linking the Brain, Mind, Teaching and Learning Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gregorc, A. F. (1979). Learning/Teaching Styles: Their Nature and Effects. Student Learning Styles. National Association of Secondary School Principals. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 10/04/2007 from, http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html Saunders, W. (1992). The constructivist perspective: Implications for teaching strategies for science. School Science and Mathematics, 92 (3). Sousa, D. (2001). How The Brain Learns. 2nd Edition. California, Corwin Press, Inc. Images downloaded from Google Search www.annals.edu.sg/pdfMar02/kohfig2.JPG http://www.alz.org/brain/05.asp www.bsac.com http://www.alz.org/brain/05.asp www.laerdal.com.au www.ems-ceu.com http://www.neuroskills.com/edu/brainfull.jpg Images downloaded from Clip Art