A Written Report on

Seminar on Issues and Trends in Nursing and Health-Related Fields (Planning)

In Partial Fulfillment of the Requirements in NCM 107A

Nursing Leadership and Management

Submitted to: Loyalda T. Lazarraga, RN, MAN Class Instructor

Submitted by: Sean Abigail A. Dasalla, St. N. BSN 4C

August 12, 2013

Goal: After a 30-minute lecture, the students will gain an appreciation and understanding of the steps on planning a seminar on issues and trends in nursing and other healthrelated fields.

Objectives: After a 30-minute lecture, the listeners will be able to: a. describe what a seminar is and its characteristics; b. identify the requirements of a seminar; c. tell why planning is significant as the first phase in conducting a seminar; d. enumerate the five (5) steps in planning a seminar; e. recall the selection of speakers for seminar topics; f. state the important of preparing a schedule for the seminar; g. define objective; h. summarize the characteristics of learning objectives; i. distinguish the 3 learning domains of Blooms Taxonomy of Educational Objectives; j. give examples of correctly stated objectives; and

k. explain the importance of formulating objectives in relation to seminar planning.

Nursing is an in-demand profession that requires serious training. Because technology, the law and social concerns affect the medical field, even the most efficient and professional nurses can benefit from nursing seminars.

A SEMINAR is: any organized group learning exercise with a high degree of participation and interaction within the group a single/series of sessions when a group of learners engage in a specialized study and led by recognized authority on topics being studied a form of class organization that utilizes a scientific approach to the analysis of a problem chosen for discussion

Characteristics: A seminar utilizes the scientific problem solving approach to the analysis of a problem chosen for discussion. It studies a subject in depth under the guidance of a recognized authority. It makes people more productive. The student role is active in contrast to the relatively passive role assumed in a lecture.

Requirements: Students present their data in an informal way under the leadership of the teacher. All the members take part in discussion in an informal but orderly manner. The teacher is the leader however the student/s can also function as leader/s. Participants are comprised of 10 to 15 members. The topic is to be presented by the students, each within 15 to 10 minutes. Duration of the entire seminar ranges from 1 to 2 hours. The leader should keep the discussion within the limits of the problem discussed.

First Phase: PLANNING Start planning early to have adequate organization and for extra time to deal with unforeseen delays. Select a small planning committee who will remain committed to the program until completion. CONSIDER the following: WHO: expected audience/delegates WHAT: objectives and topics - focus of the program WHEN: date - select the best time and day WHERE: venue/setting

Steps: 1. Identify issues and trends The primary reason people attend seminars is to learn something or new things. Choosing the right topic is a crucial step in planning seminar and this selected topic will become the focus of the audience.

2. Map out relevant issues/trends To develop a seminar for nurses, whether students or professionals, you need to identify relevant concepts that will appeal to medical professionals. It is important that the topic is relevant to the issues of the latest trend in nursing and health related fields. For example: A SEMINAR ON PHYSICAL ASSESSMENT.

3. Assign specific topics to groups After selecting the appropriate topic, divide it within the group. The way on how to divide the topics is up to the group. It can be divided individually or by forming subgroups in the group to discuss the topics. Make sure that the assigned person or subgroup knows what to say and what to do during the ongoing seminar to prevent negative feedbacks from the audience.

Selecting a speaker A seminar will not be successful without the people running it, as well as the speakers sharing their knowledge to the participants. Invite speakers who are of caliber and reputation to the event, and who will provide the participants with relevant information to their work, industry or business. Prepare the speakers beforehand and work with them on their PowerPoint presentations as well as pre-inform them of the logistics processes, timing as well as the expected audience size. Check with them on any special requests, such as the requirement for an overhead projector or additional microphones to be used for question and answer sessions.

4. Prepare schedule for the seminars Determine a convenient and appropriate date, time and location for the seminar. It should be sure to setup an established contract for the event so that all of the responsibilities of the venue are defined at a specific price. Develop an invitation list that focuses on the target audience for the seminar. Create the invitation and send it out to the potential attendees or delegates at least one month in advance if not before. Include a method for attendee registration and confirmation of registration.

5. Formulate objectives Consider what you would like attendees to come away from your seminar with. According to Peter F. Drucker, Objectives are the fundamental strategy of a business. The basic definition of the business and of its purpose and mission has to be translated into objectives. Otherwise, they remain insight, good intentions and brilliant epigrams which never become achievement.

An OBJECTIVE is: a description of a performance you want learners to exhibit = an intended result of instruction

a statement of a described behavior of learners as a result of a learning experience a statement in specific and measurable terms that describes what the learner will know or be able to do

Functions: provides a direction for the instructor to follow or what to do provides a guide for selecting subject matter, teaching methods and the materials to be used during instruction provides a criterion for evaluating students outcomes: helps determine whether people have learned what you have tried to teach

Reasons to Set Objectives: 1.) To provide FOCUS Hosting a successful seminar involves looking after a tremendous amount of detail. At each stage, from initial planning to final execution, you need to make choices, and each choice will move you to a certain direction. By having wellthought-out objectives, you will keep yourself focused and on the right path, making the right decisions.

2.) To allocate RESOURCES A prospecting seminar is just one of several tools that will help you. Allocating sufficient resources to achieve maximum benefit from the seminar will greatly enhance your chances of success. Understanding your objectives will help you focus the appropriate time, energy and money on your seminar.

3.) To schedule the RIGHT TIME After setting realistic objectives and clearly defining your target audience, you r timing decisions will become obvious. Having considered the season, you also need to look at the appropriate time of the day. Understanding your objectives and your target audience will make your schedules on the right time.

4.) To recognize OPPORTUNITIES The key to a successful seminar is to focus on your primary objective. Focusing on one does not mean you will not pay attention to the others, but by being aware of all possible objectives, you will have the option of taking advantage as they come up. Understanding your objectives helps you identify hidden opportunities.

5.) To stay MOTIVATED To ensure that your seminar continues to thrive, you must be constantly on the lookout for new and exciting ways to explain the trends so that the audience will listen attentively. Running a seminar is a great tool, but once you begin, you will realize that it takes a great deal of effort.

Characteristics of a Learning Objective 1. It is always expressed in terms of the learner NOT what the instructor or program will do for the student. Student-Focused Outcome Objective: Provide students with knowledge about how the library works. BETTER Objective: After taking the Research Methods course, students will be able to demonstrate their knowledge on how the library works by finding ten sources for a research paper.

2. It is precise and supports only one interpretation. Explains and applies---avoid more than one verb. Students may be able to do one but not the other.

3. It describes an observable, measurable behavior. Objective: Students will know about the different nursing procedures in the fundamentals of nursing subject.

BETTER Objective: Students will be able to return demonstrate correctly the different nursing procedures in the fundamentals of nursing subject.

4. It specifies conditions under which the behavior is performed. How? Under what circumstances will the learning occur?

5. It specifies criteria for accomplishment; it should reflect learning or development that the student can accomplish in the course or program. How much did the learner learn? Must a specific set of criteria be met?

General Guidelines in Formulating Objectives: Begin each objective with an action verb. State each objective in terms of learner performance rather than teachers performance. State each objective as a learning product rather that in terms of learning process. State each objective in such a way that it indicates terminal behavior. State each objective in such a way or manner that it includes only one general learning outcome rather than a combination of several outcomes. Good learning objectives address 1. What the student is expected to do after learning (performance). 2. The circumstances under which the student will be able to perform (condition). 3. The level of acceptable performance (standard).

Example: Following a 20-minute teaching session on hypertension (condition), Mrs. Gapol will be able to identify (performance) three out of four major symptoms of high blood pressure (criterion).

Blooms Taxonomy of Educational Objectives (1956) the brainchild of several measurement specialists under the leadership of Benjamin Bloom, the Associate Director of the Board of Examinations of the University of Chicago conceived as a means of facilitating the exchange of test items among the faculty at various universities in order to create banks of items, each measuring the same educational objective (Krathwohl, 2002) classifies educational goals to facilitate the development and evaluation of college and university curricula

Taxonomy: provides a classification of educational objectives arrangement of objectives from simple to complex (a hierarchial order that goes from simple to complex results)

Bloom (1984) and his colleagues identified three learning domains: a. Cognitive Domain: knowing - involves mental operations at all levels - can be measured by using oral or written tests - has six levels: o Knowledge the learner is able to recall, restate and remember learned information o Comprehension the learner grasps the meaning of information by interpreting and translating what has been learned o Application the learner makes use of information in a context different from the one in which it was learned. o Analysis the learner breaks information down to its parts to best understand that information o Synthesis the learner creates new ideas and information using what has been previously learned

o Evaluation the learner makes decisions based on in-depth reflection, criticism and assessment Examples: The student will memorize Florence Nightingales Pledge. The student will accurately calculate the insulin dosage based on the carbohydrate consumption of the patient. Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors or contradictions (i.e., I will see her yesterday.). b. Affective Domain: feeling, valuing - involves feelings, attitudes, and values at various levels - not so easy to write and measure - many educators avoid writing objectives and test questions related to beliefs, attitudes and values because these are not readily observed and are rather subjective yet, the danger is that we may forget about teaching beliefs and values that are so important in nursing (i.e. ANA Code for Nurses) - Maier-Lorentz (1999) suggests that educators can infer attitudes or feelings from what is observed - has five levels: o Receiving being aware of or attending to something in the environment o Responding showing some new behaviors as a result of experience o Valuing showing some definite involvement or commitment o Organization integrating a new value into ones general set of values, giving it some ranking among ones general priorities o Characterization by Value acting consistently with the new value Examples: The student nurse will defend in writing the refusal of a nurse to divulge confidential information given by a patient. The student will volunteer to tidy up the storage room.

Given the opportunity to work with people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist completed by non-team members." c. Psychomotor Domain: doing - involves locomotor skills at different levels - one can observe what learners are actually doing when they perform a skill which is rated thereafter - has five levels: o Imitation observing and patterning behavior after someone else o Manipulation being able to perform certain actions by following instructions and practicing o Precision refining, becoming more exact o Articulation coordinating a sense of actions, achieving a harmony and internal consistency o Naturalization having high level performance become natural, without needing to think much about it Examples: The student will continue shooting free throws until the student can successfully complete 80% of the attempts. The students will perform a 5-minute cheer dance routine. Given a standard balance beam, the student will be able to walk the entire length steadily within a 6-second time span.

Behavioral Verbs Useful for Writing Objectives: Cognitive Domain Knowledge Define, delineate, describe, distinguish, give example, identify, know, list, locate, name, quote, recall, repeat, reproduce, show, state Comprehension Classify, compare, define, discuss, estimate, explain, give examples of, identify, interpret, paraphrase, rephrase, report,

restate, summarize, translate Application Adjust, apply, calculate, carry out, change, compute, conduct, construct, demonstrate, determine, execute, exhibit, generate, illustrate, implement, interpret, make, operate, prove, solve, use, utilize Analysis Analyze, arrange, calculate, categorize, compare, contrast, correlate, critique, defend, detect, differentiate, distinguish, examine, find, inquire, inspect, organize, outline, probe, question, test Synthesis Act, compile, compose, construct, create, design, develop, devise, formulate, generate, invent, make, organize, plan, prepare, produce, propose, set up, suggest, write Evaluation Assess, check, choose, compare, conclude, critique, decide, defend, detect, determine, evaluate, experiment, hypothesize, judge, justify, monitor, predict, prioritize, rate, reject, revise, score, tell why, validate Psychomotor Domain Arrange, assemble, calibrate, combine, copy, correct, create, demonstrate, execute, handle, manipulate, operate, organize, position, produce, remove, revise, show, solve Affective Domain Accept, agree, choose, comply, commit, defend, explain, influence, integrate, recommend, resolve, volunteer

References: Barbara, C. (2011). Contemporary Nursing: Issues, Trends, Management. 8th edition. Philadelphia: Lippincott Williams & Wilkins. Davison, N. (2003). How to get most out of seminars. Nursing Times. 99 (44): 62-63. DeYoung, S. (2009). Teaching Strategies for Nurse Educators. 2nd edition. Upper Saddle River, NJ: Prentice Hall. Kelly-Heidenthal, P. (2003). Nursing Leadership and Management. 24th edition. Australia: Thomson Delmar Learning.