2.50
Hdl Handle:
http://hdl.handle.net/10755/148942
Type:
Presentation
Title:
Electrolyte Story Writing and Telling
Abstract:
Electrolyte Story Writing and Telling
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Ford, Diane Marie, RN, NP-C
P.I. Institution Name:Andrews University
Title:Assistant Professor of Nursing
Poster Presentation Objectives: 1. Stimulate interest in learning about electrolytes and their function in the body. 2. Present key information about electrolyte imbalances in a creative way to foster retention. Abstract: Teaching and learning key information about electrolytes and their imbalances, as typically presented in nursing textbooks, can be tedious and boring for both nursing instructors and students. Students in an undergraduate baccalaureate nursing program are placed in groups of approximately three students and given an assignment to write and present a one page story about an electrolyte and its imbalance (either high or low). First, students are encouraged to personify the electrolyte and give the character a name that describes its overall function. Then in story form, the students describe where the electrolyte primarily resides; for example, ?Boneville.' Next they describe a few of the most common causes of electrolyte imbalances and what happens when this occurs. Lastly, the story is to incorporate information about other hormone, fluid, electrolyte, or acid-base imbalances which commonly occur with the electrolyte balance about which they are writing. To present the information to their classmates, students read the story, act out the story, present a puppet show, or draw pictures or cartoons which illustrate the story. This experience helps electrolytes and their problems 'come alive.' It is a laughing and learning experience. Student interest is evident by the numerous applauses and positive comments which are consistently received.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleElectrolyte Story Writing and Tellingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148942-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Electrolyte Story Writing and Telling</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Ford, Diane Marie, RN, NP-C</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Andrews University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">dmford@andrews.edu</td></tr><tr><td colspan="2" class="item-abstract">Poster Presentation Objectives: 1. Stimulate interest in learning about electrolytes and their function in the body. 2. Present key information about electrolyte imbalances in a creative way to foster retention. Abstract: Teaching and learning key information about electrolytes and their imbalances, as typically presented in nursing textbooks, can be tedious and boring for both nursing instructors and students. Students in an undergraduate baccalaureate nursing program are placed in groups of approximately three students and given an assignment to write and present a one page story about an electrolyte and its imbalance (either high or low). First, students are encouraged to personify the electrolyte and give the character a name that describes its overall function. Then in story form, the students describe where the electrolyte primarily resides; for example, ?Boneville.' Next they describe a few of the most common causes of electrolyte imbalances and what happens when this occurs. Lastly, the story is to incorporate information about other hormone, fluid, electrolyte, or acid-base imbalances which commonly occur with the electrolyte balance about which they are writing. To present the information to their classmates, students read the story, act out the story, present a puppet show, or draw pictures or cartoons which illustrate the story. This experience helps electrolytes and their problems 'come alive.' It is a laughing and learning experience. Student interest is evident by the numerous applauses and positive comments which are consistently received.</td></tr></table>en_GB
dc.date.available2011-10-26T09:53:18Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:53:18Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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