Browsing by Author "Hobbs, Jill R."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Improving Acute Care Readmission Rates Through Multimodal Education Plans in the Elderly Congestive Heart Failure Patient
    Hodge, Tanya; Hobbs, Jill R.
    Congestive heart failure (CHF) has a high hospitalization readmission (RTH) rate leading to increased economic burden and decreased quality of life. This scholarly project implemented an educational intervention to promote health literacy and wellness to reduce re-hospitalization and improve quality of life. Methods: Participant inclusion was age 60 and older with recent CHF hospitalization discharged to a skilled nursing facility (SNF). The American Heart Association (AHA) SMART-HF heart failure management tool and the symptom tracker diary (STD-HF) tool were implemented. Primary care provider (PCP) follow-up appointments were facilitated. The Brief Interview for Mental Status (BIMS) was utilized to determine baseline cognitive status. Over four weeks, a weekly follow-up nursing visit gathered weight, vital signs, and disease-specific symptom analysis, facilitating an early plan of care adjustment and wellness teaching to prevent rehospitalization. Results: The project revealed the subject's cognitive capacity is a primary factor in successfully utilizing multimodal education tools. Those with a BIMS 13 or higher produced positive outcomes within the project with reduced rehospitalizations. Attempts for appointment scheduling with the PCP proved to be time-prohibitive and unsuccessful. The data showed no subjects could get a PCP appointment before being discharged home. Discussion: This study supported the evidence-based research showing CHF education and self-care initiatives facilitate wellness ownership, and early interventions do improve quality of life with decreased hospital readmissions in those who can participate effectively in the program.
  • Thumbnail Image
    Item
    Innovative use of a flipped-classroom approach to teach fundamental nursing skills
    (Elsevier, 2023) Wilson, Kimberly E.; Hobbs, Jill R.; University of Alabama Tuscaloosa
    Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing stu-dents were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost. (c) 2022 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
  • Thumbnail Image
    Item
    Integrating clinical experiences into classroom education
    (University of Alabama Libraries, 2018) Hobbs, Jill R.; Robinson, Cecil D.; University of Alabama Tuscaloosa
    For many nursing students, the classroom and clinical experience represent two different learning environments. The disconnect between classroom and clinical learning also parallels an important professional need--bridging students’ transitions from nursing school to professional practice (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2011). Utilization of an unfolding case study (UCS) in the classroom setting allows the students to participate in a realistic, complex, problem centered activity while learning to think like a nurse. The purpose of this study was to address the challenge to improve teaching and learning by integrating clinical experiences into classroom education (Benner, et al., 2010; IOM, 2011). Although unfolding case studies have been used in nursing pedagogy, there is little empirical research in nursing education to support this interactive teaching strategy. In fact, there are no research studies in nursing that test transfer of knowledge with the use of an UCS in the classroom setting. This quantitative study examined the effects of an UCS on undergraduate nursing students learning outcomes. This intervention study took place in a naturalistic setting comparing a traditional slide lecture (n = 83) to an UCS (n = 98) by testing learning outcomes with the use of a pretest, posttest, and transfer test. A student perception survey was also administered after each teaching session. This study begins to address the gap in the literature by examining learning outcomes and transfer of knowledge. The results of the 2 x 3 repeated measures analysis of variance reveal that students in the UCS group learned at a similar rate as the lecture group. Neither group demonstrated transfer of knowledge on the transfer test. The one-way analysis of variance performed on the survey results revealed that students in both the UCS and lecture group felt that the teaching session was more aligned with the clinical setting than the reading assignment given prior to the teaching session. However, the UCS group did not identify their teaching session with the clinical setting at a significantly higher rate than the lecture group.