“Pre-op Prep”Pre-Operative Preparation For

The Virtual Healthcare Experience

A Teaching and Learning Guide/WorkbookHealth Science Education/WVDE

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TABLE OF CONTENTS

IntroductionTo the StudentTo the Teacher

Setting Your GoalsPersonal Goal SettingPre and Post-Learning Activity

Instructional Lessons Anatomy & Physiology: Musculoskeletal SystemInfection Control: Medical and Surgical Asepsis

Career and Safety WebQuestsProcedures: Finger Ray Amputation with a Filet of Finger Flap for Volar ReconstructionRecovery: Postoperative Care and Recovery

Assessment

Reflections

AppendixAssessment Rubrics21st Century Learning Skills and Technology Tools

Acknowledgments

Imagine U: A Virtual Healthcare Experience

IntroductionTo the Student

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Magine yourself as a healthcare professional. Your goal is to deliver quality, compassionate care resulting in successful outcomes for your patients. As a healthcare professional, you have many career options.

Imagine that this week you will be working in the operating room, assisting the surgeon in performing a Finger Amputation and Reconstruction. You will use sophisticated surgical equipment and technology in an attempt to correct this patient’s physical condition. You will be a vital member of the surgical team. You will view the actual surgical field with the surgeon as he operates.

Imagine! You could be a Patient Transporter, Registered Nurse, Circulating Nurse, Surgical Technologist, Central Supply Technician, Anesthesia Technician, Certified Registered Nurse Anesthetist, Anesthesiologist, Surgical 1st Assistant or a Surgeon. These are just some of the careers utilized in the hospital and found in today’s operating room or surgical suite.

Imagine! When the day arrives, experience the real world inside the operating room – contemplate the patient’s concerns, feel the expert hands of the surgeon, see the knowledge and skills as they are demonstrated by the surgical team and celebrate in the knowledge that someone’s health and quality of life has been improved.

Imagine! If working in surgery is not your area of interest, there are many careers necessary for the care of just one patient, along with his or her family. A patient scheduled for surgery or coming to a hospital might come in contact with the following: Registration or Admissions Clerk, Social Worker, Accounts Manager, Radiological Technologist, Cardiovascular Technologist, Phlebotomist, Physician Assistant, Licensed Practical Nurse, Nursing Assistant, Nurse Practitioner, Dietitian, Dietary Aide, Recovery Room Nurse, Surgical Intensive Care Unit (SICU) Nurse, Ward Clerk, Environmental Services Technician, Physical Therapist, Physical Therapy Assistant, Spiritual Care Team Member or Clergy.

Imagine! Whatever career goals you are contemplating, you can do it within the healthcare industry. Unfortunately, there will always be people that are sick; and fortunately, there will always be people that want to stay healthy. Healthcare is for

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Imagine U

those who are sick and those who are well. As we move into the 21st century, wellness will play an increasingly important role in healthcare and will bring about additional careers that we have only begun to see.

Today you do not have to Imagine! You have been given the opportunity to participate in the Imagine U experience. Rise to the challenge! Make the most of the experience by completing each of the following:

Complete the Pre-Op Prep, the teaching/learning guide designed to help you better understand the experience.

Review the Career Interviews (Imagine U website), provided for the purpose of introducing you to many of the healthcare careers and professionals that will be seen during the surgical broadcast.

View the live surgical broadcast.

Participate in the Question & Answer opportunity, with the surgical health care provider/clinical specialist throughout the surgical broadcast.

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Introduction To the Teacher

The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity. The partnership between education and the healthcare industry allows learning to move beyond the walls of the normal classroom. It transforms the classroom into a real world learning environment.

The goals of this experience are to:

introduce students to a variety of careers available within health care. generate student excitement and interest in the pursuit of careers within the

health care industry. provide an authentic healthcare experience [this has become very difficult due

the privacy requirements legislated in the Health Insurance Portability and Accountability Act of 1996 (HIPAA)].

demonstrate the necessity for integration of a strong academic and technical foundation.

provide a student experience relevant to the elements of 21st Century teaching and learning.

raise student achievement.

As the classroom teacher, you are of vital importance in the accomplishment of these goals. You are being asked to engage your expertise to maximize student outcomes. The efforts put forth to provide this learning experience will be to no avail without your help.

The components of the Virtual Healthcare Experience include the following:

Pre-Op Prep, the teaching/learning guide designed to prepare students for the experience (should be completed prior to viewing the Virtual Surgery).

Career Interviews, provided for the purpose of introducing many healthcare careers, specifically those which might be seen during surgery (should be viewed prior to participating in the Virtual Surgery). .

Surgery broadcast, which will include a live, interactive Question and Answer opportunity for the students.

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The Pre-Op Prep is both a teaching guide and a student workbook for the Imagine U: Virtual Healthcare Experience. In order to enhance learning and prepare students to view the surgery, five units of instruction have been created. Lessons of instruction include the following:

Lesson 1: Musculoskeletal SystemLesson 2: Infection Control: Principles of Disease Transmission and Prevention in

Medical and Surgical Asepsis Lesson 3: Career and Safety WebquestsLesson 4: Surgical Procedures: Finger Ray Amputation with Volar ReconstructionLesson 5: Recovery: Postoperative Care and Recovery

The learning guide is being provided as a resource for the Virtual Healthcare Experience and is to be used at the discretion of the teacher. It may be used in its entirety or the teacher may pick and choose desired activities within the units. There are numerous delivery methods for using the units of instruction including curriculum supplements to current content skill sets and objectives, independent study, homework assignments and collaborative projects. Also, the teacher should feel free to use any other materials necessary to raise student achievement. If you choose to incorporate additional activities, please provide an overview and feedback for future projects. However you choose to use the learning guide/workbook, do not distribute the guide without providing instruction to the students on its use.

Units of instruction are standards-based and driven by instructional objectives. Each unit was correlated to the National Health Care Skills Standards in order to provide validity, thereby demonstrating the relationship of instruction to the National Skills Standards established for the Health Science Education Career Cluster.

The instructional design of the Virtual Healthcare Experience is that of simple to complex, building on previous learning. It is designed to allow students to gain introductory knowledge of the human body, pathophysiological processes, medical/surgical interventions and recovery.

As students’ progress through the learning workbook, questions might arise which are more appropriately addressed by a surgical health care professional/clinical specialist. It is recommended that the questions be recorded on the pages provided within the workbook and that the students bring the workbook, with the recorded questions, to the surgery broadcast. A surgical health care professional/clinical specialist will provide narration throughout the surgical procedure. During the broadcast, students may tweet or email questions to the surgical health care professional/clinical specialist. They will attempt to answer as many questions during the broadcast as possible.

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Consider contacting healthcare professionals from the local healthcare community to participate in the virtual surgery experience. They provide an excellent teaching resource and can address many of your students’ questions on site.

On behalf of CAMC and the Health Science Education office of the West Virginia Department of Education, thank you for your participation in this educational opportunity. Throughout this experience, should you have questions that cannot be answered by your local administration, feel free to email Cyndy Sundstrom, Coordinator of Health Science Education, at csundstr@k12.wv.us .

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Setting Your Goals

Goal setting is powerful! Writing your goals help you to make them become a reality. Developing a plan to meet your goals allows you to take control of where you want to go in life. Before beginning your Virtual Healthcare Experience think about your short and long term goals – for the VHE, education, career, and also your long-range goals. Where do you see yourself in 5, 10, 15, and 20 years? Select two goals for each of the areas below.

Goals should be: Written in clear and specific statements. Realistic, achievable and challenging. Measureable, in order to know when

you have met your goal. Leading you in the direction you desire.

When setting your goals: Write your goals. Prioritize your goals. Develop an action plan. Decide on when you will take action. Decide on a date you hope to complete

your goals. Check your progress regularly. Celebrate your success.

My Virtual Healthcare Experience Goals1. _________________________________2._________________________________Action Plan1. _________________________________2._________________________________Start Date/End Date1.______________________________2.______________________________

Who Can Help Me Meet My Goals1._________________________________2._________________________________

My Educational Goals1._________________________________2._________________________________Action Plan1._________________________________2._________________________________Start Date/End Date1._________________________________2._________________________________Who Can Help Me Meet My Goals1._________________________________2._________________________________ My Career Goals1._________________________________2._________________________________Action Plan1._________________________________2. _________________________________Start Date/End Date1._________________________________2._________________________________Who Can Help Me Meet My Goals1._________________________________2. _________________________________ My Long-Range Goals1._________________________________2._________________________________Action Plan1._________________________________2._________________________________Start Date/End Date1.______________________________2.______________________________Who Can Help Me Meet My Goals1._________________________________2._________________________________

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You can do it!

IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Pre and Post-Learning Activity

Know-Wonder-Learn

Using the topics listed below and the chart provided, complete sections one and two, prior to beginning the instructional lessons and the last section after completion of the lessons.

Musculoskeletal System Infection Control: Medical and Surgical Asepsis Career and Safety Webquests Operating Room Personnel and Processes Post-operative Recovery following Surgery

*The chart may be completed individually, by each student or by the class as a whole.What do you know about the topics?

What do you want to know about the topics?

What did you learn about the topics and would still like to learn about the topics?

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Instructional Lessons

Surgical Procedures:

Finger Ray Amputation with a Fillet of Finger Flap for Volar Reconstruction

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Lesson 1 Musculoskeletal System

Overview: The study of anatomy and physiology means the study of the structures and function of the human body. By reviewing the skeletal system, you will be more prepared for viewing the surgical procedure.

Unit Standard:National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 1: Academic Foundation Accountability Criteria: 1.1 Human Structure and Function

Lesson Objectives:Upon completion of this lesson, students will be able to

identify the structure and function of the arm and hand’s musculoskeletal system

Teaching/Learning Guide:Visit the following online sites to meet lesson objectives:

Muscles of the Arm and Hand http://www.innerbody.com/anatomy/muscular/arm-hand

A Patient’s Guide to Hand Anatomy http://www.eorthopod.com/content/hand-anatomy

GetBodySmart – An Online Human Anatomy and Physiology TextbookInteractive Animations to Help You Visually Learn About the Human Bodyhttp://www.getbodysmart.com/index.htm

MedscapeAnatomy of the Handhttp://emedicine.medscape.com/article/1285060-overview

Using the online resources above, outline the anatomy and function of the musculoskeletal systems of the arm and hand.

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Lesson 2

Infection Control: Principles of Disease Transmission and Prevention in Medical and Surgical Asepsis

Overview: An essential component of a successful surgical procedure is infection control/prevention of disease transmission. The activities within this lesson are designed to familiarize the student with the principles of disease transmission and prevention and their role in medical/surgical asepsis.

Unit Standards: National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 7: Safety PracticesAccountability Criteria: 7.1 Infection Control

7.2 Personal Safety 7.3 Environmental Safety 7.4 Common Safety Hazards

Lesson Objectives:Upon completion of this lesson, students will be able to

describe Standard Precautions. define biohazard and recognize the symbol indicating the presence of

biohazardous materials. compare and contrast medical and surgical asepsis. identify appropriate personal protective equipment required for surgery. define general terminology related to infection control.

Teaching/Learning Guide:Objective 1 Using the following online site, identify and describe Standard Precautions. http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html

Suggested Activities:

http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html Create a Power Point or Prezi presentation describing the Standard Precautions required for surgery.

http://www.cdc.gov/handhygiene/Create a poster on hand hygiene using the CDC’s Fact Sheet found on the website.

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Objective 2 Use the online resources below to respond to the statement or question presented.

http://www2.merriam-webster.com/cgi-bin/mwmednlm?book=Medical&va=biohazard Define Biohazard.

http://en.wikipedia.org/wiki/Biological_hazard Identify the Biohazard symbol.

Flip Your Class Assignment:

http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html

Assign completion of the virtual reality tour on OSHA’s website for a homework assignment. Have the students identify location of Biohazard symbols.

During the next class period have the students create a Fact Sheet describing the Bloodborne Pathogens Standard and note the areas of specific concern in terms of biohazards.

Objective 3Compare/contrast medical and surgical asepsis using the following online resources:http://en.wikipedia.org/wiki/Sterile_technique  http://wiki.answers.com/Q/How_are_medical_asepsis_and_surgical_asepsis_different

Objective 4Using the online resources provided, list the personal protective equipment (PPE) used in surgery.http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_id=10051#1910.1030(d)(3)(i) (See Provision)http://www.reproline.jhu.edu/english/4morerh/4ip/IP_manual/05_PPE.pdf http://www.osha.gov/OshDoc/data_BloodborneFacts/bbfact03.pdf

Using the surgical suite on the Occupational Safety and Health Administration (OSHA) website, examine and diagram the set-up in a surgical suite.http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html

Flip Your Class Assignment:

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Assign the video, AORN Hand Hygiene – Surgical Scrub for the OR, as a homework assignment.

During the next class session, have the students write a paragraph in which they describe the surgical scrub process and then recreate/demonstrate it in a lab setting.

Objective 5Use the web resources presented thus far in the curriculum and the additional websites listed below to define the following terminology:

AsepsisMedical AsepsisSurgical AsepsisSterile FieldPathogenInfection ControlDisinfection

SterilizationAntisepsisSterile TechniqueStandard PrecautionsPersonal Protective EquipmentBiohazardNosocomial infection

Medline Plus – http://www.nlm.nih.gov/medlineplus/mplusdictionary.html http://www.nlm.nih.gov/medlineplus/infectioncontrol.html

Wikipedia – http://en.wikipedia.org/wiki/Infection_control

Examples of Assessments (to be used at the discretion of the teacher):Products*:

Report – summary of knowledge gained, such as Surgical AsepsisEssay – guest column for local newspaper on any topic within the lessonPamphlet/Brochure – on any topic within the lessonPoster – any topic within the lesson, such as personal protective equipmentPower Point – any topic within the lesson

Performances*:Presentation – persuasive proposal on any topic within the lesson, such as the promotion and positive outcomes of proper handwashingCreative Performance – skit, such as healthcare professional teaching the surgical scrub Simulation – mock trial, using aspects medical and surgical asepsis as related to a healthcare professional that did not use proper proceduresInterview – using elements within the lesson taking on human persona, such as the pathogen

Written and Oral Tests/Quizzes:Tests and Quizzes – on acquisition and comprehension of basic knowledge(i.e. vocabulary, structure, function, etc.).

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The following website has a variety of competitive events and includes assessment tools and a rubric for each. http://www.hosa.org/natorg/pub.html HOSA Handbook: Section B Competitive Events (use topics from the lesson).

See page 19-25 of this guide for sample rubrics.

Lesson 3

Health Care Career WebQuest

Unit Standards: National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 4: Employability SkillsAccountability Criteria: 4.3 Career Decision-making

Lesson Objectives:Upon completion of this lesson, students will be able to:

Describe various health care careers that are involved in surgery Discuss levels of education and credentialing requirements for health care

careers

Learning/Instructional Strategies:

WebQuest Overview: CAMC offers a variety of health care career videos created in an interview format.

Go to the following website to view physician, nursing, and allied health career videos. http://camcinstitute.org/imagineu/

Career videos available:Physician Physician AssistantAnesthesiologist Surgery ResidentFlight paramedic Recovery Room nurseSurgical First Assistant PerfusionistClinical Lab Scientist Surgical TechnologistSurgical Nurse Certified Registered Nurse AnesthetistTrauma Nurse Central Service TechnicianPharmacist in Charge PharmacistOccupational Therapy Assistant Physical TherapistMRI Technologist CT Technologist

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Flip Your Classroom

Have students view career video for homework. Career related assignment – research career for education requirements, credentials required, job description, salary range, employment outlook, etc. Students then present research using Career Health Display competitive event guidelines at http://www.hosa.org/sites/default/files/HD14r.pdf.

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Lesson 4

Safety Practices WebQuest

Unit Standards: National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 4: Safety PracticesAccountability Criteria: 7.22 Apply principles of body mechanics.

Lesson Objectives:

Upon completion of this lesson, students will be able to: Describe and demonstrate principles of body mechanics Describe and demonstrate transfer of patient from bed to wheelchair

Learning/Instructional Strategies:

WebQuest Overview:

American Red Cross demonstrates proper body mechanicswww.youtube.com/watch?v=DPxCqPAYZ5g

Steps in transferring a patient from bed to wheelchairhttp://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000428.htm

Flip Your Classroom

Have students view video on body mechanics and Fact Sheet on transferring skills at home.

Discuss transfer using good body mechanics. Have students practice transfer skills using a mannequin and a student volunteer.

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Lesson 5

Surgical Procedure: Finger Amputation with Fillet of Flap for Volar Reconstruction

Overview: The surgical procedures you will view, during the Imagine U: A Virtual Healthcare Experience broadcast, are a finger amputation with Fillet of Flap for Volar Reconstruction (performed at Charleston Area Medical Center).

National Standards: National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 1: Academic FoundationAccountability Criteria: 1.1 Human Structures and Functions

1.2 Diseases and DisordersStandard 3: SystemsAccountability Criteria: 3.1 Healthcare Delivery Systems

Standard 8: TeamworkAccountability Criteria: 8.1 Healthcare Teams

Lesson Objectives:Upon completion of this lesson, students will be able to describe the following:

Finger amputation with Fillet of Finger Flap Volar Reconstruction

WebQuest Assignments

For background information on these procedures see the following:

Digital Amputations – http://emedicine.medscape.com/article/1238395-treatment

Read the selection and identify surgical procedures used to amputate a finger

CAMC Plastic Surgery – http://healthinfo.camc.org/RelatedItems/85,P01131

Examine the website for information on CAMC plastic surgery department

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Hand and Wristhttp://orthoinfo.aaos.org/menus/hand.cfm

Medscape News and Perspectivehttp://www.medscape.com/orthopaedics

Medscape (have to register for access/free)Digital Amputations Treatment and Managementhttp://emedicine.medscape.com/article/1238395-overview

Assessments: note the formative assessment suggestions included in each of the lessons.

Other types of assessments (to be used at the discretion of the teacher):

Products*:Report – summary of knowledge gained on any topic within the lesson such as Patient RecoveryEssay – guest column for local newspaper on any topic within the lessonPamphlet/Brochure – on any topic within the lessonPoster – any topic within the lessonPower Point – any topic within the lesson

Performances*:Creative Performance – skit, such as healthcare professional preparing a patient as to what to expect after surgeryInterview – a patient regarding his/her preparation pre and post-surgery

Written and Oral Tests/Quizzes:Tests and Quizzes – on acquisition and comprehension of basic knowledge(i.e. vocabulary, structure, function, etc.)

The following website has a variety of competitive events and each includes assessment tools and a rubric. http://www.hosa.org/node/117

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Lesson 6

Recovery: Postoperative Care and Recovery

Overview: An essential component of a successful surgical procedure is appropriate postoperative care. That care often begins in an Intensive Care Unit (ICU). The following learning activities are designed to familiarize the student with the set up in an ICU and the patient’s recovery process.

Unit Standards:National Health Care Skill Standards: http://www.healthscienceconsortium.org/

Standard 1: Academic FoundationAccountability Criteria: 1.1 Human Structures and Function

1.2 Diseases and DisordersStandard 5: Legal ResponsibilitiesAccountability Criteria: 5.1 Legal Implications 5.2 Legal PracticesStandard 6: EthicsAccountability Criteria: 6.1 Ethical Boundaries 6.2 Ethical PracticeStandard 7: Safety PracticesAccountability Criteria: 7.1 Infection Control Standard 9: Health Maintenance PracticesAccountability Criteria: 9.1 Healthy Behaviors

Lesson Objectives:Upon completion of this lesson, students will be able to:

describe an Intensive Care Unit. describe the postoperative care and recovery process for a patient having

a digital amputation.

Learning/Instructional Guide: Objectives 1 and 2

Go to the following web site:http://www.surgeryencyclopedia.com/Pa-St/Recovery-Room.html

Scroll down the page and read the definition/description of a PACU. After reading the information presented, write a paragraph describing what a

PACU is.14

Go to the following web page:www.waiting.com/waitingicu.html

Click on Equipment found in an ICUo Select each of the following to read the definitions of equipment commonly

seen in an ICU: Arterial Line Central Venous Pressure (CVP) Line Electrocardiogram (ECG/EKG) Intravenous Monitor, Intensive Care Nasogastric Tube (NG Tube) Respirator/Ventilator Subarachnoid Screw Tracheostomy Tube

Click on “A guide to the medical personnel and their roles in providing care for your loved one.”

o Review the medical personnel a patient might encounter while in the Intensive Care Unit.

Examples of Assessments (to be used at the discretion of the teacher):Products*:

Report – summary of knowledge gained on any topic within the lesson such as Patient RecoveryEssay – guest column for local newspaper on any topic within the lessonPamphlet/Brochure – on any topic within the lessonPoster – any topic within the lessonPower Point – any topic within the lesson

Performances*:Creative Performance – skit, such as healthcare professional preparing a patient as to what to expect after surgeryInterview – a patient regarding his/her preparation pre and post surgery

Written and Oral Tests/Quizzes:Tests and Quizzes – on acquisition and comprehension of basic knowledge(i.e. vocabulary, structure, function, etc.)

The following website has a variety of competitive events and each has assessment tools and a rubric for each. http://www.hosa.org/node/117 See page 20-25 of this guide for sample rubrics.

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REFLECTIONS

Prior to the Surgery

Expectations: What do you expect to see and how do you expect to respond to seeing the surgery?

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Are you currently interested in a career in healthcare? If so, what are your career goals and where do you want to work? What do you think your job will be like?

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REFLECTIONS

During the Surgery Broadcast

Using the space below, record your reactions to the surgery.

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Using the space below, record any questions you have for the surgeon.

Question__________________________________________________________

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Answer___________________________________________________________

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Answer___________________________________________________________

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REFLECTIONS

Post (after) Surgery

Looking back at your expectations for the surgery, were they accurate? How different were your expectations from the actual surgical experience?

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After viewing the surgery, has your interest in a healthcare career changed? Would you like to work in the operating room?

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What are your impressions of the healthcare careers found within the operating room?

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What are your thoughts on the Virtual Healthcare Experience you have just completed?

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FOLLOW-UP

Healthcare Professional Representative or Guest Speaker

Name of speaker: ___________________________________________________

Place of employment: _______________________________________________

Topic (guest speaker): _______________________________________________

Five facts you learned from the healthcare professional or guest speaker:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

Write a paragraph summarizing your thoughts and feelings after listening to the speaker. Use statements such as “I believe”, “I agree/disagree” or “This will help me.”__________________________________________________________________

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ORAL PRESENTATION RUBRIC

Teacher Name: ________________________________________________________________________

Student Name: ________________________________________________________________________

Date: ________________________________________________________________________

CATEGORY4

Excellent3

Good2

Needs SomeImprovement

1Needs MuchImprovement

Enthusiasm Facial expressions andbody language generate a strong audience interest and enthusiasm about the topic.

Facial expressions and body language sometimes generate a strong audience interest and enthusiasm about the topic.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Does not generate much interest in topic being presented.

Posture and Eye Contact Stands up straight; looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume is often too soft to be heard by all audience members.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal is lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) of the time and mispronounces no words.

Speaks clearly and distinctly all (100-95%) of the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Time Limit Presentation is 5-6 minutes.

Presentation is 4 minutes. Presentation is 3 minutes. Presentation is less than 3 minutes OR more than 6 minutes.

Scale:

31-40 A – Excellent21-30 B – Good11-20 C – Needs Some Improvement1-10 D – Needs Much Improvement0 F

Total = _______________________

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Comments and/or bonus points:

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ORAL PRESENTATION (Speech) RUBRIC

Teacher Name: __________________________________________________________

Student Name: __________________________________________________________

Group: __________________________________________________________

Date: __________________________________________________________

Scoring Criteria4

Excellent3

Good2

Needs Some Improvement

1Needs MuchImprovement

N/A

Clearly and effectively communicates the main idea or theme.Presenter is self-confident and clearly expresses ideas.Presenter answers questions with well thought out responses.Holds audience attention and maintains eye contact.Visual aids are clear and add to the presentation.

NOTE: N/A represents a response to the performance which is “not appropriate.”

Scale:

16-20 A – Excellent11-15 B – Good6-10 C – Needs Some Improvement1-5 D – Needs Much Improvement0 F

Total = _______________________

Comments and/or bonus points:

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See Informative Speech Rubric:http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf

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POWERPOINT RUBRIC

Teacher Name: ______________________________________________________________________

Student Name: ______________________________________________________________________

Date: ______________________________________________________________________

CATEGORY4

Excellent3

Good2

Needs Some Improvement

1Needs MuchImprovement

Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.

Background does not detract from text or other graphics. Choice of background is consistent from card to card.

Background does not detract from text or other graphics.

Background makes it difficult to see text or competes with other graphics on the page.

Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive, but all support the theme/content of the presentation.

All graphics are attractive, but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from content of the presentation.

Text - Font Choice and Formatting

Font formats (e.g., color, bold, italics) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Content -Accuracy All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate, but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Spelling and Grammar Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Scale:

19-24 A – Excellent13-18 B – Good7-12 C – Needs Some Improvement1-6 D – Needs Much Improvement0 F

Total = _____________________

Comments and/or bonus points -

________________________________________________________________________________________________________

________________________________________________________________________________________________________

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________________________________________________________________________________________________________

________________________________________________________________________________________________________

POWERPOINT RUBRIC

Teacher Name: __________________________________________________________

Student Name: __________________________________________________________

Date: __________________________________________________________

CATEGORY4

Excellent3

Good2

Needs Some Improvement

1Needs MuchImprovement

Presentation Well-rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Attractiveness Makes excellent use of font, color, graphics, effects, etc., to enhance the presentation.

Makes good use of font, color, graphics, effects, etc., to enhance the presentation.

Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation content.

Use of font, color, graphics, effects. etc., but these often detract from the presentation content.

Scale:

13-16 A – Excellent 9-12 B – Good 5-8 C – Needs Some Improvement 1-4 D – Needs Much Improvement 0 F

Total = _____________________

Comments and/or bonus points -

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_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Student Name ______________________________________________ Date _____________

BROCHURE RUBRIC

Circle the number that describes the best presentation or most pleasing to your point of view.

ATTRACTIVENESS 4 Exceptionally attractive formatting.AND 3 Attractive formatting.

EYE APPEAL 2 Average formatting.1 Confusing formatting.

4 Graphics go well with text and good mix of text and pictures.GRAPHICS- 3 Graphics go well with text but so many that they distract.PICTURES 2 Graphics go well, but not enough. Brochure is text heavy.

1 Graphics do not go with text or no graphics.

4 Well organized, typed or exceptional hand writing and neat.ORGANIZED 3 Well organized; hand written and neat.

AND 2 Organized.NEAT 1 Messy and confusing.

4 All facts are accurate.CONTENT- 3 90-99% of the facts are accurate.ACCURATE 2 80-89% of the facts are accurate.

1 Fewer than 80% of the facts are accurate.

4 No spelling errors.SPELLING 3 No more than one spelling error.

2 No more than three spelling errors.1 Several spelling errors.

4 Each section is clear, defined, and well explained.WRITING 3 Almost all sections are clear, defined, and well explained.

2 Most sections have a clear explanation.1 Less than half the sections are clear.

Scale:19-24 A – Excellent13-18 B – Good7-12 C – Needs some improvement1-6 D – Needs much improvement0 F

Total = _______________

Comments and/or bonus points:

____________________________________________________________________________

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____________________________________________________________________________

POSTER/TABLE/FACT SHEET RUBRIC

Teacher Name: ______________________________________________________________________

Student Name: ______________________________________________________________________

Date: ______________________________________________________________________

CATEGORY4

Excellent3

Good2

Needs Some Improvement

1Needs MuchImprovement

Required Elements The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout, and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distracting, messy, or very poorly designed. It is not attractive.

Content – Accuracy At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Graphics – Originality Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student but are based on the designs or ideas of others.

No graphics made by the student are included.

Graphics – Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic, OR several borrowed graphics do not have a source citation.

Grammar There are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Scale:

19-24 A – Excellent13-18 B – Good7-12 C – Needs Some Improvement1-6 D – Needs Much Improvement0 F

Total = _____________________

Comments and/or bonus points –

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_______________________

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INFORMATION

AND

COMMUNICATION

SKILLS

INFORMATION AND MEDIA LITERACYThe understanding of how words, images and sound influence the way meanings are created, shared and analyzed in a contemporary society so that a person can assign value, worth and meaning to information through a variety of media forms.VISUAL LITERACYThe ability to interpret, use, appreciate, and create images and video using both conventional and 21st Century media in ways that advance thinking, decision-making, communication and learning.COMMUNICATION SKILLSThe skills needed to generate and convey messages with meaning and understanding within and across various contexts, cultures and media.

21st Century Skills Learning Skills & Technology Tools Strategies and Culminating Activities

Evidence of Success

Learning Skills 21C.O.9-12.1.LS.1 Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

Career Interviews: Students use a 21st

century modality to gather and interpret information on careers.

Students analyze and interpret career information for personal problem solving and career decision making.

Pre-Op Prep:Instructional Lessons: Student learning is

independent and guided by lesson objectives.

Students select from multiple learning activities, allowing an analysis and interpretation of media in the accomplishment of

Students will visit the CAMC website and access/view the career interviews.

Students will complete each instructional lesson either independently or collaboratively with peers.

Students will demonstrate active engagement in the use of technology to master learning objectives.

21C.O.9-12.1.LS.2 Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.

Technology Tools 21C.O.9-12.1.TT.2 Student routinely applies keyboarding skills, keyboard shortcut techniques, and mouse

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2014 Virtual Healthcare Experience21st Century Learning Skills and Technology Tools are embedded within the

Virtual Healthcare ExperienceProject Strategies and Culminating Activities

Students’ Evidence of Success

skills with facility, speed and accuracy.

learning objectives. Students must browse,

search, and navigate online to access information relevant to the objectives.

Students are required to evaluate information based on multifaceted criteria (i.e. credibility, validity, bias, currency, usefulness, ethical issues, media) in order to draw conclusions regarding the care of the patient requiring surgery.

Accomplishment of lesson objectives requires students to use the Internet to research and gather information.

Surgery Broadcast with Interactive Communication: Students recognize the

impact of digital media as seen in the interactive presentation.

Students are digitally connected to the hospital and surgical environment.

Students utilize technology to communicate and question the healthcare professional/clinical specialist who resides in their own community or region.

Students visualize careers

Students will communicate learning to their teacher and peers.

Students will view the surgery broadcast and have an opportunity to communicate with the surgical health care professional/clinical specialist as a means for learning (if possible). *After surgical broadcast, the video will be archived and available for viewing for instructors who cannot participate on the scheduled date.

21C.O.9-12.1.TT.8 Student uses advanced features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results.

21C.O.9-12.1.TT.10

Student implements various internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

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in action, within the world of work.

THINKING,

REASONING AND

INNOVATION

SKILLS

CRITICAL THINKINGThe clear, precise and purposeful process of using specific cognitive skills and strategies to guide belief and action in accomplishing goals.SYSTEMS THINKINGThe ability to see and understand the whole, to recognize patterns and interrelationships of parts, and to determine how to structure those interrelationships in more effective, efficient ways.PROBLEM SOLVINGThe ability to apply appropriate process, including problem identification, information gathering, problem analysis, generating and testing alternated solutions, and evaluating results in order to generate resolutions to problems.CREATING AND INNOVATINGThe act of bringing an idea, product or performance into existence that is genuinely new, original and of value either personally and/or culturally.

21st Century Skills Learning Skills & Technology Tools Strategies and Culminating Activities

Evidence of Success

Learning Skills 21C.O.9-12.2.LS.1 Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria.

Career Interviews: Students will hear real-world

applications of careers involved in the care of a patient having surgery.

By seeing multiple careers necessary in the care of one patient, students are introduced to the interrelationship of parts to the whole/systems thinking.

Pre-op Prep: In the accomplishment of the

learning objectives, students must engage in critical thinking to synthesize and evaluate information regarding all facets of care, for a patient undergoing a

Students will view the career interviews, as part of the Virtual Healthcare Experience and communicate their impressions of the surgical process and team.

Students articulate systems thinking in relationship to the healthcare industry and patient care, as demonstrated in the accomplishment of learning objectives and activities.

21C.O.9-12.2.LS.2 Student draws conclusions from a variety of data sources to analyze and interpret systems.

21C.O.9-12.2.LS.3 Student engages in a problem solving process by formulating questions and applying complex strategies in order to independently solve problems.

Technology Tools 21C.O.9-12.2.TT.2 Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile,

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synthesize, produce, and disseminate information, models, and other creative works.

surgical procedure. Students must use a variety

of digital media to draw conclusions regarding surgical intervention.

Students will use technology to increase content-related knowledge, both collaboratively with peers and independently, as directed by the teacher.

Students must use multiple electronic sources to satisfy learning objectives and analyze and draw conclusions on patient care (real-world) procedures and processes.

Pre and Post-Learning Activity – KWL:Students will be guided in a self-assessment of learning.

Culminating Assessment:Students must utilize all knowledge and skills gained from participation in the Virtual Healthcare Experience by developing a comprehensive list of roles and responsibilities, as he/she assumes the role of one of the healthcare team members caring for the patient during the illness and surgical procedure.

Students document self-assessment of learning using the KWL learning activity.

Students apply learning in a culminating assessment by assuming the role of one of the healthcare team

21C.O.9-12.2.TT.3 Student uses multiple electronic sources of information and multiple technology tools and resources tools (e.g., digital cameras, graphing calculators, probes, MP3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.

21C.O.9-12.2.TT.4 Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution.

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Live Surgery Broadcast with Interactive Communication: Students experience

firsthand problem identification, information gathering, problem analysis, alternated solutions, and the evaluation of results in order to generate resolutions to problems as seen in patient care and the surgical procedure.

Students view the results of 21st century medical technology as both creative and innovative to improve patient care.

Being part of the surgical team by virtual means, students engage in critical thinking, systems thinking and problem solving as if they were actually part of the surgical team.

members caring for the patient during the illness and surgical procedure.

Reflections:Students document the personal impact made by their participation in the Virtual Healthcare Experience by recording their expectations and post-experience reflections.

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PERSONAL

AND

WORKPLACE

PRODUCTIVITY

SKILLS

INTERPERSONAL AND COLLABORATION SKILLSThe ability to read and to manage the emotions, motivations and behaviors of oneself and others during social interactions or in a social-interactive context. Collaboration means cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.INITIATIVE AND SELF-DIRECTIONThe ability to set goals, plan for achievement, initiate action, manage time and effort, and independently monitor and assess one’s own effort.FLEXIBILITY AND ADAPTABILITYThe ability to modify one’s thinking, attitudes or behaviors to be better suited to current or future environments, as well as the ability to handle multiple goals, tasks and inputs with understanding and adhering to constraints of time, resources and systems.ETHICAL BEHAVIORThe ability to act with integrity according to the principles or right and/or moral conduct.SOCIAL/PERSONAL AND CROSS-CULTURAL SKILLThe acceptance of responsibility for personal actions, including responsibility for learning, and to initiate or support actions that resolve issues in the interest of the common good.LEADERSHIP AND RESPONSIBILITYThe process of influence or example by which an individual induces a group to pursue objectives held by the leader or shared by the leader and his or her followers.PROJECT PLANNING AND DEVELOPMENTThe ability to organize and achieve the goals of a specific initiative or problem with efficiency and effectiveness.PRODUCTIVITY AND ACCOUNTABILITYThe ability to set and meet high standards for delivery of quality work on time and to demonstrate diligence and a positive work ethic.

21st Century Skills Learning Skills & Technology Tools Strategies and Culminating Activities

Evidence of Success

Learning Skills 21C.O.9-12.3.LS.3 Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and commitment to continued learning.

Career Interviews: Students will see and hear

professionals within the healthcare industry as leaders in various career-related roles.

Students will hear real-world references to working collaboratively on a healthcare team.

Students must demonstrate personal and workplace productivity skills in order to complete all learning expectations of the Virtual Healthcare Experience.

21C.O.9-12.3.LS.6 Student maintains a strong focus on the larger project goal and

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frames appropriate questions and planning processes around goal. Prior to beginning work, student reflects upon possible courses of action and their likely consequences; sets objectives related to the larger goal; and establishes benchmarks for monitoring progress. While working on the project, student adjusts time and resources to allow for completion of a quality product.

Pre-op Prep: Students, engaging in the

instructional lessons as independent learners, must demonstrate ownership of learning by monitoring and adapting until learning is achieved.

Students use technology (i.e. electronic resources, online research) to achieve learning.

Students are able to visualize and comprehend the use of technology in the healthcare industry.

In the accomplishment of lesson objectives, students use technology to address the limits in their own knowledge in the area of medical technology and healthcare.

Setting Your Goals: Students review the

processes of writing and setting goals.

Students set goals in the areas of the VHE, education, careers and long-range goals.

Students’ use of technology within the Virtual Healthcare Experience will positively impact future use of technology for decision

Students apply personal and workplace productivity skills as they systematically document personal, educational and career goals using the worksheet provided in the Pre-op Prep Guide.

Technology Tools 21C.O.9-12.3.TT.2 Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

21C.O.9-12.3.TT.3 Student evaluates current trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society.

21C.O.9-12.3.TT.6 Student evaluates and applies technology tools for research, information analysis, problem solving, content learning, decision making, and lifelong learning.

21C.O.9-12.3.TT.8 Student uses technology to seek strategies and information to address limits in their own

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knowledge. making and lifelong learning.

By goal setting, students engage in the role of planning for achievement, self-initiation of action, managing personal time and efforts, and independently monitoring and assessing their own path toward achievement of personal goals.

Live Surgery Broadcast with Interactive Communication: Students will view

interpersonal and collaboration skills of the surgical team, initiative and self-direction of team members to accomplish each task necessary for a successful surgery, ethical behavior, the transplantation process and procedures performed by each team member and productivity and accountability in action, as the surgical team orchestrates the surgical procedure and care of the patient.

In viewing the live broadcast, students are choosing to use technology to increase their learning and the limits in their personal

Students will view the live surgery broadcast and communicate with the surgical health care professional/clinical specialist, seeing professional and workplace productivity skills firsthand.

Students will participate in real-world learning as each component of the Virtual Healthcare Experience demonstrates the importance of 21st century Learning Skills.

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knowledge base.

21st Century Content Standards, Learning Skills and Technology Tools for WV Schools

Standards and Objectives selected from the West Virginia Department of Education’s 21st Century Learning Skills and Technology Tools – Teach 21

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

ACKNOWLEDGMENTS

“Charleston Area Medical Center is pleased to work with the West Virginia Department of Education to plan the Imagine U Virtual Healthcare Experience and to provide the surgery footage, career interviews, patient education information and technology support for the program.”

Charleston Area Medical Center

“The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity for the students within West Virginia’s schools. The partnership between the West Virginia Department of Education and Charleston Area Medical Center allows learning to move beyond the walls of the normal classroom. It transforms the classroom into a real world learning environment. Health Science Education, within the Office of Career and Technical Instruction, is extremely pleased to partner with Charleston Area Medical Center on this innovative project.

West Virginia Department of Education

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NOTES

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NOTES

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