I thought I should highlight some products that may help nursing students and nurse educators, as well as new medical-related tools out there.

Viki Chaudrue is a clinical instructor for nursing students; she’s the one who takes would-be nurses into a hospital setting for the very first time. With 24 years experience as an RN, the last 10 of them in an Emergency Room, Viki has a great deal of knowledge to impart. Invigorated by the enthusiasm and idealism of her students, Viki is known for her charisma and is highly regarded by her peers.

Teaching in a clinical setting is far different from teaching in a classroom. While her students refer to their textbooks, Viki does not always teach from a text—she mostly teaches from the real life events that occur every day in the hospital. Viki wears many hats, including teacher, mentor, counselor, big sister, tutor, disciplinarian, and instigator. At the end of each clinical shift, she spends time with her students in post-conference, going over the events of the day: what went well, what didn’t go well, and what do her students need to learn.

Early on, Viki recognized that many of her students were having difficulty memorizing mathematical conversions and medical abbreviations which are used in every day medical documentation. Nursing students that can’t convert grams to milligrams or recognize acronyms such as QHS and BID are going to have problems administering medication. For more information visit www.medicalmemorycards.com

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  1. cindy fannin | 18 March 2009, 15:37

    Hello! I am a clinical instructor for an LPN program. I have be using games in post conference and my students love them. I am working on more to use. One of thier favorite games so far is called diagnostics and treatment. I divide them into two groups one group of course is the diagnostic group and the other is the treatment group. I then have a list of illnesses. I name the illness , I point to the diagnostic team- they have to tell me what labs and tests will be run to confirm the diagnosis, I then point to the treatment team and they have to tell me what do they expect the doctor to order for the treatment of this disease, sometimes I have a follow up team.I also give out cards with labs on them, they have to tell what part of the body that lab represents.We have a game with 10 cards that they have to put in order of what to do when they recieve a direct admit. I am working on a jepeordy game where they have to guess the disease by the labs, diagnostics and s/s. and also a game that’s called to consent or not ,to get them to get familiar with when a consent is neccesary. My students love these games and state that they learn a lot. They graduate in June, I want to get as much teaching in as I can. I am trying to get their critical thinking skill rolling to where not only do you follow orders or give meds but know why and what meds are givin, and why tests are ordered and are the right ones ordered. I cannot stand it when nurses go on auto pilot, they do because it is written, without any thought or concern.

  2. S. Davis | 26 February 2010, 22:09

    Cindy I hope you get this, I just started teaching LPN’s as well and I’ve been searching all over the internet looking for games to get them learning and class participation. I’m going to try to start doing some of the things you mentioned if you have any more ideas please email me and let me know shemelled@yahoo.com