Focus Group: Nursing School group 4 design 5200

Transcription

1 brooke mentzer - naikwan cheung - samantha corden - ben

2 BACKGROUND NURSING SCHOOL AT OSU 1487 students 82 faculty DNP PhD MS (G) RN to BSN MS BSN Pre-Nursing Degree Map Program founded: 1914 School of Nursing Established: 1928 College of Nursing Established: 1984 brooke metzner - naikwan cheung - samantha leigh - ben wilcox 02

3 OBJECTIVES STAKEHOLDER-EXPERIENCE DISCOVERY Faculty Administrators Students 4.35% 4.35% 91.3% Our goal was to understand the experiences of the stakeholders within the OSU Nursing College Technology Learning Complex and to identify opportunities for Design to assist them. We involved faculty, administrator, and student participants. Ideas Feelings Comments brooke metzner - naikwan cheung - samantha leigh - ben wilcox 01

4 PLANS AND METHODS FOCUS GROUP SESSIONS We conducted two focus group sessions. The moderator introduced prompts and questions, and allowed participants to express their feelings, ideas, and comments on the topics while being recorded. Focus Group 1 60 min Prompts 10 1 student, 1 faculty, 1 administrator 1 moderator, 2 recorders 1) When you think about setting up or preparing for a simulation what come to mind? Focus Group 2 20 student participants 20 min 2) Please think about storage of supplies and equipment you use. Is storage helpful or does it impede your activities? 3) Think about a busy day in the simulations or labs. 1 moderator, 2 recorders What feelings come to mind? brooke metzner - naikwan cheung - samantha leigh - ben wilcox 02

5 RESULTS TRANSCRIBING FEEDBACK After completing the two focus group sessions, the recordings were transcribed and added to the notes taken while the session was in progress. Rachel beam TLC student assistant and junior student Cindy Long clinical instructor 12 years Helena lecture 5 th year What are your thoughts on the shared spaces? Things you like or dislike? 1. I like that if we have two classes you can separate the two rooms by the C dividers. hope for the students that it is a valuable experience Like, if we had two clinicals or two labs working at the same time you can R separate nerve wracking what position head nurse everyone watching or observer them where you get to watch before you get in you get nervous because you don t know exactly hat to expect Is it a positive experience or a negative experience sharing spaces with H days of prep in advance and that the students and faculty have everything they faculty? need to have a positive experience to take them into the hospital with ease C a lot of work to develop the sim and be as realistic as you can be It s not noticeable really H we work in teams and sit down and fine tune it what staffing logistic and realism that we will need are they going to need any addendums like and additional I do notice sometimes if you are in a class people will come in to the room arm to or get womd supplies things. So I don t know if things are only in certain rooms that they need, C but I develop I, I, the sim that I want and its at least 40 hrs which can be on the low side assume that s the case.. H she comes in and before the semester ever starts we are hit with all levels of instructors logistics do we have enough room; there things going on during that. Sometimes the instructor stops to see what they need Then we sit down with the other faculty to make sure that we can make it work Do you feel it is a smooth process for you to come in to practice your C for the sheer volume it is a lot of student to rotate through the sim skills/study outside of class? H prep to make sure we have enough supplies we have to order a semester in advance we need to make sure they arrive with best pricing I think if something is scheduled, they usually, like, have it well prepared. But if you want to go in and do something, they are usually pretty good at finding 2. it for you. But if its something specific and no one is here, its hard to find it on H your these own cabinets were amazing, they were built, from what I understand it was crazy before that, within our database you can check and find where things are into Yeah, nothings labeled what room however over time these rooms are all being used for sim and let's say I need to come in here and getting something in the cabinet students sometimes Is noise ever a factor? have to do that sometimes. Yeah C- one of the complaints that my students have there is a lot of traffic and it can be H college of med every room has been designed as a hospital room. this is a Sometimes classroom and we had to change it into a hospital 256 designed specifically for the hospital room 082 clinic or ER. The rest of our sim labs are class rooms that are its not horrible converted into hospital rooms There are never enough tables and chairs for everyone *someone came into get something out of the cabinet R its hard to know where things are as a new person in the lab you have to keep Conversation: Organization going to each room to find H there is a logic to it but for some things there is just not logic to it at all we have Nothing is organized to where we know bins with grooming in some areas there is an overlap. We have to protect the At least not where we know needles ( IV needles and related supplies ) that are double locked. Housekeeping cant even have access to it. I think they need to be, like, more organized with what rooms are for like 3. what things. Sometimes I come up to the second floor and think Well I had lab in that room before, and this room might be a lab you know, it s just like, I get confused on what room is for what Maybe organize like these couple of rooms are for this, and these couple of rooms are for that. It would be simpler brooke metzner - naikwan cheung - samantha leigh - ben wilcox 03

6 ANALYSIS FREQUENCY MAPPING The transcriptions provided the data needed to create frequency maps of words that came up repeatedly during the sessions. Focus Group 1 1 student, 1 faculty, 1 administrator tan: neutral words light teal: positive dark blue: negative brooke metzner - naikwan cheung - samantha leigh - ben wilcox 04

7 ANALYSIS FREQUENCY MAPPING The frequency maps were organized by size of words and color for their emotional content whether it be positive or negative. Focus Group 2 20 Junior-level Students tan: neutral words light teal: positive dark blue: negative brooke metzner - naikwan cheung - samantha leigh - ben wilcox 05

8 ANALYSIS KEY ISSUES From the transcripts, key issues that were identified by frequency of mention or participant emphasis. more rooms like 256 specific rooms for sim more fluid design for areas that we just do skills 082 & 256 are the best working they are realistic and private for the students There are never enough tables and chairs for everyone....it was a lot better because they had the control room, and we had our simulation. And that was the only thing going on in that room. Sometimes the instructor stops to see what they need. of the complaints that my students have there is a lot of traffic I think it is intimidating for student to be put in that room to be put at my best performance, even a lot of my younger faculty do not like I like to be that there if we have two classes you can separate the two rooms by the dividers. Like, if we had two clinicals or two labs working at the same time you can separate them. if you are looking it as a positive we have so many closed spaces we are able to use a lot smaller grouping and because we have that many rooms they have the experience of doing the one on one Very functional and real there are no windows it is very private. I can relax a little bit because it is just my peers and my clinical instructor. Very secluded and nice brooke metzner - naikwan cheung - samantha leigh - ben wilcox 06

9 CONNECTIONS DESIGN PATHWAYS This charts positive or desired attributes derived from the transcripts with negative or improvement areas from the frequency mapping. Pathways have been drawn between related attributes to suggest design opportunities. FLEXIBLE AND EFFICIENT TRAFFIC FLOW AND SEATING SIMULATIONS PERMANENT ENVIRONMENT STAFF AND STUDENTS SEPERATE SINGLE-SKILL ROOMS PRIVATE SPACES TASK ORIENTED ACCESS SEPERATION ROOMS SUPPLIES MANY SMALL ROOMS LOW INTERRUPTION TRANSFERABLE LOGICAL brooke metzner - naikwan cheung - samantha leigh - ben wilcox 07

10 OPPORTUNITIES improved large item storage system and transport task specific room organization is desired for sims and for practicing skills improving task or room oriented location system could ease access ACCESS FIXED lessen interuptions while getting supplies from fixed rooms more monitors for room use information moveable supply units could help room-to-room transfer MOVING SUPPLIES TLC ROOMS FLEX flex rooms are valuable and dividers and many small spaces keeps classes small sim supply table for students to practice skills with ease in one place SIMULATIONS rolling furniture and easy to transfer units allow for room to room flex hostpital-like rooms create the best learning environment REALISM PRIVACY providing privacy and quiet can be good for students. seperation between students and staff increases efficacy of training - room dividers, etc. single use stations and rooms reduce non-related noise and traffic brooke metzner - naikwan cheung - samantha leigh - ben wilcox 08

11 METHOD REFLECTION PROS, CONS, LEARNING OUTCOMES It would have been better to do a group of sophomores, juniors, seniors, and faculty to get separate perspectives. Having two groups that represented different groups was good for getting different perspectives. What we learned A large group of 20 was not best because people felt hesitant to respond. The small group of 3 worked well because they played off each other and had to answer. In the smaller group you get much more rich information In the larger group you get bullet point answers brooke metzner - naikwan cheung - samantha leigh - ben wilcox 09