Kelley Larson: So today, we're going to really dive into why dosage calculation continues to be such a challenge for nursing students. And with that, we've brought with us some participants to participate in a panel discussion. And then once we go through the panel discussion, we'll walk through some practical strategies, some things that will really help with improving confidence and retention and clinical judgment. Then we'll do a brief walkthrough of Flashables, specifically our dosage calculation resources. And then we'll talk a little bit about next steps. Next slide, please, Angelina. So let's go ahead and jump in. I'm going to go ahead and launch a poll question for our group here. So on the screen, you should be seeing our first question pop up.
Kelley Larson: And so are you guys seeing the poll question on the screen? Perfect. And then the responses. Fantastic. So our question is, what is the greatest challenge when teaching dosage calculation within your program? We know each program may have different challenges, but overall, we'd love to get your feedback. Looks like folks are able to kind of log their responses here. We'll give everybody just another second. All right. So let me just share the results.
Participant: Yeah. 81% of people said that too.
Kelley Larson: And so when we look at this question, when we look at, "What is the greatest challenge when teaching dosage calculation within the program?" 81%. Student math anxiety and lack of confidence. I think that says a tremendous amount. Also really probably linking to the gaps in those foundational math skills. So I think this is very helpful. I think this is a lot of what folks are seeing. That beginning-level understanding and that lack of confidence. All right, Angelina. Thank you. So just to briefly touch on-- we know that our students are coming in with a ton of anxiety and fear around math. We may or may not know where that's coming from. But some of the things that we've also heard from folks is that students really have that difficulty of translating math to, "How does this really apply in the clinical setting?" So maybe they can really understand the foundations of math, but how does that really relate to dosage calculation? And then we know we use a couple of different methods to teach dosage calculation. So that might be a little bit of an issue. That lack of confidence for getting those concepts without that repetition and struggling to apply dosage calculation under pressure. Next slide, please, Angelina.
Donna Meyer: So I have the pleasure of introducing our panelists. And what we're going to do after I introduce them is-- we have a series of questions, and I'm going to ask them all to answer each of the questions to discuss their experiences with challenges with dosage calculations. And so it's exciting because I have been able to work with all of these individuals over the last year or more. And I'm not going to read everything because you can all see this. But you can definitely see we have some great experience here when it comes to nursing education. And we have varied-- we have educators from associate degree programs, as well as baccalaureate programs. So Larry comes from California, and he is a professor of nursing and the program director at Allen Hancock College. Dan is an associate teacher and professor from Penn State College of Nursing in Pennsylvania. And Kim is a nursing faculty member at Cloud Community College, which is located in Kansas. And so I have the wonderful opportunity to ask them some questions, and we thought this would be a great way to have some interaction. And again, if any of you have questions as they're talking and want to add anything, please do so. You can do so by adding it to the chat, or also, you can raise your hand. So you want to go ahead and go to the next slide for our first question, Angelina? So question one, and I'm going to start with Larry. Why does dosage calculation present significant challenges for nursing students?
Larry Manalo: Well, thank you for that question. Well, our students here at Allen Hancock College in the Central Coast of California, they come from a diverse level of academic preparation. Some have taken nursing as a second career. And word problem solving is almost like a hit-and-miss competency. Because a lot of our dosage calculation have a lot of words in them. Also, instructors tend to place varied emphasis on dosage calculation, and it ranges from, "I am not teaching math," to prescriptive statements like, "Just do it this way." And it is a perishing competency as the industry common practice is unit dosing and pharmacy-prepared medication. So it kind of disappears as the semester wears on.
Donna Meyer: Thank you so much. I'm going to go to Kim next with that same question. Kim?
Kim Smith: Would help if I'd unmute there. We have a mix of traditional and non-traditional students, and we see that gap in foundational skills with our younger students, and then the, "Oh, I have to do math," with the older students. And they get hung up on the safety-- I mean, which they should, but thinking about everything that's going into that equation, and, "If I mess this up, I am going to hurt somebody." And so they just get overwhelmed with everything, thinking about the whole equation, and, "Am I going to get my medication right? Am I going to do something wrong?" And I think that really weighs on them and causes a lot of that anxiety.
Donna Meyer: Sure. Dan, what do you think?
Dan Eaton: Yeah, I agree definitely with what's already been said. Our student population is mostly traditional undergraduates, and we see a lot of inconsistencies with where people are coming in with their math skills, weak foundational skills and concepts, and then also a lack of conceptual understanding. Students will attempt different methods of solving dosage calculation problems and kind of get wrapped up in what method they use. And instead of just being consistent and carrying that through, it's sometimes a wonder why students switch. And they say, "Oh, well, different instructors taught me this way. They said this method was easier, this method was not." And they say, "Well, what is the easiest method?" And I say, "The method that works for you is the easiest method the one that you're going to remember." I also think there's some trouble with pharmacological reasoning, too, when they do, kind of like Larry mentioned, get to some of those problems that are a little bit more wordy. They kind of get in the weeds a little bit with some of that. And we do see some limited practice questions. I had students come into my office. And they say, "I'm going to fail my competency exam for med math." And I said, "Well, what have you been doing to practice," and this and that, and talk. And they say, "Well, I got a little busy last week in my homework. I just kind of had AI do it for me." And I'm like, "Well, did that help you?" [laughter] "No, it made me more anxious because now I didn't do the practice."
Donna Meyer: Right. So all of you have brought up the challenges as far as-- and it was with our poll, the anxiety. And I know Kim even specifically mentioned the concern that people have about hurting a patient, that type of thing. Obviously, we want them to be concerned about that correct dose. But it does just provide some additional anxiety. There's been a little bit in the chat about, "Does the prospect of rounding confuse the students?" Yes. And Kim mentioned that she sees a gap in rounding ability all of the time. People do get very confused about that. We can always continue to have some more discussion about this. But I think we'll go ahead and, Angelina, if you want to bring up question number two, that would be great. Okay. What gaps, which are you seeing between classroom instruction and clinical application? So this is a really big one because there's so much discussion, I think, about that transition to practice, for example. But that's really transition to clinical, too, when the students are actually in their educational program. So I'm going to start with Kim with this question. What gaps are you seeing between classroom instruction and clinical application?
Kim Smith: Well, those foundational gaps are there. But in the classroom, students, they successfully complete the worksheet problems. They can sit there and do it. They can take their time. But then when they get into clinical, there's more pressure there. And I mean, anxiety is huge with students these days. But in clinical, they have to calculate. They have to prioritize. They're interpreting and communicating. And so all of this coming together, when they have memorized a formula for a specific problem in the classroom, but now have to change it a little bit in clinical and put it to real use, that is not coming together all the time well for them.
Donna Meyer: Right. Larry, would you like to add to that questions?
Larry Manalo: Yeah. Good observation, Kim. And I want to follow up with the tyranny of the urgent. Timely medication administration undermines the dosage calculation process in most respects. And then let's do a quick one so we could get the medications timely. There's also a reduction of dosage calculation process as a consequence of unit dosing. A lot of the facilities we have have unit dosing to a point wherein students learn that, "Okay, if this is what's ordered, that is what's going to show up." And they're just reading the label instead of even calculating it in their heads. And there's also diverse faculty approaches that when students struggle with calculations, like shortcuts, and quick tips, double the volume in 30 minutes to determine the rate of administration. So it kind of bypasses some of the processes that we try to teach them. But we quickly jump into a higher level of functioning after we have just taught them the foundation
Donna Meyer: Dan, would you like to add to that?
Dan Eaton: Yeah. Some interesting observations that I see are-- sometimes I'll have students, even though the pump will calculate out drip rates. I'll say, "Well, can you calculate it out for me manually?" And they said, "Well, why? I'm never going to have to do that." And I'll say, "Well, never say never." The hospital that I worked at not too long ago in the ER, we had to manually calculate out our rates. We had two IV pumps. And of course, you'd run heparin and all those fun things through it, but there might be a time and place when you have to. So sometimes there's that over-reliance on technology. I was actually doing a competency sim at the end of the semester too, and a student was struggling with a med math question. And she called the pharmacy. She called me and said, "Okay, I can have the pharmacist to double-check my dosage. I'm having trouble getting that." And we're like, "Well, creative, using your skills, but we still need you to be able to do that." So sometimes I think there's an over-reliance on some of the technology and things, and students really struggle with the basics.
Donna Meyer: Right. So there's been some great chat. And one person said he hit the nail on the head. So I'm assuming, Larry, you hit the nail on the head there. But one of the things that I think was really interesting is that critical thinking. And the fact is the dose that you've come up with, when the student's getting ready, I know from my own experience, students-- especially with insulin, it was supposed to be 2 units, and they'd come up with 20. And I'd say, "Does this make sense? I mean, let's think about these things." And also that they rely so much on technology at times and, of course, getting you very used to having just that unit dose available to them. So some great discussion. I hope you all are seeing that chat, and we can hopefully even go back to some of these. But I think we want to make sure we get to our questions and then have some open discussion too. So Angelina, you want to bring up question three? Okay. This will be great. It's great. "What teaching strategies or curriculum approaches have been most effective in improving student confidence and competency?" So Dan, I'm going to start with you this time.
Dan Eaton: Yeah. Thank you. One thing we did at Penn State was we offered an elective course, a medication math elective course that just dealt with just medication math, getting students comfortable with those kind of questions. It was an elective. So students that felt like they were proficient with it didn't have to take it. Students that felt like they did need a little bit of extra support and practice could take it. And we designed that class to be low pressure, low stakes. If you came to class, you did the work, you were going to get an A, but a really good opportunity to practice and work through some different kinds of problems and questions. We started out with an enrollment of five. Now we're capped, and we have to open up another section because the word's really spreading that it's helpful. It's boosting their confidence. And it's been a really good thing.
Donna Meyer: Dan, I'm just curious in that course, do they learn all three ways, different ways to develop?
Dan Eaton: Yes, yep, yep. So I will usually start out with an example, show them all three ways, walk through all three ways, and then say, "You find a method that you like, stick with it." And that's your work. That's what we're going to go off of and grade or look at.
Donna Meyer: Okay. Great. Kim, you want to answer that question for me?
Kim Smith: Sure. We have started-- early in the program, we start with the basics and then move to the more harder-- the IV drips and all of that as we progress through. But we do skills. We do practice. We take them into the lab and show them they have to calculate it and then draw up the medications, of course. And then we just teach dimensional analysis. We stick with that. That's consistent throughout our program. We have two instructors that are the ones who teach it, so we know it's being taught the same way all the time. And the one instructor is one. We also have a med math course as well that they can take, which is only one credit hour. But that person, that's what we do to make sure that everybody is getting that. We also, of course, have the Level Up RN video that is shown in class. We add it to our exam. Every exam has med math on it throughout the whole program so that they are consistently doing that med math. And so, they're getting exposed and have that repetition that's needed to build their confidence.
Donna Meyer: Great. Larry, you want to respond to that?
Larry Manalo: This has been a running target for the nursing program for us because we came from-- I started with a high stakes exam wherein if you don't need a certain score, you're out of the program, do a little bit more of a no-stake exam, and they're still afraid just like they were years ago. And right now, we're in the project with Level Up RN regarding developing a consistent approach to those calculations. So we're trying to weave it so that we've removed some of the biases we have as faculty that we prefer one way or the other or the other, or we teach one way or the other or the other. The other one was we want to make sure that students have access. We found that the students who are more vulnerable, students of anxiety really don't get to you until they start flundering. So in other words, we just need to continuously look for opportunities to serve those students. And what we have found is that even as faculty, if we're consistent about the language we use, about those calculations, fear mongering about that one, like everybody would die if you get the wrong dose might not really reduce anxiety, but rather double-check with people so that you make sure that you give something.
Larry Manalo: So we now provide a little bit more support through the process because one of the local hospitals actually implemented double checks with pediatric dosing. So why don't we do that with students? And again, we do a stakes exam, which means that we just wanted to know where they are at. And we really explained that the students that we want to identify early so that we have the whole semester to work with you. Because sometimes when they start floundering with those calculations, that it's not a single problem. It's multifactorial. So we still do the early testing to just see where they are at and then follow through the whole semester. So at least we know who they are rather than just giving all the interventions to the whole class.
Donna Meyer: Wonderful. Again, there are some great things happening in the chat as you all are speaking. First, I'm just going to go back. One person also talked about the idea of students not even thinking about the fact because poor Fred, the skeleton, has passed away in the lab so because of too much to laud it. So talking about clinical, really working in the clinical site with dosage calculation. Also, some discussion about basic Pharm. They have to have an 80% in math. There's another comment about having a metric review beginning dosage review in boot camp for students who are entering the nursing program. That's one thing a lot of students-- even I've noticed just a change depending on the age of the student. Maybe people are relying too much. They don't even know how to convert things like milliliters and teaspoons and things like that. So yeah, let's see what else.
Donna Meyer: My organization just started allowing me to be in charge of DOSY calculation, so it's consistent. Math on every exam seems to be something that people are definitely doing. Let's see. So there's lots of great questions-- I mean, comments. So really great. It's fun to listen. I hope all of you're seeing these and talking about dimensional analysis. Yeah. And consistency is really important. So wonderful. All right. I guess we'll move to question four because we can always go back and have a general discussion. All right. Question four. How do you address that anxiety that students have and that fear about dosage calculation and medication administration? What kinds of things have you all done? So I think I'm going to go ahead and start with Kim this time.
Kim Smith: Okay. Well, first off, we are quite honest with-- what they're feeling is normal. That anxiety happens because it is high stakes when they're giving that medication. There's no punitive remediation. There's no high-stakes test that they have to pass. We do a lot of repetition skills practice. We see they're not doing well on those questions on their exams, we will meet with them and talk through what is going on? What part of it? Show me how you did the question. And maybe they're just doing one step in that dimensional analysis incorrectly or setting them up with the peer tutor that we have with the program, or they spend more time with one of our dimensional analysis instructors to walk through the steps of doing it. So we don't want them to feel like they're going to fail because they can't get the math. We want them to come to us and talk with us before they are so far under the bridge there.
Donna Meyer: All right. How about Larry? You want to address that question?
Larry Manalo: Yeah. I've seen enough of this for me to say that the best solution I have is just be there. Just be with the student while they're going through that and walk them through. And sometimes when you have students that have real severe anxiety with all of that, the idea of being able to complete the task and be successful is already a feather in their cap, and that's already the most supportive thing you could do. We set realistic expectations regarding those accuracy in terms of, okay, what is allowable? What would be a good range for this? And then have them realize that if you're trying to prepare 15 vials for anything, you might want to say, "Ah, I think you need to rethink that." And then we also have additional faculty specifically during med admin because it seems like they stress out with the fact that they have to give that medication in a timely manner at the expense of doing quick shortcuts that may not actually align with their understanding of those calculations. And again, we always have those consistent checks with those accuracy pretty much every step of the way. And all I could say is just work with them. They're already scared and vulnerable as it is.
Donna Meyer: Dan, what about you?
Dan Eaton: Yeah. I think what we do and this kind of ties in with question three a little bit is getting back to basics and looking at how we're providing that learning and recognizing that students learn in different ways. And are we providing strategies and educational material that caters to each of the different learning styles? I think that that's really important. I think that ample time to practice and incorporating across curriculum are key in moving to a more low-stakes environment, having those skills days at the beginning of the semester, incorporating it into every simulation. I saw a comment in the discussion. This is what we also do. We have a minimum of two med math questions on each test. And that includes courses like I teach community health. Well, we go into home health and we have a home health case study where there's med math. So teaching students that they really can't escape it. It's going to be there. And kind of like Larry said, just being there for them and supporting them. I always tell a personal story of, "You know how Dr. Eaton became a nurse?" Well, he was looking at the curriculum and said, "Oh, nursing, they only have to take one stats class. I can do that." And then they tricked me everywhere. But I'm always vulnerable and I wasn't always good at math. I wasn't always comfortable with it. And I had a lot of that math and anxiety and fear too, and it's incredibly possible to overcome it and be very successful in doing that.
Donna Meyer: Yeah. Really some great points. I wanted to just address a few questions here. One of the questions is and so each of the panelists, if you wouldn't mind just answering, do you require the students to identify the correct unit of measurement? For example, mil instead of milligrams and that type of thing. Dan, you want to answer that question?
Dan Eaton: I do not require that in most dosage calculations. Like for exams, I will take any response as long as they get the correct response. However, in areas like simulation where there's more of an opportunity to kind of work with the students, we would definitely work with them and say that areas where there would be a where we wouldn't do that would be like if there was milligrams of micrograms, well, because that's a big difference there, right? But I always am pretty liberal with the answers that I will select as long as you get the big-- as long as you get in the big picture.
Donna Meyer: Okay. Larry, anything what would you say?
Larry Manalo: We go all over the place with this one because NCLEX doesn't require you to put the units. So we're doing it for testing purposes as well. And then I require units when it comes to concentrations because I want them to guide their answers or to kind of align their answers with what is the final unit, which is alluding to dimensional analysis. So it depends on where they are at because one thing I found about a lot of those calculation books, they would just change the numbers and label and sequencing, and they would do the same thing over and over. So that allows for the repetition. But sometimes the work problems need to be a little bit more elaborate than that to reflect real-world experiences.
Donna Meyer: Great. Kim, do you have anything else to add?
Kim Smith: Yeah. Our math problems, a lot of them are fill in the blank on the computer. So the ML is usually after that or the milligram, and they're just putting the number in.
Donna Meyer: Okay. There was a really interesting question here, and I would like the panelists to kind of respond to this before we go to our final question. How do you get faculty buy-in when the faculty consistently say NCLEX does not test med math? Larry, you're smiling. You got an answer to that one?
Larry Manalo: Yeah. And I usually sell it with the idea that med math is the easiest thing to master and easiest points to gather no matter what the format is. So in other words, if you master math, you actually could get points. And I actually cautioned pharmacology to only use a certain percentage of math because you kind of lose the competency or the information about drugs. With regards to NCLEX, I said, "We're not just training for NCLEX. We're actually training for other things aside from NCLEX." And we just have an ongoing conversation about it rather than just one-time conversation, and this is it. So I think it's more of a fluid discussion rather than a written-in-stone discussion.
Donna Meyer: Okay. Dan or Kim, do you have anything else to add to that, one of you?
Kim Smith: Yeah. Yeah.
Donna Meyer: Go ahead, Dan.
Kim Smith: Go ahead, Dan.
Dan Eaton: I would say I don't want to be crass, but I feel like that's such a cop-out answer. "Well, the NCLEX doesn't teach that." Well, the NCLEX doesn't have a practical portion too. But does that mean you're not going to be taking a blood pressure on a patient? Does that mean you're not going to be starting IVs? And I always tell my students, "I'm teaching you to be a nurse and not just pass a test." And I think that that's really important for them to see and for us to focus on because there's so much more that you do as a nurse than is tested on NCLEX, so.
Donna Meyer: And, Kim.
Kim Smith: Yeah. We kind of have that same thought process that it's not all about just the NCLEX, but it's about practice. And you have to know how to do this. And our dean, our director, doesn't give us a choice either. [laughter] It's like, "This is what it--"
Donna Meyer: Well, as somebody said, it's about patient safety. And with nursing, math is-- we've kind of come about. It is critically thinking and thinking about that. And also clinical judgment when it comes to pain medications and that type of thing. Especially if you know there's an order where you can do a range. So there's so many things. There is one more comment about the milligrams and mills. There's lots of comments that there have been cases of patients dying because they were given mills as opposed to milligrams. So just lots of great, great comments. So question five, the last question of the day for our panelists. What role should repetition and reinforcement play in helping students build dosage competency over time? So I'm going to go ahead and start with Larry.
Larry Manalo: I would say that it is a very important way to reinforce the need for mastery of dosage calculation. And it's not just the math. It is more of word problem processing. And I think when we use dosage calculation in clinical, it's about word problems, and how to understand and apply the numbers in it. I would say that we should be consistent in testing them throughout the program, whether it's going to be one or two questions for every assessment that they have just to keep it alive. And you could also reward mastery of it. And the other one is we have to have the ongoing conversation about quality and safe nursing care. And dosage calculation is the only thing that I know that gets us in trouble from our practice because of that. And all I can say is they should always be very protective of developing that skill and actually making sure that they carry it through pretty much in every aspect of care.
Donna Meyer: Thank you so much, Larry. Kim
Kim Smith: I think that repetition and reinforcement, they're absolutely central to building that competency with the dosage calculations and building their confidence. And with enough time, they'll learn the dose ranges, and then they're going to pick up quicker when there is a dose that's in that unsafe range.
Donna Meyer: Okay. Thank you. Dan?
Dan Eaton: Yeah. I would say what world of repetition and reinforcement, and then I'll add something with immediate feedback, play in helping students build their dosage calculation competency is really important. And I think that immediate feedback key is important to help students learn correctly so we're not reinforcing negative strategies for them to learn. I think that, again, this is something that really should be incorporated across the curriculum. It can be in every course. Like I said, I incorporate it into community health. I incorporate it into mental health, which are two fourth-year courses that students still struggle on occasionally for a variety of different reasons that we talked about. So teaching them that it's not something that's a one and done. It's not going to go away, and then it really is important to be comfortable with that. And then knowing that, too, kind of also helps create an environment that can reduce that anxiety and promote deep learning, where you're not just memorizing something for a test, passing a competency, and going to move on.
Donna Meyer: Right. Well, I think from our panelists, we know the students definitely have anxiety. We need, as educators, to help them get through that. And some consistent messages is the fact that having math integrated into the curriculum, always having different math on your test, and also showing students how that fits into the critical thinking and clinical judgment. It's been a great discussion. There's really some great comments. But we're going to move forward and kind of just change things just a little bit here, and then we can always go back to our panelists, and I'm going to turn it back over to Kelly. And she's just going to kind of show a brief overview of Flashables from Level Up RN and the dosage calculation resources that are available. And we're also going to let you know that as educators, you all can have access to these digital resources. So Kelly?
Kelley Larson: Thank you, Donna. And thank you, Larry, and Kim and Dan. I think that was a really important and thoughtful discussion, so thank you for that. Today, what I wanted to share with the group, I know we've talked a lot about the challenges within dosage calculation. And depending on where you teach and depending on where your program is at, I just want to share with you through Flashables some of the things that we can offer or the way that we've organized the dosage calculation content. So I'm going to take a second, Angelina. If I can share my screen. Perfect. So I've logged into my Flashables account. And so before our presentation is done today, we'll share some information about if you currently do not have educator access to Flashables. This is something that we offer, and we can share some more details in just a bit about how to activate that access. But what I've done is I've logged into Flashables. Historically, we have had dosage calculation in a little bit different platform, in our Membership, and also as a print book.
Kelley Larson: We've moved that material here into Flashables material. And so I just today want to walk you through the dosage calculation products specifically. So I've logged into Flashables and then across the top bar here, I've got a bunch of different icons that will help with navigation. If you're familiar with Flashables , you'll be familiar with finding subjects, but dosage calculation is its own separate course. So I'm going to go ahead and click into Dosage Calculation here. And what you'll see is that at the very kind of beginning level here, we've got the content laid out, and it really walks the students from the very beginning of understanding dosage calculation all the way to those higher-level skills that you'll see in critical care. So I'm going to expand our menu here. And what you'll see is we'll start with a basic introduction. We'll talk about all three methods of how to do dosage calculation, tips for success. And then we start at the very beginning with the units of measurement and the conversions to build that fundamental skill. Now, within Flashables for dosage calculation, the way that this operates is that there's a series of videos and then practice questions.
Kelley Larson: So the videos are short and condensed. They're somewhere between-- try to keep them between the five- and eight-minute mark. And it is our founder, Cathy Parkes, walking through the different methods and strategies of how to apply dosage calculation. After the video is played, then the students can go into the practice problems. So I'm just going to click in here just so that we can take a look at what this would look like. And so on my left-hand panel here, it's similar to that topical content that we were just looking at. But I've got each of my units. And then within the units, it includes the video and then the practice problems. And so these practice problems can be repeated over and over again. And when the students do complete the practice problem, they'll be given feedback depending on the level of question. So this is a very basic level question, but as I progress down to higher-level questions under injectable medications, let's just take a look at this.
Kelley Larson: I'm going to go ahead and put an answer in. But when you answer the question, then you'll see below all three different methods are shown in terms of how to work out the problem. And so this is really helpful in terms of that practice and that preparation, that reinforcement of understanding. And then we do have a ton of practice problems in here for you to be able to work through with students and to share with students for them to be able to take a look at. And I think it's always nice to just take a look also at the insulin problems. I think it's always nice to have the dynamic exhibits. So it's a little bit more than just the flat paper presentation, but really giving kind of that clear outline. So with this, depending on your access, we offer a dashboard that is also associated to dosage calculation. And within that dashboard, as a faculty member, you're able to see your students' progress on how they've done with dosage calculation.
Kelley Larson: So I'm going to just jump into that dashboard real quick. And when you jump into the dashboard, what you'll see is at the high level, it provides some very high-level statistics. But I want to get into the very specific information about dosage calculation. So to do that, I'll go ahead and click into My Class Information. And then from My Class Information, I've got my reporting tab specific to dosage calculation. So you can see I've got all of my units in here. You can tell by my students and their interactions that this is where I'd be able to see how much of the activity they're completing and how many of the practice problems they're completing and with which accuracy. I'm just going to take a pause there. Any questions for me about our dosage calculation product? Okay.
Donna Meyer: I don't see any in the chat, so. Kelly, do you want to mention about access for the--
Kelley Larson: Sure.
Donna Meyer: --individuals who have joined us today? And maybe, Angelina, you can put the link in, but I'll also be sending it to people who attended today.
Kelley Larson: Yeah. So, Angelina, if you could go back to just one slide for me, please. Perfect. So this slide, just to highlight those specifics that we talked about with dosage calculation. But then here in the Zoom room, if you scroll down to Resources and if you click on your Resources tab, you should see a link specific to how to access Flashables. And so if you have questions about that, don't hesitate to put them in the chat if you're not able to find that information. But it is listed in the Resources section at the bottom of the screen if you click on it, and the title of it is called Flashables for Educators. And so when you click on that, it will give you instructions on how to register for Flashables. Once you register, you'll receive an email. Once you click on that activation link within the email, that will prompt you to be able to set up your username and password, and that will grant you that access to the system. Also in the Resources section, we have an opportunity for you guys to join us for a couple of different activities that are coming up. We are doing a weekly walkthrough. So if you have more questions or you'd like more information about Flashables, we do a weekly walkthrough on Tuesday. And so that information is in the Resources section and also the registration link if you'd like to participate in our next month's Elevate series. And so with that, Angelina, are you able to progress to our next slide? Perfect.
Kelley Larson: All right. I know we've talked a lot. We've had a great discussion, but we definitely want to hear from our audience. And so I'm going to go ahead and launch our poll question here. And really, after today's discussion, after everything that you've kind of heard and the conversations that we've been having, what thoughts or impact do you think will be most influential for you? So I'm going to go ahead and launch that poll question.
Kelley Larson: Perfect give everybody just about a couple minutes or so left to respond. All right. And Donna, are you able to see those results on the screen?
Donna Meyer: I sure am.
Kelley Larson: All right. Looks like we're getting a couple more answers in.
Donna Meyer: Yeah. Just giving everybody a second here. It looks like we almost have some ties from what I'm seeing, are close to ties. Clinical application in real-world scenarios and early intervention and remediation support on what I'm seeing is about 20% each. And repetition and space reinforcement, 29. And of course, that anxiety is still there. We still have to work on that to decrease that. But some great information. And yeah. Yeah. Yeah. So we have a few more minutes. If anyone wants to come off and ask a question, you can feel free to do that. Or you can also put another final question in the chat if you like. Again, we want to make sure, as Kelly mentioned, you can have access. Each educator can get access to the digital Level Up RN resources, which we call Flashables. And also, as Kelly mentioned, we're now doing weekly walkthroughs so people can get to know a little bit more about Flashables and how to utilize them. And again, that was in the resource room that you could get that.
Donna Meyer: And then finally, our next Elevate series is going to be on June 18th. And obviously, something that goes along with moving students beyond memorization, developing clinical judgment. So again, a really important one that we're always thinking about, clinical judgment and clinical application. So yeah, and we'll have another great discussion on that day. I want to make sure that extend huge thanks to Kim and Larry and Dan, our amazing nurse educators, who provided this opportunity today for our Level Up RN. We really do appreciate it. And I got distracted because the chat came in, and I wanted to see what it was. Does our instructor access allow students to use? No, it does not. It's just for each faculty member. We do have the Unified program at Level Up RN, which is another discussion, of course, where all students can have access to the resources. And because I am an advisor and have spent many years in nurse education, if I didn't mention the fact that they mapped your syllabus and your course content to Flashables, that saved you a tremendous amount of time as a nurse educator, and is part of our Unified program. I just think it's an amazing resource.
Donna Meyer: And just to briefly describe, if you get to that point and want to have a discussion that can be held with Kelly and myself, and then Angelina can definitely help on the customer service support as far as the cost of this. But we can explain in more detail. But basically, what happens if you send your course online with your weekly, however you have it set up, and we take and map it for every video and the flashcards. We map everything to show what you should be showing the students, so they can easily know, and you don't have to do any of that work because there is over 1,000 videos, and that would be a lot to go through. So we do the work for you. And it's phenomenal. So yeah, that's what it really is. But we're happy to have a separate discussion about that with you. And you will be getting an email after this today, just to make sure you have our emails and how you can reach out to us. But we really do appreciate because I do know this is a busy this is a busy time. And also, for some of you, you're waiting to get your two feet out of the door to have a little break, even though truly nurse educators never get much of a break. Because even in the summer, you're getting ready for the fall and thinking how you can do things differently.
Donna Meyer: But I just want to applaud all of you for the work you do. It's amazing. So thank you so much. And thank you, Kim, thank you, Larry, thank you, Dan, for being here today. We appreciate you. And again, I know Nurses Week was a couple of weeks, but we're going to say Nurses Month right now. So again, thank you for all you do for our profession. And we'll see you soon, hopefully, at the next. And know these are always recorded. So you can always register and go and listen at a later date. Kelly, any last words?
Kelley Larson: Just real quick. I'm sure you probably received an email, but just wanted to shout out. We are doing a giveaway for Nurses Week to celebrate that closes end of day today, but you can register to win Flashables access for your class, your students, for a year. So please check your email and register for that opportunity. And we do hope to see you guys next month.
Donna Meyer: No, no. Go ahead. Finish up.
Kelley Larson: We do hope to see you guys all next month and want to thank our presenters. Of course, thank you guys for being here and your thoughtful insights today. Next elevate series will be June 18th, and we look forward to seeing you then.
Donna Meyer: Thank you, everyone. Have a great day and enjoy your summer no matter what you're doing. Do take some time for yourselves because it's really important because you do a lot of work. So enjoy yourselves a little bit too. Thank you.
Kelley Larson: Thank you all.
Donna Meyer: Bye bye.
