Top 5 Ways to Interact with Realityworks at CareerTech VISION 2017

5. Check out our Presentations

4. Find out what it feels like to age

3. See how fast you can put together our Cow Model!

2. Try your hand at virtual welding

1. Learn all about the new products we have in store for 2018!

We’re going to be launching new Agriculture and Health Science training tools in the coming year. Make sure to come visit for a sneak peek at the new line-up!

Stop by booth 401 to learn more about how our innovative learning tools for skills training can enhance your programs!

I Can, We Will Make a Difference

FFA is out in full force and showing their best qualities and mission of “making a positive difference in the lives of students by developing their potential for Premier Leadership, Personal Growth, and Career Success through Agriculture Education.” Students and educators are showing how they not only care about great practices and programs, but also how important it is to have each student gain valuable experience and education.

I Can. We Will.

The FFA convention motto states “I Can. We Will.” and it is easy to see how this is being lived out. Each student has honed their craft, focused on their skill development and prepared tirelessly to show their abilities from parliamentary procedure to judging, flower design to persuasion speeches. It has been great to see so much hard work and their capacity to encourage one another. Win or lose, it is making the Ag community better, sharper and a more well-oiled machine.

Hands-On Collaboration

From the exhibit floor, it has been an honor to discuss best practices and learning styles of their classrooms and students with so many Agriculture educators. We enjoyed watching as the exhibit booth became a place for educational ideas. As one teacher was talking about how much they would use the Plant Science Kit, another started sharing ideas of a classroom activity using ‘smores to create the cell walls of a plant. The discussion got both educators more and more engaged and excited as they collaborated about how the best ideas come when they are looking for more engaging ways to bring learning to their students. As they moved over to look at the Animal Science products, they engaged more teachers talking about how the Ruminant Model could be used multiple times as their students learned about digestive systems and how getting a real ruminant from a butcher could enhance the real-life understanding.

Reality at Work

The engagement of teachers as they discussed how they best teach different topics brought the motto full circle. Not only are they looking to find more ways that they can, but they are also learning from each other, working together even when they are from states as far away as Ohio and Texas or Florida and Oregon. They are seeing and benefiting from the WE CAN. They are understanding that new hands-on learning models bring more in-depth learning to their students. Collaboration with their colleagues and other students brings about engagement, broadens their horizons and strengthens the bonds that make us all stronger. The FFA goals of Premier Leadership, Personal Growth and Career Success easily become a reality in this environment, reinforcing what we as a company know firsthand, that reality works!

Empathy in Geriatric Patient Care

Careers in geriatrics and gerontology are on the rise:

  • 4 of the top 6 occupations with most projected job growth through 2024 deal with geriatric care
  • Health occupations and social assistance industries are expected to have the fastest employment growth and add the most jobs through 2024
  • 5 million job openings will be available in the healthcare and social assistance sector from 2012 to 2022
  • Healthcare and social assistance industry careers are projected to increase 29 percent through 2022, compared to an average of 11 percent for all industries

Realityworks has developed the Geriatric Simulator and Geriatric Sensory Impairment Kit for instructors to help students to develop empathy for the geriatric population. Both include curriculum, addressing age-related sensory challenges and patient care skills.

Will today’s students be prepared to care for our growing elderly population? What does empathy in geriatric patient care look like?

The following infographic explores these ideas and more, and is a great resource for keeping the importance of empathy and sensitivity at the front of students’ minds in the classroom.

For another great resource on this topic, check out this recent webinar: How to Teach Geriatric Sensitivity to Students.

3 Reasons You Should Be Using Your ‘Lesson-At-A-Glance’ Curricula Feature

By Denise Bodart, Realityworks RealCare Product Manager

As a teacher, your lesson plan is your road map. It’s how you plan what your students need to learn and how you ensure that learning will be done effectively during class time. It’s your go-to resource yourself short on planning time or when you find yourself in sudden need of a substitute teacher.

We understand the importance of a good lesson plan. That’s why we developed a lesson template for every curriculum we offer (and we offer a lot – almost all of our hands-on learning aids for Career and Technical Education include curriculum).

Do you use RealCare Baby® to teach child development topics? Do you use our Food Safety Kit to teach culinary skills? Do you use our nursing training tools to address basic nursing skills? Each of those products includes a robust curriculum, and each lesson includes a Lesson-At-A-Glance feature.

Here are 3 reasons you should be using the Lesson-At-A-Glance feature of your curriculum.

1. Use it to save time. 
As a teacher, your time is invaluable. The Lesson-At-A-Glance is your quick-reference guide to each lesson. It tells you what will be covered, what materials you’ll need, how to prepare and how long each lesson will take to teach.

2. Use it to quickly prepare a substitute teacher. 
The Lesson-At-A-Glance feature lists the activities, required materials, preparation steps and teaching time for every lesson. Bookmark this feature for your next sub and they’ll know exactly what they need to do for every period.

3. Use it to customize your program. 
We know you’re picking and choosing from a variety of sources to make your lesson the best it can be. Use the Lesson-At-A-Glance feature to quickly skim the covered topics and required lesson materials, and hone in on the topics that will complement your plan the best.

Wondering if your product came with curriculum? Do you need to verify that a product you’re considering includes curriculum? Visit our website, or contact us for details. We’re happy to discuss your unique program and help you determine the best way to use your Realityworks curriculum.

5 Ways to Integrate Active Learning into Your Lectures

By Diane Ross, M.Ed., Realityworks Senior Field Account Manager for NC, SC, VA, WV

A new buzzword in the education world is “active learning.” Across the country, colleges are adapting from the lecture model to active learning. Imagine your old college days, sitting in a sea of students and listening to the professor talk for one or two hours.  Were you able to stay awake? Kids these days say they cannot.

Perhaps today’s students have become accustomed to being entertained, but more importantly, maybe it is time to abandon that old “sage on the stage” model, even at the highest educational levels.

Active learning does encompass some of the older teaching strategies, such as “think, pair, share” and experiential learning. At Realityworks, we embraced active learning before it had a name. We researched how students learn and found that hands-on learning beat lectures any day.

We’re not saying that there is no longer any room for lectures. However, an active learning technique called PAUSE can help make lectures more impactful to today’s students.

Active learning strategy: Pausing in lecture

These strategies work towards inserting wait time in lectures for students to reflect on, discuss and apply the ideas that were just presented. They encourage students to engage actively in the lecture, rather than passively taking notes. These strategies also help students to realize what they do and don’t understand about the lecture.

Try this with your students by:

  1. Asking them not take notes as you work through a concept on the board. When you are done, give them five minutes to copy your notes down and discuss the concept with peers. This allows students to process the information and identify what they don’t understand.
  2. Pausing for six to ten seconds between asking a question and calling on a student to respond. Have students do a quick write-up about a concept just covered in lecture (e.g. their understanding, two questions they have about the concept as presented, what they would like to know more about, etc.). Optional: Collect the write-ups to help you better understand what they understood from the lecture, what questions they have and how best to keep them engaged.
  3. Conducting “turn and talks.” Ask peers to talk to each other about what they do and don’t understand and/or share with each other what they wrote down in their notes about a particular concept just covered in lecture. Encourage students to add to their notes from the discussion
  4. Having students apply their understanding of a concept just covered by working with a small group around a huddle board. Optional: Have a few groups share their work and elicit reactions and reviews from other students. Summarize findings and scientific normative explanations.
  5. Having students conduct “think-pair-shares,” polling them to keep their minds engaged in the topic and share their ideas with their peers for greater meaning-making opportunities.

I am grateful to work for a company that focuses directly on providing hands-on learning resources that support active learning. The curriculum we pair with these tools is full of resources and activities that help students to experience something before actually doing it.  Our research shows that when this type instruction is provided, the students’ learning occurs more quickly and at a deeper level.

How are you supporting active learning in your classroom? Share your thoughts in the comments below!

Diane Ross holds a Master’s Degree in Secondary Education from Marshall University in Huntington, WV. She has been with Realityworks since 2013, and has been instrumental in assisting educators with implementing educational solutions that make a difference in students’ lives.

Building a Stronger Workforce of the Future, One Ag Student at a Time

By Jamey McIntosh, RealCareer Product Manager for Realityworks, Inc.

When I think about the needs that we face in developing a workforce that will keep our country competitive, I think primarily of soft skills. In fact, I hear that concern from educators throughout the field of Career and Technical Education (CTE). Knowing how to act appropriately in a job setting, how to communicate effectively, and even how to search for a job are skills that many educators could say has become a lost art. (In fact, we as a company have heard repeated pleas for resources that help students develop soft skills; it’s why we created the RealCareer Employability Skills Program). We have seen an uptick in the need to teach these skills.

Despite consistently hearing how important soft skills are for today’s generation of students, one thing was also made clear to me on my recent trips to the Wisconsin Association of Agricultural Educators’ (WAAE) summer conference and the Calumet County Farm Days celebration: agricultural educators are getting it right. On my trip to Calumet County, I watched, impressed, as students politely greeted my family and me. Wearing dark blue t-shirts that proudly stated “Brillion FFA” on the front in neon yellow, these students looked me straight in the eye when I talked, greeted me with “yes, sir” (and “no, ma’am” to my wife). They confidently walked us around the barn, explaining the milking process, the importance of hard work and how different jobs were for different needs within agriculture, listening to our questions and answering politely. It was through the students of the Brillion district of the Wisconsin FFA Association that I saw the workforce of tomorrow being formed… and these polite, informed, hardworking and innovative students indicated that the future is bright.

However, this bright future is not something that just happens, despite what some might think. I’ve spent time with agricultural educators across the country as they consider the best ways to engage their students and implement interactive learning aids like our own animal and plant science models, and I’ve seen firsthand the hard work that is put into helping students develop both employability skills and technical, job-related skills. At the WAAE conference, I was surrounded by educators taking time out of their summer to learn about electrical wiring wall panel creation, forestry best practices and other career development practices.

When building our future workforce, we need to remember that hands-on learning and project-based learning are great educational tools. After all, the FFA motto includes “learning to do and doing to learn;” it is through this idea that hands-on learning becomes so important. Unlike other core educational classes, it is the hands-on training that gives CTE students a leg up when looking at future employment – it’s not just theory being taught; it is actual training and doing that prepares our students for the careers of tomorrow.

Give your students a daily reminder of the importance of agricultural education with this free classroom poster by Realityworks. Click here to download a printable copy for your own classroom.

Editor’s Note: This article originally appeared in the July 2017 edition of NAAE’s News & Views NewsletterClick here to view the article in its entirety.

 

Teacher Tip: Boost Skill Development With Nursing Students

By Diane Ross, M.Ed., Realityworks Senior Field Account Manager for NC, SC, VA, WV

Ashe County High School Nursing Instructor Phyllis Ashley knows how important it is for her students to understand geriatric health concerns and be empathetic toward the elderly. The National Institute on Aging reports an unprecedented growth rate of the world’s older population: today, a mere 8.5 percent of people worldwide (617 million) are aged 65 and over. This percentage is projected to jump to nearly 17 percent of the world’s population by 2050 (1.6 billion). In North Carolina, where Ashley teaches, one in five citizens will be 65 or older by 2035.

As the elderly population grows, so will demand for workers skilled in geriatric health care. That’s why Ashley organizes a workshop for twice a year in which parents, family members and other students gather to see firsthand what her Advanced Health Science students are learning. At a recent workshop, her students had a unique experience to offer their visitors: the chance to “walk in the shoes” of an elderly adult.

The RealCare Geriatric Simulator by Realityworks is a wearable age simulation suit that uses custom eye glasses, weights, limb restraints and other pieces to simulate age-related physical challenges like visual impairment and stiff joints. Ashley’s students have been using the tool to learn what it’s like to be an elderly patient, develop geriatric sensitivity and learn how to provide better care for their future patients.

At the workshop, Ashley set up tables that featured the visual impairment glasses and gloves that come with the simulator. There, visitors could complete everyday tasks with the glasses and gloves on. She created another area where visitors could put the entire suit on and use the walker that accompanies the simulator. These experiences allowed visitors to get a taste of the concepts Ashley’s students are learning, while her students got hands-on experience demonstrating their skills.

 

“We had 32 people come through in two hours,” said Ashley. “I hope to do the workshop at least two times next school year, and we’re hoping to expand it.”

Diane Ross holds a Master’s Degree in Secondary Education from Marshall University in Huntington, WV. She has been with Realityworks since 2013, and has been instrumental in assisting educators with implementing educational solutions that make a difference in students’ lives.

When Fax Machines First Came on the Market

By Diane Ross, M.Ed., Realityworks Senior Field Account Manager for NC, SC, VA, WV

When fax machines first came on the market, a friend told me a story about one of her sales.  She had gone into an office and sold them a fax machine.  She taught the office manager how to use it and everything was good until the next morning.  She was listening to her messages when that same office manager called and said, “I can’t get this fax thing to work.  I keep putting the paper in the machine, but it keeps coming out the other end.”  Funny as it was, just imaging the recipient who kept getting the same fax, over and over.

This reminds me of how far we have come with technology.  It also reminds me of how important it is to have students demonstrate their learning before moving on.

I work for a company that works to reach students by allowing them to try something difficult (or dangerous), in a realistic setting so that they can make better life choices.  They can try their hand at welding, or take a cow apart and feel the ruminant’s texture, or they can see what it is like to care for an infant.

We now start talking to kids about making career choices as early at sixth grade.  This really isn’t too early because the world is a very big place.  Waiting until they are entering high school and using the old ‘tell them over and over the importance of choosing a good career’ doesn’t work with today’s kids.  They want to feel it, touch it and experience it and they want to know what’s in it for them.

One exercise I’ve seen going on is creating a PERSONAL BUDGET.  You can start this in middle school.  Have the student create a monthly budget.  Where do you want to live, then research apartment rents. Don’t forget about utilities.  Do you want a car?  You’ll need insurance and gas.  What about food?

Put this budget together, then start looking at careers.  How much do they pay?  What schooling with they need?  Can they work while in schools?  How much money will you need to support your life?  What careers meet these financial goals.  I think it is important to talk to kids about their financial goals.  How do they want to live?  What is important?  Then, show them how to get to those goals.

Realityworks’ Employability Skills Program can help you get started with these conversations. Our products will help you continue the conversations and allow student to gauge their interest in a field before they commit money toward a goal they really don’t know much about.

For a great overview of what Realityworks has to offer take a look at our 2017 Product Lineup or visit our Products on our website.

Preventing Shaken Baby Syndrome One Demonstration at a Time

by Kati Stacy

Around 2005, Kathy Lopez-Bushnell, APRN, EdD, MPH, MSN, Director of ClinicalNursing Research at University of New Mexico Hospital (UNMH), was in a meeting when a community member approached her and said they had a terrible problem.

“She said that we’re not taking care of the families of shaken baby victims,” said Lopez-Bushnell. “So she and I and the CEO and other execs met and she told her story.”

This community member, who represented families going through the legal systemregarding Shaken Baby Syndrome (SBS) cases, explained that New Mexico had one of the highest rates of SBS and child abuse death in the country.

“After listening to her story, the execs saw there was a problem and they turned to me and said, go fix it,” Lopez-Bushnell shared.

After researching literature, Lopez-Bushnell found a program in New York state, headed by Mark S. Dias, MD, FAAP. The premise of Dias’ program was that parents who were taught about SBS immediately after their babies were born, when parent-child bonding is very strong, would be less likely to shake their baby. Dias’ program also recognized the effectiveness that these parents could have on disseminating SBS information to others who might be in the position of caring for their child. Dias’ program was so successful that it cut the rates of SBS in the eight-county region of western New York in half.

“I called him and told him we’d like to replicate his study,” said Lopez-Bushnell. “He couldn’t have been more helpful. He sent us volumes of information and we recreated his study here.”

In 2010, UNMH began a program modeled on this study. In 2012, they began using the RealCare™ Shaken Baby simulator by Realityworks®, Inc., with the educational program that was already in place.

UNMH Shaken Baby Syndrome Prevention and Awareness Program

UNMH’s Shaken Baby Syndrome Prevention and Awareness Program (SBSPAP) has four main goals:

  1. to provide educational materials about SBS to the parents of newborn infants
  2. to assess parents’ comprehension of the dangers of violent infant shaking
  3. to track penetration of the program through the collection of returned commitment statements (CS); and
  4. to evaluate the program’s effect on the incidence of SBS.

They work to accomplish this by teaching families of newborns as well as families with infants who come into the ICU for various reasons.

“We’re a Level II unit in ICU, so we take babies who are usually sick,” said Erika Cole, RN, BSN, RNC-LRN, ICN Unit Director at UNMH. “Upon admission to the unit, we start discharge teaching right away. One of the key pieces that we touch with every parent is the prevention of SBS using the Shaken Baby simulator.”

The program incorporates several tools during this education process. A handout gives tips about how to cope with infant crying and stats about what SBS is, etc. Nurses are given training on how to speak with parents and caregivers about how babies cry, that it’s okay if they cry and giving parents the okay to put them down and walk away if the need to. When Babies Cry, a video which comes with the Shaken Baby simulator, is shown. Finally, there is a demonstration with the Shaken Baby simulator to dramatically depict how easy it is to cause damage to an infant and what harm can potentially occur. From January 2016 to August 2016, 786 parents have participated in UNMH’s program.

The Shaken Baby simulator looks, feels and sounds like a real infant, with the exception of its clear head, which is equipped with LED lights. When shaken, the lights illuminate areas of the brain that have been damaged by the shaking event. “It’s a hard topic to discuss, and many parents might think, ‘Who doesn’t know not to shake a baby,’” said Cole. “But surprisingly 1 out of 6 parents we’ve talked with say that this was the first time they heard that [shaking a baby] was dangerous.”

Seven months later the families are called and asked what they remember of this education. According to Deisree Torrez, mathematician and research volunteer with the program, most parents remember working with the simulator.

One story that sticks out the most is a conversation she had with a Dad who called back.

“He said, ‘I remember the doll the most,’” Desiree Torrez recounted. “He continued, stating ‘whenever my baby cries and I start to get frustrated, I just remember you guys making me shake that doll and I know it’s time to put my kid down. I just don’t want to do that to my child.’”

The program has recently expanded its efforts to prevent child abuse by incorporating 30 additional Shaken Baby simulators into their program. Created by Realityworks, Inc., these electronic simulators have helped the hospital significantly reduce rates of Shaken Baby Syndrome since they were first implemented in 2012.

“There is a substantial amount of child abuse in NM, and a need for education as a potential preventative measure, given the significant morbidity and mortality in our state,” said Christopher Torrez, MD, Pediatric Resident Physician, PGY 3 at UNMH . “The doll leaves a lasting impression on our parents. Often, when we complete the 7-month follow-up, one of the things they remember the most is interacting with the doll.”

Editor’s Note: This is an excerpt of a larger testimonial about the UNMH Shaken Baby Syndrome Prevention and Awareness Program. Click here to read the testimonial in its entirety.

Fostering Geriatric Sensitivity through Age Simulation

By Kati Stacy

Miranda Kessler, RN-BSN, is the Health Occupations Instructor at Nicholas County Career and Technical Center in West Virginia where she teaches 11th and 12th grade students. The program includes health science courses with the goal of the students obtaining their West Virginia State Nursing Assistant Certification at the end of the two-year program.

“We are in a very poor county with approximately 1000 students in grades 10-12,” said Kessler. “We have seven feeder schools from three counties. Our area is very poor and jobs are incredibly limited. Some students will leave to go to college, but statistics show that the majority of our students won’t leave. It is so important that we reach these students and teach them a skill that can be used to take care of themselves and their families.”

When looking for a product to begin teaching geriatric sensitivity, Kessler chose the RealCare™ Geriatric Simulator by Realityworks because she felt the included components were a great value for the money. Designed for secondary and post-secondary education programs, the Geriatric Simulator allows users to experience a variety of age-related physical challenges.

“When I told my principal about the simulator after seeing literature on it at a conference and he saw how excited I was to use and implement it into my program, he bought in immediately and ordered it for me with no hesitation,” she said. “When the simulator came, he was so excited about it, he was actually the first person to try it! He was amazed by how it changed his normal routine activities and made everything feel much
more physically demanding.”

Kessler thought her students could really get good use out of the Geriatric Simulator and learn from the experience of wearing it.

“I wanted to be able to teach my students to be more understanding and empathetic with the aging process once we made it into our clinical rotation at the local nursing home,” reflected Kessler. “I wanted them to understand why the residents moved so slowly and I wanted them to learn to be patient and kind while working with them.”

Students in Kessler’s class are introduced to the Geriatric Simulator during their unit on growth and development and the aging process. During note taking time, they dress in the suit, which includes a weight vest (adjustable, one-size-fits-most), ankle weights, wrist weights. elbow restraints, knee restraints, gloves and a cervical collar. They also wear the glasses to impair their vision while note taking to see how it inhibits them.

“Initially, the reaction is, “This can’t be that bad,” or they laugh and giggle while gettingdressed in the simulator,” said Kessler. “After wearing the suit for the recommended 20-30 minutes though, their feelings generally start to change.”

Kessler said she sees the students becoming tired and their actions becoming slower and more purposeful throughout that time.

“Many of the students say that they didn’t realize it would be so fatiguing,” she said. “I’ve never had a student complain after wearing the simulator though; I’ve always only had positive comments.”

“After wearing the suit,” Kessler continued, “I try to have a one-on-one conversation with each student and discuss the experience. How did you feel before and after? How did your body respond? How did your breathing change? What did you find most challenging? What did you do in an attempt to compensate for your deficits?”

Kessler currently has one Geriatric Simulator that her classes have been using since September, but she said if her enrollment continues to grow she may look into purchasing another if funding becomes available. She is also looking into adding Realityworks’ new Geriatric Sensory Impairment Kit to her program through a grant she is writing. The kit features wearable components which provide users with age-related sensory changes to help with understanding common aging changes including: hearing impairment, geriatric arthritis and geriatric tremor.

“It is so important to get these kids to understand the pains and aches that our elderly generation feel every day, so that they can provide better care for our aging population,” reflected Kessler. “Even more than the physical aspect of aging, the mental and emotional status must be considered. These students can learn so much from the generation that we are now caring for – they can gain valuable life experience if they just slow down and listen and most importantly, respect the geriatric population.”