Interactive learning activities can help students retain difficult concepts. Personal hygiene and dressing for success is the first step to a good impression. Instructors must take the time to impart this knowledge to the benefit of the student, as well as the reputation of the university, and the comfort of the patients we serve. 

Visual and kinesthetic activities are powerful strategies to reach many learners. The shower cap and t-shirt idea (drawing the human anatomy)is very engaging and I believe a creative learning tool.

I really like the red, blue and green dot as a clinical teaching tool. This idea will allow myself and the students to track progress in an organized way with ease.

I learned ways to reinforce a particular difficult concept for my students to learn by utilizing different strategies to help them retain the information such as; the pizza blood gas concept. 

Actively involving students in projects can help the students retain or pay attention in a manner that is better to learn. I would however caution to learn the students learning style some of these examples might not work for some students. 

I want to know if students and instructors seeing staff in facilities doing something wrong or performing improper hygiene should be confronted in a professional manner is appropriate? I work for a healthcare system where the culture is see something say something. 

I really like the ideas of the BINGO for vitals, nurse interventions, and disease processes. I also like the idea of giving them cue cards to answer through out the day. I am not sure non-verbal hand gestures are the best. In a world of transparency and patients knowing students are taking care of them. It could be reassuring that not only the facility, but the instructors are showing a culture of do no harm but reassure that the school is doing everything to teach proper techniques to our students. 

I learned that actively involving the students will go far in them remembering how to do things or where they can find critical supplies when performing tasks. I like the idea of the clock as well as the assessment group by dividing the students into groups and giving them a timed task. 

Because medical terminology requires a lot of memorization, teaching it to students can frequently feel overwhelming. But group activities make the process much more enjoyable, engaging, and effective. I've discovered that when students work together, they are more likely to remember new vocabulary since they are actively applying it in problem-solving and conversation rather than just passively reading or listening. Matching games, role-playing exercises, and "medical terminology charades," in which one group plays out or describes a word while others guess, are a few examples of group activities. Another interesting idea is dividing the class up into smaller groups and… >>>