Dr. Isabelle Soule was more than a little surprised and impressed when her students in the NRS 210 Health Promotion course, launched a flash mob in the classroom with a skit in response to an extra credit assignment. After completing their final exam, the students conducted a command performance for SON faculty, staff and students (below). Thanks to Kathie Forney from the OHSU Teaching and Learning Center for filming the flash mob.
I hope you enjoy the recording of the Flash Mob Health Promotion project. This was an excellent way for our cohort to summarize what we learned in Health Promotion, specifically learning to work together for the first time as a cohort. Using a practical application such as the flash mob, we were able to use the Clinical Judgement Model to promote call light use for fall prevention. Some of the issues we touched on (Dr. Soule’s Rule of 16*) included:
1. Stress reduction
2. Range of motion
3. Health literacy
4. Clinical Judgement (noticing, observing, interpreting, reflection etc.)
5. Music & memory
6. Fall prevention
9. Social support
10. Community involvement
11. Health technology
12. Effective communication (SBAR)
13. Application of learning (We utilized class lectures, research/literature, group discussions as the basis for our evidence)
14. DVT prevention
15. Cognitive development
19. Cultural competence
*Throughout the term, Isabelle encouraged us to use the “rule of 16″ when assessing a situation. Basically you come up with 16 “reasons” why something might be the way it is. For example; let’s say one of our patients is in a really bad mood. We would try to come up with 16 reasons why this might be the case. Such as; they got a ticket on the way to work, they got in an argument with a colleague, they didn’t eat any breakfast etc. This kind of thinking helps us to think outside the box and resist passing judgement. In the instance of the flash mob, we incorporated the rule of 16 because we found it to be a valuable tool.
Dr. Soule’s intention behind the “rule of 16” exercise is to help develop intellectual, behavioral, and attitudinal flexibility so students can more effectively work across dimensions of difference in client and populations groups.
As a result of this Flash Mob project, we were able to create a fun and meaningful collaboration that solidified our learning in health promotion. We intend to expand on this concept and would like to include the ACC BACC cohort to produce a health care/nursing promotion Flash Mob in a public venue such as a shopping mall. If you would like more information regarding this… or even better, if you have any suggestions for us, we would love to hear from you! Thank you again for your support in our educational and health promotion endeavors!
OCNE “FLASH BACCS” 2016