Developing a Growth Mindset

As I reflect back on my previous post about the growth mindset plan, I realized that I have changed over the past few months. I have tried to make the changes necessary and push through to become a better leader for my students and try to push a better mindset for my students and staff. I have implemented flip grid in my clinical courses to give insight to my students about how nurses view our profession as respiratory therapist and how respiratory therapist feel about what they do. Also, I have added a video where Carol S. Dweck is speaking about the growth mindset and ask for their views and how they view their mindset. Most of my students said at first entering the program they had a fixed mindset. They were unsure about their learning and if they were capable of doing what needed to be done to learn the information. But, in the end they began to learn the information and became open to more ideas and realized they were capable of not just memorizing but connecting the information to real life experiences. They then felt they were on the track to growing their mindset when it came to learning.

I have tried other ways to get my students out of their comfort zone to open their mind to new ways of learning. As I have stated before health careers is a lot of collecting information in the beginning. There is a need to collect and there will always be a need for collecting. I always tell my students once we have got to the point we have collected the dots successfully it is time to connect them. Therefore, we will begin simulation at this point or case studies. Before, we begin clinical, simulation, case studies, or anything that they have not yet felt confident in, I try to use the verbiage “yet”. That way they feel as if I am not pressuring them or they know I do not expect them to be experts right away. I always let them know that we would rather them fail in simulation than in the hospital. When, they are in simulation other students learn from doing, seeing, and acting.

After, reading the Growth Mindset Book this summer it helped me with learning how to apply feedback appropriately with my students. During, my summer clinical course I really struggled with a student and worked real hard in simulation and clinical on feedback. I developed a plan with this student for the Fall if improvement was needed based on the book and this program helping me. I decided she would need to come in and do more simulation if needed to help with her skills as well as, spend more one on one time in clinical with her. Apparently, she came back this Fall and was one of my best students overall. She took my feedback and worked over the remainder of Summer by watching you tube videos, reading, and studying for the Fall. When, receiving the feedback this past summer she received it with a growth mindset which allowed her to work on herself. I was really impressed with her actions and what she was capable of. My instructors and myself were about to give up on this one student and turns out she just never had anyone push her or tell her what she needed to work on. I believe if I had not of gave her the feedback she needed I would have lost a great future respiratory therapist.

undefinedMost students including my students, my step-kids, and friends kids they believe if they cannot be the best at something then they do not want to try at all. For example, baseball has become so competitive since I was a child. You have so many tournament teams, hitting lessons, pitching lessons, and year around ball. If you are not apart of this then it makes a boy think they are not the best when they enter junior high or high school ball. My question is? Does everyone have to be the pitcher? No! There are only a few. And are we really preparing every boy in the world to play in the MLB? No. This is something to do to keep them active in team sports, show them values, respect, and so on. But, to a boy he thinks he is preparing for the majors. But, since he did not prepare like the other kids did he shouldn’t play high school ball. Everyone on that field has a purpose and not everyone did tournament ball. His mindset already going into high school sports was fixed. How do we change his mindset? Well, I simply explained that this is your high school years have fun, enjoy life, and this is your time to shine. You know the game and all you have to do is work hard, get your mind right, and put in extra work and there is a chance you could be the starting pitcher or third base man. I repeated this to this boy and let him know that just because you are not on varsity your Freshman year doesn’t mean you shouldn’t play! He is still playing third base to this day and having fun doing it. Hopefully, this will open his mind up to other things along the way.

The same goes for grades, how do we change our students minds about getting As? I find that to be a challenging question. As myself, still strives for As. Not that I have to have an A. I hope that I perform at a level that is at an A level. My students were all accepted into my program based on gpa therefore, it is really hard for them to let go of the A mentality. They are usually the best of the best in the community college other than the students that transfer. I try to tell them at the beginning that your grade does not matter as long as you can connect the dots. My B students are usually the best ones who can critically think. They are the ones who are really working hard at learning. I have really tried hard to make them focus on the learning and not the grade.

I believe there are many things we still need to work on as educators and students when it comes to mindset. I feel like I still fail with my mindset as a wife and I work everyday on that. I spend more time focusing on my mindset as an educator I tend to fail as a mom and wife on being open minded. I think we all need to work on staying focused on our growth mindset. I believe that Carol S. Dweck’s idea about the Growth Mindset Plan is wonderful and we need to work on this with our co-workers to make sure we are all using this with our students to help grow our students. Maybe we could save more than just the one student I saved this summer. Without having a growth mindset my innovation plan will not work.

References:

Dweck, Carol S. (Ph.D.). (2006). Mindset the new psychology of success.

UBD Goals Vs. 3 Column Table

After, reviewing and creating the two different design plans I believe that the three column table is easier to construct. Although, I found the the UBD Goals wear very detailed oriented and time consuming. I found myself spending much more time working on this design. I also, found that it took much more thought process into the design but, helped me to realize what my students might need or want as a learner.  Coming from a background of health care and not education I found great insight into both of these designs. I enjoyed finding away to construct a course. Before now I have been working blindly and building things based on what I thought needed to be done. I believe these plans will help me not only become a better educator but will help me develop my innovation plan.


Below is my UBD Goals: 

When, developing my UBD goals I realized that it was making me think more into my course and what I needed to do to get the learner to engage. It wasn’t all about what I needed out of the course. I think it help me think more deeply. During, the three column table I focused on assessing and planning. I think it was great for setting up my course and I believe I will use this for each course I teach. The UBD goals will take much more time to construct. For my purposes I think Fink’s model is compatible for my course work. 

References: 

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved                           from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Wiggins, G. & McTighe, J. (2006). Understanding by design. (2nd Ed.) Upper Saddle River, NJ:                        Pearson Education, Inc.

ALIGNING OUTCOMES, ASSESMENT, AND ACTIVITIES

BHAG (BIG HAIRy AUDACIOUS GOAL)

As I continue to find a way to create a significant learning environment I realize that this process is not easy there are so many things that I need to change and things I need to change in others such as their mindset.  I need to look beyond the course work. I have to look at every aspect of the program to make sure I am applying all of the practices to each course. I have been more focused on the clinical aspect of the program than the content aspect.

After reviewing  finks model on course design I realize there is more that I should be doing in my RSPT 1340 Cardiopulmonary Anatomy and Physiology section that I teach in the Fall of the first semester for my students. I am finishing this course up this week and I have felt that this course out of all the course that I teach it is the one I really struggle with therefore, they struggle with it. This semester seemed even harder. Mostly, because I was short handed on clinical instructors and I had to physically teach clinical on course days therefore, I had to trade out more face to face time with internet assignments. In the end my students grades did not suffer and they felt they still got a great outcome but I felt they were short changed. Every Fall when this course comes back I feel as if it needs a change so, I think reviewing this course was a great idea. 

Using the following design guides have helped me create my specific course goals and align for the upcoming year. I have included my 
Learning Environment/Situational Factors Outline, Questions for Formulating Significant Learning Goals, and my BHAG Rather than use the Learning Outcomes 3 Column Table.

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FINK, L.D. (2003) A self-directed guide to designing courses for significant learning.                                                San Francisco: Jossey-Bass.

Learning philosophy

My Thoughts On Learning

Everyday human beings, and animals are learning.  How did I become the learning that I am today? How do we teach animals? How do we teach our kids to use the potty? I just watched my husband reward our boxer puppy with a treat for sitting. We as learners seem to relate to the fact that a reward such as a sticker, treat, grade, money, hug, kiss, or acknowledgement will help us learn. Most of my learning, was due to memorizing the review sheet for the test. When I would focus more on the memorizing I was learning the information for the test and I would forget the information days later. I never really understood the information, I could only regurgitate it. I was so worried about making the “A” on the test I would tend to forget why I was even learning at all.  At this point I knew I was not being challenged to learn.  According to, Tony Bates post on Learning Theories and online learning :

Behaviorism- is an attempt to model the study of human behavior on the methods of the physical sciences, and therefore concentrates attention on those aspects of behavior that are capable of direct observation and measurement (Bates, 2014). Tony Bates

“Challenge Me and I Learn” 

~D. Harapnuik

I still believe the behaviorism model  is necessary. We still have to remember things and regurgitate. Such as, labeling the parts of the heart, lungs, bones, muscles, and skull. There is a reason we have been taught to apply learning in this fashion. We also, still have moments where we are required to apply multiple choice exam skills. For instance, my students are only tested in their lecture work with multiple choice exams due to the fact that their national boards to become licensed is multiple choice. We try to prepare them for what is to come.  “Reinforcement in humans can be quite simple, such as immediate feedback for an activity or getting a correct answer to a multiple choice test” (Bates, 2014).

I believe that learning is such a beautiful thing to witness. I love watching my students get a concept. I love when you see it in their eyes and all of the sudden they have put all the  pieces together. I also, love seeing my son come home everyday learning something knew. It’s awesome even though he is in Pre-K, he will have homework and witnessing him draw the number ten to ten dots where he counted them. I believe learning is never ending. All beings are continually learning and due to the internet and social media learning has changed tremendously. The learner has access to research, courses, video, and chat with a touch of a button. Therefore, I think my behaviorism learning philosophy has transformed and combined with  connectivism and constructivism philosophies. 

Connectivism- is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements-not entirely under control of the individual (Siemens, 2005). Siemens

According to Siemens, Learning now occurs in a variety of way through communities of practice, personal networks, and through completion of work-related tasks (Siemens, 2005). In connectivism students need a high level of explicit support in learning from an ‘expert’ teacher and this requires learners to have at least some level of formal or traditional education before they participate if they  are to fully benefit from this (Bates, 2014). I believe I have started to learn better with the ability to choose and find a way to learn the way I would like. I also, realize that learning is ever-changing. Also, being in education things are constantly changing and you have to keep up with the learning to make sure you are teaching them with the correct tools. Therefore, you will have to continually learn everyday on top of what you already have processed. 

Constructivism-argue that individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state. It is an attempt to create order in their minds out of disorder, to resolve incongruities, and to reconcile external realities with prior experience (Bates, 2014). 

The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process (www.thirteen.org, 2004). I feel that later on in life when I chose to go to respiratory school that I excelled. I am not sure if it is because it was a different type of teaching. I believe that they taught not only with the behaviorist but with the, constructivist model. They chose to apply real life concepts while allowing us to critically think, apply concepts, and work through problems. I was challenged! I felt like the more I learned the more I wanted to know. I did not care about my grade I cared about what I was learning. I myself, use these concepts. I teach and allow the student to work through a problem. I want them to know if you a persons O2 Sat is low you need to apply the correct oxygen device and if you don’t this or that might happen. I do not want them to memorize anything but the normal O2 sat. They need to work through the problem and apply the concepts. This is used through simulation, as well as in lecture and clinical. I always give them a chance to get to a point they get the answer if they do not we work backwards and then a light will click. If it doesn’t it is time to teach again!

Due my constructivist thinking I believe it is critical to implement my innovation plan for e-portfolios. This will allow my students to post vlogs, blogs, reflect on their learning, and give them choice. It will help them become better respiratory therapist upon graduation! My belief is that I can influence others and help them incorporate e-portfolios into their programs. I hope that I can facilitate as a leader in the change of learning on my campus. The learner of today is ready for the change and the change is now! I feel that I have changed throughout my childhood and many college years from a behaviorist and now a connectivist and constructivist. I also, feel as if I teach in the same ways that I learn. My program must have critical thinking to produce great respiratory therapist, it also needs more choice and I hope to bring that to the table.

Annotated bibliography

Bates. T (2014). Learning theories and online learning. Retrieved from.

      http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

This website gave great information about the different learning philosophies. I learned alot about how learning has changed over the past years but yet stayed the same. 

Harapnuik. D (2018). It’s About Learning. retrieved from. http://www.harapnuik.org/?page_id=95

This blog gave incite on how to challenge a learner instead of regurgitate the knowledge given. 

Siemens. G (2005). Connectivism: A learning theory for the digital age.

     Retrieved from. http://www.itdl.org/journal/jan_05/article01.htm

Described connectivism in depth. This website also, the implications of connectivism, background, and principles. As well as, compared connectivism to beahviorism, congnitivism, and constructivitism. 

Thirteen. (2004). What is constructivism? Concept to classroom. Retrieved from.

       https://www.thirteen.org/edonline/concept2class/constructivism/

This website gave an overview of constructivism and a great definition of what it meant. It also, gave examples of constructivism in the classroom. 

Crucial Conversations

What is a crucial conversation? A discussion between two or more people where either the stakes are high, opinions vary, and emotion runs strong (Greeny, McMillann, Patterson, & Switzler 2012).  When I think of a crucial conversation I think back to a moment when I had to sit down with an employee who was also, a friend. I was always told to try to let your friends understand when you walked into work; work became work. When approaching this situation I knew that emotions were going to run high and I was most probably going to lose a friend. Why? Because here opinion of me changed at that moment. She considered that because I was her friend that no matter what she did at work she was forgivable. She wanted to tell the clever story as they talk about in the book to get justification.

Greeny, McMillann, Patterson & Switzler state: In truth, when we face crucial conversations, we can do one of three things: 

  • We can avoid them.
  • We can face them and handle them poorly
  • We can face them and handle them well. 

When my boss told me we needed to have this conversation for days I wanted to avoid it because why? I didn’t want to lose my friend. And if I faced it I knew she would handle it poorly.

Crucial conversations are not fun but they need to happen and we sometimes think these are only left up to the important bosses, elected officials, parents, and administration. That is not always true. Sometimes, to full fill ones goals we must have conversations that makes us uncomfortable. Such as, if you are feeling as if you are fitted for a position but keep getting passed over for it. You need to approach your boss and see why no one has asked you about your interest in that position. It might be something as simple as you haven’t officially applied or he or she didn’t know that you had an interest.

I believe when you are in a meeting you tend to see high stakes, opinions vary, and strong emotions like they state (Greeny, McMillann, Patterson, & Switzler 2012). When this happens it is hard to see others or yourself handle those conversations well. That is why preparing yourself for the conversation prior helps to calm the situation prior.

Patterson, K.,  Grenny, J.,  McMillan, R. & Switzler, A. (2012). Crucial conversations:

           Tools for talking when stakes are high, second edition. McGraw-Hill.

The 4 Disciplines of Execution

THE 4 DISCIPLINES OF  EXECUTION

When considering a new innovation to implement in the respiratory care program there were many. E-portfolios stood out mostly to me, when I created my innovation plan I provided a plan to implement e-portfolios into respiratory care education. Students are constantly on the internet. They choose to use google over books for research, they have their phones constantly in their hands, apps are just a click a way, and they have ease of access to the world wide web. That is why I believe e-portfolios could be a great reflection piece for the students to document day to day assignments and competencies. I want to pilot e-portfolios with a focus group in my clinical III course Summer I 2019 with a full roll out to the new incoming students Fall 2019.

The problem we lack with implementing change is getting others on board, keeping ourselves accountable, and not getting stuck in the whirlwind. With this change comes accountability and with accountability is making sure we implement in a timely manner, set certain goals, and produce an effective product. If we look at the five stages of McChesney, Covey, and Huling’s The 4 Disciplines of Execution it will help us implement our plan of change effectively.

The 5 Stages of Δ

Stage1: Getting Clear                                

This is the stage where we set the foundation. We organize our team come up with our Wig, lead, and lag measures. Also, we would develop a way to score our plan and set up a time for weekly meetings as a group to attend!

My team will either get together via phone, email, or via clinical site for a short meeting and develop a plan to set the foundation on how we will get this done.

Stage 2: Launch

This is the kick-off meeting! Recognize your resistors, models, and potentials in this stage. This stage requires more focus from the leader to gather the group and organize the required meeting times.

This meeting will be held on campus for an organizational meeting to see where we go from here. This will be the following week and we will then see who is willing to put in the time and effort to push this forward.

Stage 3: Adoption

In this stage we can see resisters tend to adopt the change and be more enthusiastic about the plan.  They will become accountable for the new level performance despite the demands of the whirlwind.

By this stage I will have started weekly meeting either on site or via video meetings to see who is willing or are we stuck and not pushing forward.

Stage 4: Optimization

At this stage we will see how we are winning and if we aren’t what we need to do to make a change. We will use a scoreboard to make sure we are reaching our goals effectively.

I will have posted the scoreboard via a network drive such as google that we could share since none of my instructors are in the same place at the same time or on campus by my office. We will know who is pushing the idea forward or is staying behind.

Stage 5: Habits

When your ideas get implemented successfully they should be rewarded consistently. We should help individuals become high performers and celebrate their accomplishments. Once, one wig has been completed the leader needs to move on to the next wig and repeat the stages.

I should reward the high performers consistently. Therefore once one goal has been accomplished successfully come up with a plan for a reward and push them on to the next goal. That way we can be successful as a team.

4 Disciplines of Execution

Discipline One: Focus on the Wildly Important

The 4 DX model pushes us to focus and stick to one to two WIGS (Wild Important Goals) at a time to prevent getting lost in the whirlwind.  We sometimes have many goals, but we need to focus on one to two goals that need to be done now and can be successfully implemented. Brainstorming with your team, peers, and alone to see which goal is important could give you great perspective. I tend to want to get everything done at one time. Therefore this statement is very helpful to me. I think focusing on the important goal is the best thing to do. That way you get the most important thing done first and then move on to the next and you do not get as overwhelmed.

MY WIG: To fully integrate E-Portfolios in Fall of 2019 Respiratory Care Program students  that will enable students to document and reflect on their learning experiences.

In the beginning I will be the only one involved in the implementation. The students will be posting one lesson or clinical blog a week for reflection. After, the 2019-2020 implementation I will work with my clinical instructors as well as my program director to achieve similar goals and actions. This brings us to the lag measure that tells us if we have achieved our goal, they mark  a precise finish line for the team (McChesney, Covey, & Huling, 2012). For E-Portfolios the lag measure is developing a plan to give effective feedback by the end of each week. I will have to put lead measures in place to hold myself accountable.

WIG

To fully integrate E-Portfolios to the incoming Fall of 2019 Respiratory Care Program students to help students document and reflect on their learning experiences.

Lag Measure

Lead Measure

For E-Portfolios the lag measure is developing a plan to give effective feedback by the end of each week.

 Is for clinical instructors to pair up at clinical sites for weekly WIG meetings 90% of the time.

To allow students thirty to forty-five minutes during a clinical day to work on the e-portfolio to blog or reflect on their clinical experience that day 90% of the time.

Discipline 2: Act on Lead Measures

Lead measures must be both predictive of achieving the WIG and influenced by the team. They must be counterintuitive, they are hard to keep track of, and often look too simple (McChesney, Covey, & Huling, 2012). Lead measures are harder to measure than the lag measures. They are the behind the scenes. If you think of the analogy in the book about dieting  in a whole most people are focused in on the weight in pounds lost. Actually that is you lag measure and technically you should be more focused in on the calories and inches, right? These are your lead measure. We need to be focused on the mustard the details to get the result.

To ensure we have a smooth roll out in the Fall of 2019 we will need to ensure that my team of clinical instructors are meeting in pairs once a week. They usually our on location at clinical sites at least once a week. Therefore, lead measure one is for clinical instructors to pair up at clinical sites for weekly WIG meetings 90% of the time.  This cannot be 100% due to the fact they are not all on the same schedule and they all work at different locations and I am not at the same place at the same time. I also, plan to pair up instructors to get the resistor with an instructor who is more of a influencer on the WIG.

My next lead measure is to allow students thirty to forty-five minutes during a clinical day to work on the e-portfolio to blog or reflect on their clinical experience that day 90% of the time. This cannot be 100% of the time due to unpredictable conditions in the hospital setting. Their day to day plans in the hospital setting is unplanned and unpredictable.  I am hoping these lead measure will ensure 100% on my implementation rollout for 2019 and the future of clinical instructors implementation e-portfolios.

 

Discipline 3: Keep a Compelling Scoreboard

People play differently when they are keeping score. There’s a remarkable difference between a game where the leader scores the team and a game where the players score each other. It means the team takes ownership of the results. It’s their game to play (McCHesney, Covey, & Huling, 2012). This rings so true, people are competitive in nature. Most of my students are always trying to out due the next. Therefore, if you keep score they are willing to work harder for it.

I will keep score by posting charts on the bulletin board in the hallway by my office and also on google documents for ease of access. Below, shows my lead measure where the student is receive access at the clinical site and the minutes they are receiving each week to work on their e-portfolios:

Next, I could measure my clinical instructor meetings with a chart that shows zero or 100% compliance. I could post it as well on google sheets or docs and along side my office.

Last we could look at the lag measure overall and how could we measure it as a score overall. Below you will find a chart showing the performance overall.

Discipline 4: Create a Cadence of Accountability

I already plan on sending the weekly spreadsheet and updates to the clinical instructors to keep them updated where we are at on our goals. When the weekly WIG meetings are held I hope that I will be apart of them. Due to the way our system works it is sometimes hard for me to be at every hospital and lecture on campus at the same time. Therefore, I am hoping maybe I can phone in or be there via through an email update. I want to get as much feedback, and information from the clinical instructors as they will see with my lead measure how the students are doing while they have 35 to 40 minutes posting on their eportfolios what their challenges are. They will be able to bring any information from that to our WIG sections.

I will have to send out a weekly agenda to keep us to date:

    1. How much time did the student’s get to spend on their portfolios?
    2. What were your struggles with giving feedback via the e-portfolio?
    3. What is our plan of action this week?

4DX vs. Influencer Strategy

I believe that the influencer strategy and the 4dx have the same idea but different concepts. The influencer strategy focuses more on social and emotional behaviors. How can you make a change by demonstrating and imitating others who have already done it correctly. While 4 Disciplines of Execution is stating accountability and focusing on the mustard. When I mean the mustard the grit the detail. Not the big picture. What is it that we need to do to really get down and dirty and make that change to get what we need done to make it work. They are saying if you follow these steps your big picture will come and you will be able to master that one goal.

References:

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013).

             Influencer: The new science of leading change: 2nd ed.

             New York: McGraw-Hill Education

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution:

           Achieving your wildly important goals. New York, NY: Free Press. 

Influencer Strategy

Influencer Strategy

Throughout the many assignments and coursework that has been assigned to us through the DLL program I have realized my one key goal is reflection. I believe that reflection is key to my student’s success and overall goal to becoming Registered Therapists. If they have a platform like e-portfolios it would give them access to reflect back on the daily activities and competencies that are to be met.

One of the first steps to doing that is finding a few students to become a focus group and measure their outcomes. My goal is to have my incoming class in 2019 to begin their program with e-portfolios of their choosing. I will be at 100%  program wide by 2020. Also, would like at least 50% of my instructors, administrators, and cohorts to be involved in feedback of their learning or developing their own profiles to model the behavior by Fall 2019.

Below, you will find my results I would like to achieve, vital behaviors, how they will be measured, and who are my organizational influencers.

000

Below you will find my six sources of influencers it shows how we will model through personal, social, structural motivation and ability.

6-influencers_338004786 influencers

References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013).
 
               Influencer: The new science of leading change. New York, NY: McGraw-Hill.

Why-How-What

WHY-HOW-WHAT

Why: We believe to empower students looking for their passion with the skills, knowledge, and develop them into great Respiratory Therapists.

How: We will create motivational and engaging learning environments in clinical and on campus classes.

What: To develop an e-portfolio that showcases a reflection of the skills that they have developed throughout the program to become Respiratory Therapists.

When I attended respiratory school I would go on from semester to semester forgetting little things that I would remember. Each semester, the things you learn builds on top of each other. Therefore, those key little things become very important. I would have to reflect back on my handwritten notes to remember and review the information. If respiratory students had the chance to use an ongoing system that could keep up with their presentations, notes, journals, blogs, and lectures I believe it would help with their learning. Our program would see better outcomes from the students and in turn better Respiratory Therapists.

I remember, starting my first job after graduating respiratory school and training with the other therapist I was amazed at all the skills I either forgot or the details that I missed.  I was really good at trying to jot everything down when my instructors brought up interesting details, new equipment, or easier ways of getting things done. Although, if I had an e-portfolio to take pictures, jot my ideas down, and blog about how my day in clinical went I could had reflected back once I began my career. I would have been able to use this information from semester to semester. Throughout, the years things change our memories fade, it is good to have a reflection piece to use.

Heart of Change:

How do we really affect someone, is it by their mind or heart? Why do we all feel that the mind controls everything? Commercials tend to use the mind for children by focusing on the best and newest toy, they affect the mind. But, how do we really affect someone, we have to affect them emotionally?

When, I think of my why I think of my patients first. First, because I want the best for my patients, my parents, my children, my sister, her kids, my friends, and the world. I want to develop, train, and mentor the best respiratory therapist that possibly can be. I want to make a change. That is my why.  Emotionally, you cannot be in the health field and not let it affect you at some point. Someone’s husband, wife, mom, dad, child, brother, sister, and friend you have either help save or could not help save.

Therefore, I have to to relate to my students not only mentally but emotionally. Being in health careers it is very important to emotionally to connect with our students. Without, the emotional connection they fail to understand why we are learning.  When, I bring up stories from personal reflection at the hospital or family they tend to emotionally connect with me. Therefore, the first question I ask them when they say I am interested in the respiratory care program is “Why do you want to become a Respiratory Therapist?” I need to know why, then I emotional connect with them. When you are more emotionally invested in something you will tend to work harder for it. Therefore, when a students why is because of a loved one they have seen suffer due to a bad respiratory disorder they seem connect faster.

Sense of Urgency:

What is change if you do not have a sense of urgency? Will anyone even care about your plan if you don’t feel like there really is a need for it? If you aren’t excited for feel like there is a need for it, is there really any point in making a plan for it?

No one, is going to make your plan a priority if you don’t make your plan the number one priority. I know this from experience. Starting last year our health careers school implemented an annual interdisciplinary disaster mass causality simulation. This year no one has made it a priority or made it feel like it was of high priority. Everyone is walking around campus like if we get it done we get it done. I am not the one that is leading the organization of this simulation. I only have 23 students involved versus some who have 200. The simulation is less than three weeks away and the sense of urgency does not feel like it is there for the disaster to be performed.

I need to establish a sense of urgency when it comes to my innovation plan. I realized that after reviewing the material and talking with Dr. Thibodeaux this week. When creating my plan to implement E-portfolios I knew their was a need and I know their is a need for urgency. Therefore, the longer I wait to implement something the less effect our plan has. It tends to fizzle out and eventually goes away. The time is now!

References:

Kotter, J. (2011, March, 23). The heart of change. . Retrieved from https://www.youtube.com/watch?v=1NKti9MyAAw

Kotter, J. (2013, August, 15). Leading change: Establish a sense of urgency. . Retrieved from https://www.youtube.com/watch?v=2Yfrj2Y9IlI

Sinek, Simon. (2013, September 29). Start with why. Retrieved from https://youtu.be/sioZd3AxmnE

Implementation Video

My first thought was what could I do to catch my audience? What can I do to persuade them to jump on my side to be motivated about e-portfolios? Well, tell them the facts! I believe E-portfolios will take my students to the next level in our program and help them move on each semester and not forget information learned. With this video I hope other will see my view as well.

My video was made with Adobe spark and used their images as well as their music.