brooke mentzer - naikwan cheung - samantha corden - ben
Focus Group: Nursing School
group 4 | design 5200
Focus Group: Nursing School
NURSING SCHOOL AT OSU
Program founded: 1914
School of Nursing Established: 1928
College of Nursing Established: 1984
BACKGROUND
1487 students
82 faculty
480
BSN
194
RN to BSN
58
DNP
30
PhD
296
Pre-Nursing
214
MS (G)
215
MS
Degree Map
brooke metzner - naikwan cheung - samantha leigh - ben wilcox
01
Focus Group: Nursing School
group 4 | design 5200
STAKEHOLDER-EXPERIENCE DISCOVERY
Faculty
Administrators
Students
Our goal was to understand the experiences
of the stakeholders within the OSU Nursing
College Technology Learning Complex and to
identify opportunities for Design to assist them.
We involved faculty, administrator, and student
participants.
OBJECTIVES
4.35%
4.35%
91.3%
Ideas
Feelings
Comments
FOCUS GROUP SESSIONS
Focus Group 1
We conducted two focus group sessions. The moderator
introduced prompts and questions, and allowed participants to
express their feelings, ideas, and comments on the topics while
being recorded.
PLANS AND METHODS
Focus Group 2
60 min
1 student, 1 faculty, 1
administrator
20 student participants
1 moderator, 2 recorders
1 moderator, 2 recorders
20 min
Prompts
1) When you think about
setting up or preparing for
a simulation what come
to mind?
2) Please think about
storage of supplies and
equipment you use. Is
storage helpful or does it
impede your activities?
3) Think about a busy day
in the simulations or labs.
What feelings come to
mind?
brooke metzner - naikwan cheung - samantha leigh - ben wilcox
03
Focus Group: Nursing School
group 4 | design 5200
Rachel beam – TLC student assistant and junior student Cindy Long – clinical instructor 12 years
Helena – lecture 5th year
1.
C – hope for the students that it is a valuable experience
R – nerve wracking what position – head nurse everyone watching or observer
where you get to watch before you get in you get nervous because you don’t know
exactly hat to expect
H – days of prep in advance and that the students and faculty have everything they need to have a positive experience to take them into the hospital with ease C – a lot of work to develop the sim and be as realistic as you can be
H – we work in teams and sit down and fine tune it – what staffing logistic and realism that we will need are they going to need any addendums like and additional arm or womd supplies
C I develop the sim that I want and its at least 40 hrs which can be on the low side H – she comes in and before the semester ever starts we are hit with all levels of instructors – logistics do we have enough room; there things going on during that. Then we sit down with the other faculty to make sure that we can make it work C – for the sheer volume it is a lot of student to rotate through the sim
H – prep to make sure we have enough supplies we have to order a semester in advance – we need to make sure they arrive with best pricing
2.
H – these cabinets were amazing, they were built, from what I understand it was crazy before that, within our database you can check and find where things are into what room – however over time these rooms are all being used for sim and let's say I need to come in here and getting something in the cabinet – students sometimes have to do that sometimes.
C- one of the complaints that my students have there is a lot of traffic and it can be H – college of med – every room has been designed as a hospital room . this is a classroom and we had to change it into a hospital 256 – designed specifically for the hospital room 082 – clinic or ER. The rest of our sim labs are class rooms that are converted into hospital rooms
*someone came into get something out of the cabinet
R – its hard to know where things are as a new person in the lab you have to keep going to each room to find
H – there is a logic to it but for some things there is just not logic to it at all we have bins with grooming in some areas – there is an overlap. We have to protect the needles ( IV needles and related supplies ) that are double locked. Housekeeping cant even have access to it.
3.
TRANSCRIBING FEEDBACK
After completing the two focus group sessions, the recordings were
transcribed and added to the notes taken while the session was in
progress.
RESULTS
What are your thoughts on the shared spaces? Things you like or dislike?
“ I like that if we have two classes you can separate the two rooms by the dividers. Like, if we had two clinicals or two labs working at the same time you can separate
them”
Is it a positive experience or a negative experience sharing spaces with faculty?
“ It’s not noticeable really”
“I do notice sometimes if you are in a class people will come in to the room to get things. So I don’t know if things are only in certain rooms that they need, but I, I,
assume that’s the case…..”
“Sometimes the instructor stops to see what they need”
Do you feel it is a smooth process for you to come in to practice your skills/study outside of class?
“ I think if something is scheduled, they usually, like, have it well prepared. But if you want to go in and do something, they are usually pretty good at finding it for
you. But if its something specific and no one is here, its hard to find it on your own” “Yeah, nothings labeled”
Is noise ever a factor?
“Yeah” “Sometimes” “its not horrible”
There are never enough tables and chairs for everyone
Conversation: Organization
“Nothing is organized to where we know” “At least not where we know”
“I think they need to be, like, more organized with what rooms are for like what
things. Sometimes I come up to the second floor and think ‘Well I had lab in that room before, and this room might be a lab… you know, it’s just like, I get confused on what room is for what”
“Maybe organize like these couple of rooms are for this, and these couple of rooms
