In 2011, the hospital asked that I work with a local design team to draw up plans to build two new classrooms for the hospital. Our current classroom were being utilized at a rate, that the hospital found it difficult to accommodate for all of the needs of the hospital and local community. We were also beginning a distance-learning program, where we partnered with a local community college to offer distance-learning classes with Video Teleconferencing capabilities. As I worked with the design team, I considered some of Masslow’s theory elements as I planned the development of the classrooms. To ensure a comfortable environment our classroom were designed and built to accommodate two separate groups of 30-student max in a space that would support 60 students with a removable sound resistant partition. I considered how the group at times would be larger based on participants and if needed could split into two separate classes. I made sure the architect provided two separate air handlers and thermostats so that the instructor could control the temperature for either setup. When we were ordering furniture, I considered the amount of time the students would be in class sitting, and made sure to order time rated chairs to provide comfort for longer lecture times. I also had the electricians place dimmers on the lighting sources to provide for better viewing when the instructor provided presentations on the two TV monitors located at the front of each of the two classrooms.
When I teach the basic EKG and pharmacology classes, I also consider elements of Masslow’s theory when considering the student’s physiological needs. I always ensure that I provide the students with a 10 min. break for every 50 minutes of lecture time. Prior to any lectures, I ensure that I provide small snack foods and beverages, and periodically throughout the lecture, ask if everyone is comfortable and if needed will alter the room temperature.
One class period, I noticed one student who was having a difficult time staying awake during the class. During one of the first break periods, I talked with them about the issue and found out they were taking the class in preparation to taking an upcoming ACLS course. Unfortunately due to scheduling, they could only attend this class after having worked a 12 hour night shift. I talked with them about the need to participate in the class fully and that missing elements may hinder their ability to learn the information fully, and asked that they attend a subsequent class and to make sure they had adequate rest prior to attending. I now ask any of the students at the beginning of the class is they have worked the night before and if so re-schedule them for another class.
When I teach the basic EKG and pharmacology classes, I also consider elements of Masslow’s theory when considering the student’s physiological needs. I always ensure that I provide the students with a 10 min. break for every 50 minutes of lecture time. Prior to any lectures, I ensure that I provide small snack foods and beverages, and periodically throughout the lecture, ask if everyone is comfortable and if needed will alter the room temperature.
One class period, I noticed one student who was having a difficult time staying awake during the class. During one of the first break periods, I talked with them about the issue and found out they were taking the class in preparation to taking an upcoming ACLS course. Unfortunately due to scheduling, they could only attend this class after having worked a 12 hour night shift. I talked with them about the need to participate in the class fully and that missing elements may hinder their ability to learn the information fully, and asked that they attend a subsequent class and to make sure they had adequate rest prior to attending. I now ask any of the students at the beginning of the class is they have worked the night before and if so re-schedule them for another class.