TNEEL Workshop: Interactive Methods for Teaching End-of-Life Care

By Wilkie, Diana J.; Lin, Yu-Chuan et al. | Nursing Education Perspectives, January-February 2004 | Go to article overview

TNEEL Workshop: Interactive Methods for Teaching End-of-Life Care


Wilkie, Diana J., Lin, Yu-Chuan, Judge, M. Kay M., Shannon, Sarah E., Corless, Inge B., Farber, Stuart J., Brown, Marie-Annette, Nursing Education Perspectives


ABSTRACT Nurse educators have identified lack of end-of-life content as a serious deficit in undergraduate nursing education. TNEEL, a new software program with tools for teaching end-of-life topics, was created to help educators overcome this problem. The authors implemented an experiential workshop to help educators learn how to use TNEEL's wide variety of educational tools. Trainers provided information about TNEEL and coached participants (N = 94) as they practiced using laptop computers to increase their familiarity and comfort in using the toolkit. Workshop participants completed pre- and posttest evaluations addressing their opinions and beliefs about using this computer tool. Findings support the workshop as an effective way to facilitate adoption of this innovative educational resource and support the development of a nationwide training plan for TNEEL with experiential workshops.

Key Words End of Life--Palliative Care--Hospice--Computer-Based Learning--Faculty Development--Multimedia Teaching Strategies

**********

TNEEL (Toolkit for Nurturing Excellence at the End-of-Life Transition) is a CD-ROM innovation that allows educators to teach end-of-life topics using interactive, engaging strategies (1,2). Complimentary TNEEL CD-ROMs have been mailed to every academic nursing program in the United States (N = 1,236) and distributed to educators in 6,000 academic or clinical agencies. Despite this extensive distribution, survey data (3) suggested that faculty computer skills could be a potential and important barrier to TNEEL adoption. * To overcome this potential barrier, the authors offered hands-on workshops to assist educators to adapt and use TNEEL in their curricula. The purpose of this article is to describe the TNEEL workshop curriculum, evaluation results, and future plans for facilitating TNEEL adoption. These findings have numerous implications for the development of similar electronic teaching materials and for helping novice and intermediate-level computer users to use these materials in nursing education.

**********

TNEEL Overview TNEEL is designed to provide nurse educators in academic and clinical settings with ready access to teaching and learning resources dealing with end-of-life (EOL) concepts (1,2). Although TNEEL offers an easy-to-access, teacher/learner-friendly package of computerized tools for educators to teach palliative care within the basic nursing curriculum, most of the materials could be effective for teaching clinical staff and students from other disciplines. All materials can be saved to personal computers to be used unmodified in classroom presentations or adapted to fit specific teaching objectives or audiences. An easy-to-navigate user interface presents content using multiple delivery methods, including multimedia (video, audio, animation, etc.) and printable media (PowerPoint slides and Microsoft Word documents).

To facilitate easy use of TNEEL, the basic components of the navigation bar--a menu, table of contents, index, search, glossary, user guide, and help--are accessible to users at all times. The TNEEL modules are focused on six core EOL care topics:

1. Connections Communications and relationships supporting patient and family-centered EOL care

2. Comfort Comfort goals and preferences, including assessment/management of pain and other symptoms

3. Ethics Legal and ethical decision-making at the end of life

4. Well-being Hope, suffering, complementary comfort therapies, spiritual and psychosocial needs

5. Grief Grief, loss, and bereavement

6. Impact The impact of EOL care on patients, families, and society

Teaching portfolios for each of the 27 modules include a total of 153 student objectives, 157 myths, 387 definitions, 166 preassessment items, 435 pages of content, 1,000 lecture slides containing speaker notes, 46 case studies, 95 experiential learning activities, media lists with 56 videoclips and 184 audioclips, hundreds of resources, and 157 postassessment items. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

TNEEL Workshop: Interactive Methods for Teaching End-of-Life Care
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.