Tenet 1 Filet Mignon
Included In This Lesson
Outline
Outline
- Our goal is to provide students with the Filet Mignon – NOT the Buffet
Key Points
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- Professors tells students they must know everything
- Experience tells us differently
- Even the NCSBN (who writes the NCLEX) disagrees!
- We teach only the most important and most valuable information
- Our goal is NOT to teach everything in nursing and medicine.
- Just the KEY topics, and the KEY concepts within that topic.
- You are SUPER smart – you know a LOT. There is a lot swimming around in that intelligent, experienced, educated brain of yours.
- Use that knowledge to identify the filet mignon, the meat and potatoes, the Core Content that they need to Master (get it?)
- This is CRITICAL to understand – it is the foundation of our pedagogy
- Our goal is NOT to teach everything in nursing and medicine.
- Things like the Davis Drug Guide are valuable and exist for a reason.
- We are not them – our reason is different.
- Professors tells students they must know everything
Transcript
Hi there! I’m Nichole Weaver, Curriculum Director at NRSNG. I’m excited to share with you about the 4 Core Tenets of the Core Content Mastery Method. In this video we’ll talk about the first Core Tenet – Filet Mignon.
Does this sound familiar to any of you? The student asks “What do we need to know for the test?” and the teacher says “Everything.” I want you to examine your gut response to this – are you someone who used to be that student and got SO frustrated when teachers said this? Or, are you a teacher thinking “Students always ask this, they just want us to hand them details, they don’t want to do the work”. If your gut response was closer to the second – I encourage you to go back and review the videos on our purpose and mission and goals. The truth is, teachers say this all the time. Honestly, sometimes they truly believe this – they’ll say “the NCLEX doesn’t pick and choose”. BUT – in the case of nursing – the NCSBN, which is the National Council of State Boards of Nursing – they’re the ones that write the Nursing Licensure Exam – actually will survey new nurses and ask them what the most important and most common things are that they saw in their first year. So even THEY say it’s not everything. But, for many teachers it’s because they themselves don’t know how to pick out what’s most important. So we’re going to teach you how to do that and why it’s so important. Giving students everything is SO overwhelming….
Think about what happens when you walk into a buffet. My personal demon is a chinese buffet. Seriously. What happens? You walk in and immediately think – holy moly where do I even start?? You start walking around and what are you drawn to? I mean – personally? I’m drawn RIGHT HERE – the fried bread. Y’all it’s my personal demon! BUT – is that healthy? Is there ANY nutritional value AT ALL? NO! We get fried bread, egg rolls, fried shrimp, crab rangoons (also fried), and maybe some egg drop soup – which is just chicken broth and egg whites…. Where’s the value in that? Where’s the nutrition? We stuff ourselves to the brim with this unhealthy food. We get to the end and think – what did I even get out of this that was worth anything?
But – now imagine that you went to a steakhouse. You order a filet mignon – medium rare if you’re like me. You get a stunning piece of steak, maybe some vegetables and potatoes. It’s delicious, incredibly juicy, and the vegetables are cooked beautifully. When you are done – not only are you incredibly satisfied, you’re full, you enjoyed every second of it. AND – you have room for dessert! But also – you’re going to feel like you got your money’s worth – like you gave your body something valuable. You’re going to remember this place and this meal. You’re going to tell your friends, right? We do the same thing when we teach students – we give them the most bang for their buck, the most important and most valuable pieces of information. Not only are they more likely to remember it, but they leave feeling like they got so much value out of their time and money.
So our goal is NOT to teach everything in nursing and medicine. Not only is it just not practical and not possible, but there is so much information out there that is NOT important and NOT valuable. The truth is that you are SUPER smart. You have a wealth of knowledge and experience. For some, that makes it more difficult, because you want to include everything you know. But what we want you to do is take that knowledge and experience and USE IT to identify the most important and most valuable information. What have you seen dozens of times? What can you apply to nearly every patient nearly every time? Or – is there a drug that you’ve literally only given once in 10 years?
I will tell you, when I first started creating content with this pedagogy – I was working on a lesson that I was fascinated by – Heart Failure. I LOVE Heart Failure. After I created the lesson, it felt like it was too much, but I was really struggling to pick out the most important information. I had to take what I had created and literally cut it in HALF. So when you’ve decided on all of the information you think you should include – cut. it. down. When we talk about the practical application, we’ll give you some practical ways to do this.
Listen – things like the Davis Drug Guide exist for a reason. They are absolutely valuable resources. However – we are NOT the Davis Drug Guide. The reason they exist is NOT the same reason we exist. This is the listing for Digoxin from NRSNG and the same listing in the Davis Drug Guide. It’s okay – people who put out resources like the Davis Drug Guide are not the enemy. But, we want to make sure we stay focused on the Filet Mignon – the most important and most valuable information. This is the foundation of our pedagogy, so it’s critical that you get this point!
So let’s recap – focusing on the Filet Mignon means we focus on the most important, most valuable information – only the key topics and key concepts. Use your knowledge and your experience to pull out the most important information! Cut out the fluff – when you think you’ve gathered all the information – cut it down even further! Remember, we are not them – resources like the Davis Drug Guide exist for a reason, but it’s not the same as ours, and that’s okay!
Make sure you’ve internalized this Core Tenet because it’s the foundation of our pedagogy! Keep working through these videos to understand the rest of the Core Content Mastery Method. Now, go out and be your best self today. And, as always – Happy Nursing!
Tiona RN
Concepts Covered:
- Studying
- Medication Administration
- Adult
- Emergency Care of the Cardiac Patient
- Intraoperative Nursing
- Microbiology
- Cardiac Disorders
- Vascular Disorders
- Nervous System
- Upper GI Disorders
- Central Nervous System Disorders – Brain
- Immunological Disorders
- Fundamentals of Emergency Nursing
- Dosage Calculations
- Understanding Society
- Circulatory System
- Concepts of Pharmacology
- Hematologic Disorders
- Newborn Care
- Adulthood Growth and Development
- Disorders of Pancreas
- Postoperative Nursing
- Pregnancy Risks
- Neurological
- Postpartum Complications
- Noninfectious Respiratory Disorder
- Peripheral Nervous System Disorders
- Learning Pharmacology
- Prenatal Concepts
- Tissues and Glands
- Developmental Considerations
- Factors Influencing Community Health
- Childhood Growth and Development
- Prenatal and Neonatal Growth and Development
- Developmental Theories
- Basic
- Neonatal
- Pediatric
- Gastrointestinal
- Newborn Complications
- Labor Complications
- Fetal Development
- Terminology
- Labor and Delivery
- Postpartum Care
- Communication
- Basics of Mathematics
- Statistics
- Basics of Sociology
- Cardiovascular
- Shock
- Shock
- Disorders of the Posterior Pituitary Gland
- Endocrine
- Disorders of the Thyroid & Parathyroid Glands
- Liver & Gallbladder Disorders
- Lower GI Disorders
- Respiratory
- Delegation
- Perioperative Nursing Roles
- Acute & Chronic Renal Disorders
- Respiratory Emergencies
- Disorders of the Adrenal Gland
- Documentation and Communication
- Preoperative Nursing
- Legal and Ethical Issues
- Oncology Disorders
- Female Reproductive Disorders
- Musculoskeletal Trauma
- Renal Disorders
- Male Reproductive Disorders
- Sexually Transmitted Infections
- Infectious Respiratory Disorder
- Integumentary Disorders
- Emergency Care of the Trauma Patient
- Urinary Disorders
- Musculoskeletal Disorders
- EENT Disorders
- Neurological Emergencies
- Disorders of Thermoregulation
- Neurological Trauma
- Basics of NCLEX
- Integumentary Important Points
- Multisystem
- Test Taking Strategies
- Urinary System
- Emergency Care of the Neurological Patient
- Central Nervous System Disorders – Spinal Cord
- Respiratory System
- Emergency Care of the Respiratory Patient
- Cognitive Disorders
- Anxiety Disorders
- Depressive Disorders
- Trauma-Stress Disorders
- Substance Abuse Disorders
- Bipolar Disorders
- Psychotic Disorders
- Concepts of Mental Health
- Eating Disorders
- Personality Disorders
- Health & Stress
- Psychological Emergencies
- Somatoform Disorders
- Prioritization
- Community Health Overview
- Gastrointestinal Disorders
- Integumentary Disorders
- Respiratory Disorders
- Neurologic and Cognitive Disorders
- Renal and Urinary Disorders
- Infectious Disease Disorders
- EENT Disorders
- Hematologic Disorders
- Cardiovascular Disorders
- Musculoskeletal Disorders
- Endocrine and Metabolic Disorders
- Oncologic Disorders
- Behavior
- Emotions and Motivation
- Growth & Development
- Intelligence and Language
- Psychological Disorders
- State of Consciousness
- Note Taking
- Concepts of Population Health
- Basics of Human Biology