32. Pretty Picture A picture can relay the concept of "waterfall and rainbow" much more succinctly than a wordy paragraph .
33.
Hinweis der Redaktion
The right players need to be on board. Be sure to contact the appropriate people to get buy-in for your project. That may mean the district superintendent or the school principal or both. Gain support from teachers’ unions, Parent Teacher Associations, or others who can become powerful allies. Effective communication is essential to a successful project. Know your material. Carefully review the slides and instructor notes of each section prior to your presentation. Be familiar enough with the concepts that the slides simply provide cues for the information. Publicize the event and remind people before the date, especially administrative people ( school newsletter). Publicize after the event also with a summary.
After this program , participants will be able to: Demonstrate an understanding of triage principles and practice. Identify steps and training necessary to perform triage . Describe mental health issues affecting caregivers and victims in and following school mass casualty events. Describe general differences between the roles and practice scopes of licensed professional versus lay rescuers. Describe resources for educational training and triage support. Identify regional/local considerations and discuss strategies to engage team members, school administrators and other community support. Describe the importance of early planning, evaluation and practice for effective outcomes prior to a school emergency.
Be punctual. If you start on time, it will send the message that the training is important. Once you begin, if attendees are not there, fill in with a useful, but less essential, filler activity with those who have returned on time. Have clear instructions. Put directions in writing if they seem complicated (handouts, slides, etc.). Keep participants on task. Keep discussions on track. Make sure you orient participants to location of worksheets and handouts in participant manual. Expedite subgroups reporting. Give groups flipchart paper to record their ideas; place these on the walls so everyone can see them.
Be prepared for tired groups, especially in the afternoon. The SETT program moves quickly so fatigue is less likely since participants are actively engaged. The SETT program involves hands on work and floor exercises, so it may be appropriate to suggest that participants wear comfortable clothes like they would if preparing to take a CPR class. As a presenter, you may also want to wear comfortable slacks instead of a suit to teach in.
See if you can get some eye catching handouts of local resources, or colorful wall posters. Maybe a sponsor can provide some door prizes. Set a positive tone for the day by enticing the audience about what’s in store and why you yourself value the program. Participants want to know who is teaching them, so don’t be shy. Tell them about your background and expertise or experience with emergency or disaster care.
These sound pretty basic, but it is important to remind your audience about the expectations and restroom locations etc. Many will have arrived from out of town and may not be staying at the hotel or venue where you are holding the program.
Although we usually want presenters to look professional, SETT is not just lecture, so the dress code needs to be relaxed some—but it doesn’t mean wearing your most worn clothing. Heels are definitely not appropriate for teaching this program. Name Badges are encouraged to be worn by the NASN Instructors.
In the back of section 10 are the references for the information contained in the SETT program, and the handouts cite where the information came from. You may want to familiarize yourself with the references, or read through the participant manual and see if you anticipate areas that may elicit questions. If participants ask about specific references, refer them to the back of the handouts, or offer to speak with them after the program. You will be on a tight schedule and must no get sidetracked if you are to finish on time.
The SETT scenarios are designed to provoke thought, questions and discussions in groups. This is one way of engaging participants when time is of the essence, rather than individual sharing of experiences with the entire audience. As you walk the room to offer support to groups and look at progress, Try to involve everyone. Call on people who do not have their hands up. Change the pace of activities. Keep the energy in the room flowing. Set time limits; move people from one place in the room to another; try to engage the shy or reluctant participants, and remind them when there is 2 then one minute left to complete the exercises. SETT allows each participant to play the role of reader, rescuer, and victim.
This is a very quick moving program. You may not have time to have people reflect on what they have learned and plan to do, but the case scenarios will have allowed participants to apply what they have learned. The call to action message appropriate for this program is the sooner they assemble teams and determine what resources they have and what they can build on, that will be a big step in progress toward improving their school’s emergency response preparedness.
Use Handouts carefully. Be sure they are accurate. Simplify or discuss what is on the handouts, and encourage participants to read them in depth on their own at home. Explain to participants how the handouts are numbered and located at the back of each section. The SETT handouts are organized in terms of relevance to the section topic and are organized to flow with the speaker notes. Practice your speaking to flow with the handouts and their locations and page numbers. If you have no person to help you keep time, you may want to have your own timer or alarm set to help you stay on time. May give any additional handouts such as regional or local training resources after the presentation so participants are not distracted from what is said.
Ask early if AV assistance will set up your LCD projector or not If there will not be AV people available the morning of the presentation, try to test your equipment the night before. It’s always a good idea to bring a back-up of your presentation such as a disk and travel drive, and your own laptop if possible as a backup. With newer Microsoft versions, some projectors may not be able to read newer versions, so save your notes in a compatible format. Keep in mind that many venues that rent AV equipment charge high prices, so safeguard it carefully. Some venues have strict union rules about who can help you with what, so know what the rules are before asking for help.
Use concrete, real life examples, events and situations. The handouts and SETT participant manuals do a lot to distinguish the role of the professional from that of the lay rescuer. Be prepared to point out these differences to your particioants as they arise in the program.
Such utterances are distracting and time wasters. By practicing speaking before he presentation, you will be more confident and will not stutter.
Be prepared to answer questions that may not be directly a part of your presentation but are important to the subject. This is most likely to occur following the group practice scenarios. Address the questions, but keep responses brief and try to quickly get back on task by relating the question back to the topic at hand.
Summarizing is helpful. It confirms that you understand the statement correctly and allow the participant to feel heard. Show ideas relate to one another by pulling ideas together (poster paper or flip chart. Play devil’s advocate or gently disagree to stimulate discussion. Critical Thinking ▪ Could you elaborate on that? ▪ Could you give us an example? ▪ Could you give us more detail? ▪ Could you be more specific? ▪ How does that relate to the topic? ▪ Do we need to consider another point of view?
Know your audience. People learn differently. ▪ Auditory ▪ Visual ▪ Tactile ▪ Charts/graphs ▪ Role playing Tailor your presentation to the needs of the group. The approach to a classroom presentation for students or school nurses might be quite different from the approach to district administrators. The depth of discussion regarding medical or pathophysiology will change with different groups.
You may not remember to say each word from the notes and that’s ok as long as you get the concept across. You want to sound more conversational than sound as if you are reading notes verbatim. Many presenters find it helpful to highlight the main concepts of the notes pages.
Check if there are local concerns that may be on the minds of participants from recent events and be prepared to respond to comments or questions about the event.
The beauty of SETT is that participants enroll because they want a hands on experience. Having a chance to practice help participants incorporate learning and new skills.
The case scenarios and floor practice exercises allow participants to exercise some autonomy and interaction with others as they will be faced with in a true crisis.
With a four hour program, it is tempting to skip breaks, but that is unwise and against ANCC guidelines. A 15 minute break is built in to the SETT program. If possible, have the venue environmental managers know what temperature to set the room for early, so the room has time to reach the desired temperature.
The SETT speaker notes and agenda outline well the expectations and time limits for the activities. They are built into the curriculum. As a speaker, you will be responsible to announce exactly when the 5 or 10 minute intervals begin or end and /or post the designated times on a chalkboard or overhead for all to see.
The SETT program has a few photos inserted to create visual interest without being too grim. In a short program, it is important not to get too distracted and off on a tangent.
This map helps presenter visualize areas of potential natural disaster vulnerability for mass casualty events.
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