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Pediatric Trauma PreCon - STN 2012 Annual Conference - Savannah, GA

Pediatric Trauma: Headed in the Right Direction 041112

As a learner please assist in the evaluation of this presentation. Please circle the number beside each statement that best reflects the extent of your agreement. Thank you.

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* 1. Content (1 being disagree and 5 being agree)

	1	2	3	4	5
The content was interesting to me	The content was interesting to me 1	The content was interesting to me 2	The content was interesting to me 3	The content was interesting to me 4	The content was interesting to me 5
The content extended my knowledge of the topic	The content extended my knowledge of the topic 1	The content extended my knowledge of the topic 2	The content extended my knowledge of the topic 3	The content extended my knowledge of the topic 4	The content extended my knowledge of the topic 5
The content was consistent with the objectives	The content was consistent with the objectives 1	The content was consistent with the objectives 2	The content was consistent with the objectives 3	The content was consistent with the objectives 4	The content was consistent with the objectives 5
The content was related to my job	The content was related to my job 1	The content was related to my job 2	The content was related to my job 3	The content was related to my job 4	The content was related to my job 5
Objectives were consistent with purpose/goals of activity	Objectives were consistent with purpose/goals of activity 1	Objectives were consistent with purpose/goals of activity 2	Objectives were consistent with purpose/goals of activity 3	Objectives were consistent with purpose/goals of activity 4	Objectives were consistent with purpose/goals of activity 5

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* 2. Setting

	1	2	3	4	5
The room was conducive to learning	The room was conducive to learning 1	The room was conducive to learning 2	The room was conducive to learning 3	The room was conducive to learning 4	The room was conducive to learning 5
The learning environment stimulated idea exchange	The learning environment stimulated idea exchange 1	The learning environment stimulated idea exchange 2	The learning environment stimulated idea exchange 3	The learning environment stimulated idea exchange 4	The learning environment stimulated idea exchange 5
Facility was appropriate for the activity	Facility was appropriate for the activity 1	Facility was appropriate for the activity 2	Facility was appropriate for the activity 3	Facility was appropriate for the activity 4	Facility was appropriate for the activity 5

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* 3. Instructional Methods

	1	2	3	4	5
The instructional material was well organized	The instructional material was well organized 1	The instructional material was well organized 2	The instructional material was well organized 3	The instructional material was well organized 4	The instructional material was well organized 5
The instructional methods illustrated the concepts well	The instructional methods illustrated the concepts well 1	The instructional methods illustrated the concepts well 2	The instructional methods illustrated the concepts well 3	The instructional methods illustrated the concepts well 4	The instructional methods illustrated the concepts well 5
The handout materials given are likely to be used as a future reference	The handout materials given are likely to be used as a future reference 1	The handout materials given are likely to be used as a future reference 2	The handout materials given are likely to be used as a future reference 3	The handout materials given are likely to be used as a future reference 4	The handout materials given are likely to be used as a future reference 5
The teaching strategies were appropriate for the activity	The teaching strategies were appropriate for the activity 1	The teaching strategies were appropriate for the activity 2	The teaching strategies were appropriate for the activity 3	The teaching strategies were appropriate for the activity 4	The teaching strategies were appropriate for the activity 5

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* 4. Faculty/Presenter Effectiveness: (Sally Jo Zuspan, RN, MSN)

	1	2	3	4	5
The presentation was clear and to the point	The presentation was clear and to the point 1	The presentation was clear and to the point 2	The presentation was clear and to the point 3	The presentation was clear and to the point 4	The presentation was clear and to the point 5
The presenter demonstrated mastery of the topic	The presenter demonstrated mastery of the topic 1	The presenter demonstrated mastery of the topic 2	The presenter demonstrated mastery of the topic 3	The presenter demonstrated mastery of the topic 4	The presenter demonstrated mastery of the topic 5
The method used to present the material held my attention	The method used to present the material held my attention 1	The method used to present the material held my attention 2	The method used to present the material held my attention 3	The method used to present the material held my attention 4	The method used to present the material held my attention 5
The presenter was responsive to participant concerns	The presenter was responsive to participant concerns 1	The presenter was responsive to participant concerns 2	The presenter was responsive to participant concerns 3	The presenter was responsive to participant concerns 4	The presenter was responsive to participant concerns 5

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* 5. Learner Achievement of Objectives (Sally Jo Zuspan, RN, MSN)

	1	2	3	4	5
Define knowledge translation and its relationship to research	Define knowledge translation and its relationship to research 1	Define knowledge translation and its relationship to research 2	Define knowledge translation and its relationship to research 3	Define knowledge translation and its relationship to research 4	Define knowledge translation and its relationship to research 5
Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care	Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care 1	Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care 2	Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care 3	Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care 4	Describe the purpose and presence of knowledge translation in emergency medicine and pediatric blunt head trauma care 5
State in plain language the methods for taking research findings to the bedside in pediatric head trauma care	State in plain language the methods for taking research findings to the bedside in pediatric head trauma care 1	State in plain language the methods for taking research findings to the bedside in pediatric head trauma care 2	State in plain language the methods for taking research findings to the bedside in pediatric head trauma care 3	State in plain language the methods for taking research findings to the bedside in pediatric head trauma care 4	State in plain language the methods for taking research findings to the bedside in pediatric head trauma care 5

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* 6. Comments

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* 7. Faculty/Presenter Effectiveness: (Danni Brown, RN)

	1	2	3	4	5
The presentation was clear and to the point	The presentation was clear and to the point 1	The presentation was clear and to the point 2	The presentation was clear and to the point 3	The presentation was clear and to the point 4	The presentation was clear and to the point 5
The presenter demonstrated mastery of the topic	The presenter demonstrated mastery of the topic 1	The presenter demonstrated mastery of the topic 2	The presenter demonstrated mastery of the topic 3	The presenter demonstrated mastery of the topic 4	The presenter demonstrated mastery of the topic 5
The method used to present the material held my attention	The method used to present the material held my attention 1	The method used to present the material held my attention 2	The method used to present the material held my attention 3	The method used to present the material held my attention 4	The method used to present the material held my attention 5
The presenter was responsive to participant concerns	The presenter was responsive to participant concerns 1	The presenter was responsive to participant concerns 2	The presenter was responsive to participant concerns 3	The presenter was responsive to participant concerns 4	The presenter was responsive to participant concerns 5

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* 8. Learner Achievement of Objectives (Danni Brown, RN)

	1	2	3	4	5
Describe 2 monitoring devices utilized in pediatric head trauma	Describe 2 monitoring devices utilized in pediatric head trauma 1	Describe 2 monitoring devices utilized in pediatric head trauma 2	Describe 2 monitoring devices utilized in pediatric head trauma 3	Describe 2 monitoring devices utilized in pediatric head trauma 4	Describe 2 monitoring devices utilized in pediatric head trauma 5
State 2 drugs used in first tier therapy for a child with severe TBI	State 2 drugs used in first tier therapy for a child with severe TBI 1	State 2 drugs used in first tier therapy for a child with severe TBI 2	State 2 drugs used in first tier therapy for a child with severe TBI 3	State 2 drugs used in first tier therapy for a child with severe TBI 4	State 2 drugs used in first tier therapy for a child with severe TBI 5
List 2 signs/symptoms associated with concussion	List 2 signs/symptoms associated with concussion 1	List 2 signs/symptoms associated with concussion 2	List 2 signs/symptoms associated with concussion 3	List 2 signs/symptoms associated with concussion 4	List 2 signs/symptoms associated with concussion 5

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* 9. Comments

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* 10. Faculty/Presenter Effectiveness: (Greg Pereira, RN, BSN, MBA)

	1	2	3	4	5
The presentation was clear and to the point	The presentation was clear and to the point 1	The presentation was clear and to the point 2	The presentation was clear and to the point 3	The presentation was clear and to the point 4	The presentation was clear and to the point 5
The presenter demonstrated mastery of the topic	The presenter demonstrated mastery of the topic 1	The presenter demonstrated mastery of the topic 2	The presenter demonstrated mastery of the topic 3	The presenter demonstrated mastery of the topic 4	The presenter demonstrated mastery of the topic 5
The method used to present the material held my attention	The method used to present the material held my attention 1	The method used to present the material held my attention 2	The method used to present the material held my attention 3	The method used to present the material held my attention 4	The method used to present the material held my attention 5
The presenter was responsive to participant concerns	The presenter was responsive to participant concerns 1	The presenter was responsive to participant concerns 2	The presenter was responsive to participant concerns 3	The presenter was responsive to participant concerns 4	The presenter was responsive to participant concerns 5

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* 11. Learner Achievement of Objectives (Greg Pereira, RN, BSN, MBA)

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Learner will be able to discuss the difference between cognitize rest and return to play guidelines.	Learner will be able to discuss the difference between cognitize rest and return to play guidelines. 1	Learner will be able to discuss the difference between cognitize rest and return to play guidelines. 2	Learner will be able to discuss the difference between cognitize rest and return to play guidelines. 3	Learner will be able to discuss the difference between cognitize rest and return to play guidelines. 4	Learner will be able to discuss the difference between cognitize rest and return to play guidelines. 5
Learner will be able to state three pitfalls in the development of a concussion program	Learner will be able to state three pitfalls in the development of a concussion program 1	Learner will be able to state three pitfalls in the development of a concussion program 2	Learner will be able to state three pitfalls in the development of a concussion program 3	Learner will be able to state three pitfalls in the development of a concussion program 4	Learner will be able to state three pitfalls in the development of a concussion program 5

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* 12. Comments

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* 13. Faculty/Presenter Effectiveness: (Melissa Evans, MD)

	1	2	3	4	5
The presentation was clear and to the point	The presentation was clear and to the point 1	The presentation was clear and to the point 2	The presentation was clear and to the point 3	The presentation was clear and to the point 4	The presentation was clear and to the point 5
The presenter demonstrated mastery of the topic	The presenter demonstrated mastery of the topic 1	The presenter demonstrated mastery of the topic 2	The presenter demonstrated mastery of the topic 3	The presenter demonstrated mastery of the topic 4	The presenter demonstrated mastery of the topic 5
The method used to present the material held my attention	The method used to present the material held my attention 1	The method used to present the material held my attention 2	The method used to present the material held my attention 3	The method used to present the material held my attention 4	The method used to present the material held my attention 5
The presenter was responsive to participant concerns	The presenter was responsive to participant concerns 1	The presenter was responsive to participant concerns 2	The presenter was responsive to participant concerns 3	The presenter was responsive to participant concerns 4	The presenter was responsive to participant concerns 5

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* 14. Learner Achievement of Objectives (Melissa Evans, MD)

	1	2	3	4	5
Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs.	Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs. 1	Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs. 2	Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs. 3	Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs. 4	Recognize a patient with traumatic brain injury and be able to evaluate for concomitant trauma to other organs. 5
Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice.	Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice. 1	Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice. 2	Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice. 3	Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice. 4	Apply the 2012 Guidelines for the Acute Management of the Severe Traumatic Brain Injury for Infants, children, and Adolescents to your practice. 5
Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury.	Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury. 1	Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury. 2	Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury. 3	Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury. 4	Describe a case presentation and actual management and outcome of a child with severe TBI and intra-abdominal injury. 5

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* 15. Comments