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Strategy Submission

Ten Minute Expert: Evidence-Based Bedside Teaching Bundle


Shannon S. Polson





Cori Johnson, DNP, CRNP, AGNP-C, Nanci Claus, DNP, CRNP NP-C; Sylvia E. Britt, PHD, RN


University of Alabama at Birmingham School of Nursing


Competency Categories:

Evidence-Based Practice, Safety

Learner Level(s):

Continuing Education, New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN, Staff Development

Learner Setting(s):

Clinical Setting, Skills or Simulation Laboratories

Strategy Type:

General Strategy

Learning Objectives:

Knowledge: After exposure to an evidence-based teaching strategy bundle, students will return demonstrate skills operationalizing best clinical practice (Safety) (EBP) Skills: Learner will analyze the performance of routine, yet potentially harmful, clinical skills and will demonstrate competency in the skill using evidence-based practice to improve the process of care. (EBP) Use bedside teaching bundle to reduce reliance on memory. (Safety) Attitudes: Value the need of continuous improvement in clinical practice (EBP) Appreciate the need for diversity of learning styles and strategies in order to overcome the cognitive limits of human performance. (EBP) (Safety) Azer, S. A., Guerrero, A. S. & Walsh, A. (2013). Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher, 35(6), 433-443. Institute for Healthcare Improvement. (2018). What is a bundle? Retrieved from: Lubbers, J., & Rossman, C. (2016). The effects of pediatric community simulation experience on the self-confidence and satisfaction of baccalaureate nursing students: A quasi-experimental study. Nurse Education Today, 39, 93–98. Rassin, M., Kurzweil, Y., & Maoz, Y. (2015). Identification of the learning styles and “On-the-Job” learning methods implemented by nurses for promoting their professional knowledge and skills. International Journal of Nursing Education Scholarship, 12(1), 1–7. Shinnick, M., & Woo, M. (2015). Learning style impact on knowledge gains in human patient simulation. Nurse Education Today, 35, 63–67. Theisen, J. L., & Sandau, K. E. (2013). Competency of new graduate nurses: A review of their weaknesses and strategies for success. Journal of Continuing Education in Nursing, 44(9), 406–414.

Strategy Overview:

The Ten Minute Tip teaching strategy innovates the use of bundling to combine effective teaching strategies that may be applied to diverse content successfully at the bedside. Essential bundle components include: that the teaching is time-limited (under four minutes), concept specific, incorporates use of metaphor, provides learners with evidence-based resources, and a return demonstration. The final bundle essential is that the teaching incorporates all learning styles. Kinesthetic learning styles are engaged through aforementioned return demonstration. Auditory learners are accommodated through the use of rhyme, assonance, alliteration or consonance and visual learners are accommodated by the production of a pocket card that can be viewed during the demonstration and kept for later reference. Four minutes is allowed for teaching, another four for return demonstration and the final time is utilized for questions and clarification allowing the evidence-based practice to translate into useful strategies, tips, and tricks to satisfy the interests and needs of the bedside nurse. (Please see four exemplars of content adapted to cover Medical Adhesive Related Skin Injury, IV Starts, Sacral barrier placement, and application and removal of barrier creams.)

Submitted Materials:

Additional Materials:

Below is a link to four recorded demonstrations of the teaching bundle applied to four areas of content:

These are the original videos with credits.
Border Sacrum Mepilex Application -
IV starts -
Barrier Cream -

Evaluation Description:

Embedded in the innovative teaching bundle is a teach teach-back (return demonstration) evaluation method.
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