Wiimali can be used in a multitude of ways depending on your curriculum and learning outcomes. In this document I provide some introductory teaching and learning ideas.
When taking the Virtual Tour and exploring the community learners can be prompted to identify the social determinants of health for the residents of Wiimali, specifically the factors that impact positivity and negatively on the health and wellbeing of the community. Learners can identify and discuss the upstream, midstream and downstream approaches to health (including illness prevention and health promotion) evident in Wiimali. Learners can also be encouraged to explore
the roles and responsibilities of the healthcare professionals who work in Wiimali, and particularly those that work in the community.
Cyril’s Smith’s journey from his home to admission and post-operative care following abdominal surgery can be used to illustrate the importance of person-centred and holistic care, clinical reasoning, therapeutic communication, and empathic care.
This series of digital stories includes:
After students view the ‘Meet Cyril Smith’ and ‘Day of admission’ stories they can discuss the following:
Students can then answer these questions:
A concept map can be used to illustrate:
After students have viewed the ‘Cyril Smith Day 1 and 2’ stories which focuses on fluid and electrolyte balance, they can discuss the following questions:
After students have viewed the ‘Cyril Smith Day 3’ stories, which focus on acute pain management they can:
Eileen Poole’s journey from her home to the GP and pharmacy, through to admission to hospital because of a medication error, can be used to illustrate the importance of quality use of medicines, interprofessional communication and collaboration, person-centred and holistic care, therapeutic communication, and empathic care.
These stories present a very common scenario in health care – a patient visiting a medical centre where she sees a Practice Nurse and General Practitioner, and then visits a local community pharmacy. Students can explore where therapeutic and interprofessional communication occurs and how it could be improved, and how communication impacts medication safety.
Issues/questions that can be addressed after viewing the ‘Meet Eileen Poole’ and GP Super clinic stories:
In the digital stories situated in the pharmacy and hospital students can be asked similar questions with a particular focus on communication and medication safety. A number of the stories also provide positive and negative examples of communication interactions that can be compared and contrasted.
Medication Safety interactive learning experiences Wiimali Hospital – Ward 1 provides a series of interactive learning experiences that focus on safe medication administration for three patients in Wiimali hospital:
Wiimali hospital paediatric Ward includes two brief interactions about Jamie Lyons. Jamie is an eighteen (18) month old boy who presented to the Emergency Department (ED) with his mother Caroline. Jamie is the older sibling of Sam his eight (8) week old brother. Jamie has a three (3) day history of vomiting and diarrhoea and has been admitted to the ward for rehydration via a nasogastric (NG) tube and observation. The main focus of the two videos is family centred care.
Begin this activity by asking students to share their impressions of Caroline, Jamie and the family unit. Students are sometimes critical of Caroline and her unemotive and seemingly distant emotional response to Jamie. When the students’ assumptions and perspectives have been uncovered, read and discuss Caroline’s ‘back-story’ with the class. Help them to appreciate the meaning of family-centered care as they are afforded this glimpse into the Lyons’ family unit. Help then consider how ‘knowing’ the families they care for will help them to provide more holistic care.
Caroline was born and grew up in Wiimali a regional community about four hours north of Sydney. She was an only child and very close to her mother. Her father was an alcoholic and intimate partner violence was common when he had been drinking. When Caroline was 15 her mother died from a cerebral haemorrhage. Caroline moved to Walgett when she was 16 to find work and to get away from her father who had become increasingly abusive. She struggled with loneliness until she met Nelson at a local pub. He became her rock and provided the security she had longed for. They married when she was 20. Seven years later they were excited to find out they were having a baby. Their greatest sadness was watching Nelson’s mother fight a long battle with breast cancer. She died two years ago. Six weeks later Nelson was killed in a car accident. Caroline was 5 months pregnant.
Since Nelson’s death Caroline’s life has been turbulent and her emotions labile. Jamie’s birth brought some sense of purpose but no real joy. She began a relationship with a man who had been a workmate of Nelson’s but it was fraught with problems from the start. She had one miscarriage then fell pregnant again. She escaped the relationship when his violence was directed, not only towards her, but also to Jamie. Caroline has lived in Wiimali Riverside Caravan Park for the last six months.
Conclude this part of the activity by watching the Wiimali Riverside Caravan Park video and discussing the implications for Jamie’s discharge planning and follow-up care.
The second part of this activity focuses on the management of Jamie’s dehydration.
Caroline states that Jamie has had multiple episodes of vomiting, at least once every two hours for the last twenty-four (24) hours. Jamie has had watery faeces that is greenish brown in colour. Caroline indicates that Jamie has had two (2) or three (3) episodes of diarrhoea every hour for the past twenty-four (24) hours.
Jamie has been refusing food and most fluids for the last two (2) days, However Caroline states that she has been able to get him to drink small amounts of lemonade.
On examination Jamie is pale and his skin is warm and dry to the touch. Jamie has dry mucous membranes and is notably lethargic.
Caroline tells you that Jamie has become more lethargic today, “he just can’t seem to keep his eyes opened” Caroline adds. You notice that Jamie has sunken eyes and sallow cheeks.
Caroline tells you that Jamie has developed a red “bumpy” rash. On examination you see a red raised rash on Jamie’s legs and torso.
Jamie’s last vital sign observations reveal the following results:
The medical officer sates that Jamie s 5% dehydrated.
This information can be used as a stimulus for discussing the:
Three linked stories of people experiencing mental illness occur in the Wiimali Hospital Emergency Department and Mental Health Unit. These include:
Students can be asked to focus on the therapeutic use of self and therapeutic optimism displayed by the mental health nurses and the effectiveness of these approaches.
A number of community members provide personal insights about living in Wiimali through a series of Blog posts. The posts, which are sometimes provocative and challenging, can be linked to tutorial activities to help students to understand the social determinants of health more deeply.
The Wiimali Chronicle provides regular updates about the dynamic and unfolding nature of the community. These articles have been specifically designed to provoke discussion and debate about issues that impact on the community and the health and wellbeing of the residents of Wiimali. Educators can select specific news articles that align with tutorial content and weekly learning outcomes.
The key topic areas include:
The Wiimali Community radio also provides regular updates about the dynamic and unfolding nature of the community. These announcements can be used to provoke discussion and debate about issues that impact on the community and the health and wellbeing of the residents of Wiimali. Educators can select announcements that align with tutorial content and weekly learning outcomes.