In this episode of the Learning Lab RN podcast, Martha chats with Hannah Pope, a fundamentals nursing educator, to talk about the realities of active learning and the creative journey that led her to build a highly engaging fluid and electrolyte escape room for her classroom.

They discuss the trial-and-error process of designing effective activities, why it's okay for things to flop, and how embracing incremental improvements is often the best path forward. Hannah walks us through her class’s transition to a competency-based curriculum, and how deliberate practice and repetition are shaping student skill development.

The highlight of our conversation is Hannah’s detailed breakdown of her escape room activity, where students solve case-based puzzles to apply their knowledge of electrolytes, IV fluids, and ABGs, all while working collaboratively under a tiny bit of time pressure. Escape room activities continue to be a fun way to reinforce complex content.

🔑 Key Takeaways:

Active learning doesn’t always go as planned.

• Not every activity will land perfectly the first time, and that’s part of the process. Each attempt gives you valuable insight you can refine semester after semester without starting from scratch.

Canva is a powerful tool for designing visually engaging and organized materials.

• Hannah frequently Canva to create student activities and worksheets. With simple templates and drag‑and‑drop design, Canva makes it easier to create polished, student‑friendly activities that support learning without adding hours of prep time.

Escape room-style activities drive teamwork, engagement, and critical thinking.

• Thoughtful, paper-based activities allow students to connect more deeply with content without relying on tech.

Resources Mentioned:

• Ready to use this in your own classroom? Get the Clinical Bingo Card here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, host Martha welcomes an old friend, Mary Jadin, a BSN educator, DNP student, and soon-to-be mom of three, to talk about balancing work and life while still bringing innovation to the classroom and clinical.

Mary shares how her journey through teaching and graduate school has fueled her passion for active learning. She reflects on her own educational experiences, the challenges of implementing a flipped classroom model, and the importance of shifting responsibility for learning back to students. From starting with hesitant clinical students to creating engaging tools like a Clinical Bingo Card, Mary’s insights offer practical and inspiring ways to bring engagement and confidence into nursing education.

🔑 Key Takeaways:

Start Small with Flipping

• Mary's early attempt at fully flipping her classroom taught her to take a hybrid approach—short videos and simple prep help students ease into self-directed learning.

Let Go of “Covering Everything”

• Mary encourages educators to share the responsibility of learning with students by guiding them to utilize available resources like Nursing Reference Center Plus.

Gamify Clinicals

• The Clinical Bingo Card helped hesitant students gain confidence by encouraging interaction, collaboration, and exploration in clinical without micromanagement.

DNP Project Spotlight

• Mary is working on a quality improvement project to streamline student access to healthcare and clinical onboarding, emphasizing real-world impact in nursing education.

Resources Mentioned:

• Ready to use this in your own classroom? Get the Clinical Bingo Card here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode, Martha Johnson is joined by Dr. Natasha Nurse Clarke, assistant professor at Lehman College and founder of the Online Nurse Educator community. Together, they explore the importance of building meaningful connections in nursing education, especially in online spaces where community can be hard to create. Natasha shares how intentional icebreaker activities have transformed her courses and offers creative ideas to make student engagement more organic and fun.

From virtual gaming simulations to community-building discussion boards, this episode is full of strategies for cultivating a more connected, motivated, and resilient group of nursing students, both online or in person. If you're feeling like you want to bring more community and conversation to your classroom, this episode is for you.

🔑 3 Key Takeaways:

Icebreakers are more than just fun. They foster trust and engagement.

• Regular, well-designed icebreakers help students feel seen and connected, creating a learning environment where they feel safe enough to ask questions and support one another.

Community is essential in online education.

• Without intentional community-building, online learners can feel isolated and disengaged. Natasha’s strategies help reduce attrition and build authentic connections between students as well as between the student and educator.

Gamification is a powerful tool when used to teach, not just assess.

• Adding gaming elements to simulations and pre-briefing modules improves learning outcomes and student confidence, especially when used to reinforce foundational concepts before assessments.

Resources Mentioned:

• Ready to use this in your own classroom? Get the Creative Ice Breakers Idea Book here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

I’m joined by Dana Smith, the founder of the EQ Nurse Movement. Dana is diving deep into an aspect of nursing education that often gets overlooked: emotional intelligence (EQ). In this conversation, we explore how EQ shows up in both our classrooms and our clinical settings, and why it’s just as critical as mastering pathophysiology or med math.

We talk about practical ways to model empathy, integrate emotional awareness into the curriculum, and support students in becoming not just competent, but compassionate nurses. Dana also shares how she uses student-driven projects and a set of creative engagement cards to boost participation and connection in the classroom. It’s a wonderful reminder that our students are human, and so are we.

🔑 3 Key Takeaways:

Emotional Intelligence Isn’t Optional

• Dana argues that emotional intelligence should be treated as a clinical skill because without it, technical expertise doesn’t go as far. She encourages educators to model empathy, self-awareness, and grace in both classroom and clinical settings.

Start with Gratitude

• A simple daily gratitude practice can foster trust, vulnerability, and classroom connection. It creates space for students to engage more deeply and show up more fully.

Make Participation Playful

• Dana’s classroom engagement cards, featuring characters like “Respiratory Ralph” and “New Grad Javier," add a layer of fun and structure to active learning. They help quiet student voices participate and shift the dynamic from instructor-led to student-centered.

Resources Mentioned:

• Ready to use this in your own classroom? Get the ACLS Unfolding Case Study Activity here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

This week on Learning Lab RN, I’m joined by Kim Anderson, an innovative educator in a practical nursing program who’s redefining how we approach active learning. We dive into the benefits of team teaching, the magic of game-based learning, and how sensory experiences can deepen understanding. From “Red Light, Green Light” vital signs to laminated oxygen delivery devices, Kim shares her best low-lift, high-impact strategies. If you’ve been looking for practical, joyful ways to teach through play, this one’s for you.

🔑 Key Takeaways

Active Learning Doesn’t Have to Be Complicated

• Kim Anderson emphasizes that meaningful student engagement doesn’t require complex tools or tech. From “red light, green light” vital signs practice to laminated oxygen delivery device clips, her low-tech strategies prove that simplicity is the key.

Games Make Learning Memorable

• Whether it’s the card game Play 9 or a Sherlock Holmes–style cardiovascular mystery activity, Kim uses game-based learning to reinforce critical content in fun, collaborative ways. Students remember more of her teaching and stay engaged in the process.

Collaboration Builds Better Classrooms

• Team teaching works well at this school. Kim’s approach shows how multiple teaching styles within one program can reach more learners, support faculty creativity, and create a richer learning experience.

Resources Mentioned:

• Ready to use this in your own classroom? Get the What Does This Mean? Activity here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, Martha Johnson sits down with Christine Elling to explore a creative, low-tech, high-engagement strategy for reviewing content: an Amazing Race Activity. Christine shares exactly how she structures this multi-step, small-group challenge to reinforce clinical reasoning, safety, and teamwork in the endocrine unit.

With fun clues, movement, and a bit of competition, this active learning activity transforms a traditional content review into something memorable and fun. This review format could be adapted to any content and this episode offers instructions for how you can adapt it to fit what you teach.

🔑 Key Takeaways:

Movement Builds Momentum

• Adding physical movement into the classroom, even simply moving between seats, helps maintain energy and engagement. The Amazing Race structure naturally lends itself to movement as students discover clues.

A Different Take on "Review"

• Each station in Christine’s race includes different question formats that ask students to interpret labs, prioritize interventions, and identify complications. They also follow the steps of the Clinical Judgment Measurement Model. It is an innovative perspective on practice as a nursing student.

Built-In Collaboration

• By working in pairs or trios, students talk through their reasoning and help one another with gaps in knowledge. They also practice explaining clinical decisions out loud. This activity allows for natural practice of soft skills like communication and team work.

Resources Mentioned:

• Ready to use this in your own classroom? Get the Amazing Race Endocrine Activity here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

We’re kicking off Season 2 with a conversation that re-centers our attention on where clinical judgment begins, in the fundamentals classroom. In this episode, Martha is joined by Kim Reid, a fundamentals instructor who developed a simple yet powerful question-driven activity that helps first-semester nursing students learn to think like a nurse.

Using an active learning format she calls “What Does This Mean?”, Kim encourages students to slow down, consider patient context, and practice the first steps of clinical reasoning before they even hit the hospital floor. Whether your students are brand new or struggling with “what comes next,” this episode is a reminder that clinical judgment is not reserved for advanced students. It starts early in the program.

🔑 Key Takeaways:

Clinical Judgment Isn’t Just for Capstone

• The earlier students begin engaging with the clinical judgment model, the more confident and capable they become. Kim’s activity introduces noticing and interpreting in a non-threatening, discussion-based way that builds critical thinking from the start.

You Don’t Need Complex Scenarios to Teach Decision-Making

• The “What Does This Mean?” activity is built around short, limited information patient scenarios. It avoids long, complex case studies so students can practice clinical thinking with basic information.

Simplicity + Repetition = Confidence

• By reusing this activity each week and layering in slightly more complex patient situations, Kim gives students the chance to practice judgment in a consistent, low-stakes environment. The goal isn’t getting the “right” answer but instead learning to think out loud, consider context, and practice reasoning.

Resources Mentioned:

• Ready to use this in your own classroom? Get the What Does This Mean? Activity here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this final episode of season one, Martha sits down with Dr. Tracy Long, founder of Bridges for Health, to explore how cultural competence can be taught in a way that is immersive, meaningful, and aligned with the principles of active learning.

If you’ve ever felt unsure how to incorporate cultural competency into your curriculum or you’re looking for a new way to engage students in empathy, awareness, and critical thinking, this episode is a must-listen. Dr. Long’s work highlights that cultural competence is more than a buzzword, it’s a skill that can be actively practiced.

🔑 Three Key Takeaways:

Active Learning Deepens Cultural Awareness

• Dr. Long’s research demonstrates that immersive experiences, whether abroad or in diverse local communities, enable students to internalize cultural competence in ways that traditional lectures cannot. But even classroom-based activities, when made interactive, can meaningfully engage students in this work.

Curiosity is the Core Competency

• One of the most powerful tools we can teach our students is to lead with curiosity. Instead of defaulting to judgment, students should be encouraged to ask, “Tell me more,” and approach differences as opportunities to learn.

You Don’t Need a Plane Ticket to Teach Cultural Competence

• With creative tools, educators can simulate real-world cultural scenarios that spark discussion, encourage reflection, and invite empathy even if international travel isn’t an option.

Resources Mentioned:

• Ready to use this in your own classroom? Get the Cultural Competency Toolkit here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

1. Learn More about the Bridges for Health organization mentioned in this episode: HERE
2. Access Dr. Long's free course on preparing for a service trip with nursing students HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

Episode Summary:

In this solo episode of Learning Lab RN, Martha Johnson shares how creating a “second brain” transformed the way she manages teaching, business, clinical prep, and daily life. Adapted from Tiago Forte’s popular productivity system, this digital framework helps nurse educators capture ideas, organize projects, and reduce the mental clutter that comes with our demanding roles. If your to-do list lives across sticky notes, screenshots, and open browser tabs, this episode will help you breathe easier and find a system that actually supports you.

🔑 Key Takeaways

Your Brain Isn’t Built for Storage. It’s Built for Ideas

• Without a system, it’s easy to forget that article you wanted to try in class or that resource you meant to read. A second brain captures inspiration in the moment and holds onto it, so you don’t have to.

Organize by How You Use Information

• Traditional folders like “Theory” or “Clinical” can quickly become digital junk drawers. Martha outlines a simple framework of "Projects, Areas, Resources, and Archive" that mirrors how we actually use information, making it easier to find what you need quickly.

Small Systems Create Calm

• From reusable templates to searchable notes, building a second brain isn’t about being high-tech. Instead, it’s about freeing up mental space. The real win? More focus, more rest, and less overwhelm as an educator.

Resources Mentioned:

• Ready to use this in your own classroom? Get the template and student prompts here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here
• Learn more about Tiago Forte's book, Building a Second Brain
• Get Notion, a free organizational tool HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, we look into the design of an escape room activity with Texas-based educator Kristie Buchanan. Kristie shares how she uses low-cost materials, physical movement, and clever narrative progression to keep nursing students engaged while reinforcing clinical content. Whether you’re using locks and treasure chests, simple worksheet clues, or a more comprehensive simulation lab experience, this episode will help you think creatively about how to get students out of their seats and into the story.

🔑 Three Key Takeaways:

Storytelling Creates Context and Curiosity

• Kristie weaves a patient story throughout each station, moving from estimated due date to Apgar scoring in her OB version. This narrative structure mirrors real clinical progression and helps students connect the dots more meaningfully.

Movement Matters in Learning

• Students crawl on the floor, check under desks, and physically interact with their environment to uncover clues. This full-body experience boosts engagement.

You Don’t Need Fancy Gear to Build a Great Experience

• Kristie's escape rooms rely on dollar-store locks, handouts, and simple classroom setups. With a little creativity, you can replicate the thrill of an escape experience without relying on a sim lab or expensive tech.

Resources Mentioned:

• Ready to use this in your own classroom? Get the template and student prompts here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

1. Learn More about the TableTop Case Study Kit mentioned in this episode: HERE
2. Read "Using Pixar Storytelling Principles in Nursing Education" Series HERE

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, I talk with Julie Robertson, an OB instructor and bereavement counselor, who shares how she teaches empathy through an activity called The Game of Loss. This 45-minute interactive experience is designed to help nursing students practice perspective-taking by imagining life with a chronic illness, not through statistics or lecture slides, but through the small, personal losses that patients experience every day. Built from her experience in perinatal bereavement, Julie's activity is thoughtful, protective, and deeply impactful, without being overwhelming. If you're looking for a practical and compassionate way to bring empathy to the surface in your classroom, this episode is a must-listen.

🔑 Key Takeaways

Empathy Can Be Modeled and Taught

• Julie shares how her role as a bereavement nurse helps her model empathy for students. Her activity uses perspective-taking and personal reflection, showing that empathy isn’t just intuitive, it’s a skill that can be practiced and strengthened.

The Game of Loss Centers on Small, Relatable Sacrifices

• Students start by listing four personal comforts (a favorite food, activity, short-term goal, and dollar amount), then are guided to slowly “lose” them through the lens of chronic illness.

Pair-Based Conversations Reinforce Emotional Intelligence

• After the loss exercise, students use the NURSE communication framework in role-play to process and reflect. The structure supports vulnerability without pushing students too far, making space for emotional growth in a safe, supported way.

Resources Mentioned:

• Ready to use this in your own classroom? Get the template and student prompts here: 👉 learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

• If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, we talk with Dr. Laura Dana, a simulation coordinator in Colorado, who shares her innovative solution to an OB nursing class at risk of failure: the OB Blitz Day. This immersive, all-day simulation event ensures every student experiences the key components of OB care, from hands-on delivery practice to neonatal assessments. Dr. Dana explains how she designed five interactive learning stations, each targeting specific OB skills that students often miss in traditional clinical rotations. Whether it's practicing APGAR scoring, assessing fetal monitoring strips, or examining the infamous Infant Stool Identification Station, the ideas in the OB Blitz Day are a game-changer for active learning in obstetric nursing.

🔑 Key Takeaways

OB Blitz Day Guarantees Consistent, Hands-On Experiences

• Traditional OB clinical rotations can be unpredictable. Students may never see a delivery or practice key skills. The OB Blitz Day guarantees exposure to critical OB scenarios in a controlled, simulated environment.

Interactive Stations Boost Skill Retention

• Students are encouraged to touch, use, and manipulate equipment during this OB experience. They also practice observational assessment.
• Five stations include: Birth Simulation, APGAR Scoring Station, Newborn Nursery Museum, Infant Stool Identification Station, Fetal Monitoring Strip Analysis.

Hands-On Practice Builds Confidence and Competency

• Students leave the OB Blitz with practical skills and increased confidence.

Resources Mentioned:

• Download the OB Blitz Day Instructor Packet: learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, we talk with Victoria Deardorff, an emergency department nurse educator who developed the Prioritization Picnic, a delightfully nonclinical activity that breaks down the clinical judgment model in its simplest form. Initially created for a pre-nursing class, this activity helps students practice the core components of clinical reasoning—noticing, interpreting, and responding—without getting stuck on content they haven’t learned yet. It's a great reminder that critical thinking doesn’t require complex patient scenarios to be effective—it just takes a clever setup, and maybe a picnic blanket.

🔑 Key Takeaways

The Clinical Judgment Model Doesn’t Require Medical Knowledge

• Victoria designed the Prioritization Picnic to help students practice the foundational thinking behind clinical decision-making before they even start nursing school. Students work through silly, but meaningful, scenarios using the framework: What do you notice? What does it mean? What are you going to do?

Noticing and Interpreting Are Distinct

• By separating out these two steps, students slow down their thinking. Instead of jumping straight to action, they learn to pause and analyze, just like nurses do when assessing a rapidly changing patient.

Nonclinical Scenarios Build Confidence

• Removing medical jargon gives students the freedom to focus on process over perfection. As they encounter unexpected “weather changes” at their imaginary picnic, learners gain comfort with ambiguity and decision-making skills that transfer directly to clinical practice.

Resources Mentioned:

• Download the prioritization picnic worksheet: learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊

In this episode of Learning Lab RN, Brianne Conley shares a clever idea to shift students from “hiding in the charting room” to fully engaging in clinical: clinical loitering tickets. These simple slips help students stay present, focused, and accountable during their clinical shifts. We talk about how she introduces the tickets, how students respond, and how each ticket becomes a learning moment, not a punishment.

Key Takeaways:

• Loitering tickets prompt students to take action: restock, review a policy, or pitch in on the unit.
• Debriefing in post-conference turns mistakes into opportunities to learn and lead.
• Students quickly begin to self-monitor and support a more professional, engaged clinical culture.

Resources Mentioned:

• Download the clinical loitering ticket template: learninglabrn.com
• Subscribe to the show: learninglabrn.com
• Join the newsletter and explore active learning tools: breakoutrn.com
• Full transcript: Here

Please offer your feedback about the show by emailing me!

If you listen to this podcast on Apple Podcasts, please take a moment to rate or review the show. This goes a long way toward helping me reach other educators! 😊