Phrase “What’s the Point” as a Strategy In Nursing Education

Introduction

In nursing education, one of the key responsibilities of an educator is to help students grasp the significance of their actions and decisions in clinical settings. The “What’s the Point” or “What’s the Big Deal” strategy offers an effective way to emphasize critical nursing priorities and clinical decision-making. This teaching strategy encourages students to reflect on the importance of various nursing interventions, helping them transition from novice learners to competent professionals. In this article, we explore the “What’s the Point” strategy and its implementation in nursing education. Strategy In Nursing Education

What’s the Point! or What’s the Big Deal! as a Strategy in Nursing Education

The origin of this strategy comes from a personal experience of a nursing educator who, after making a medication error as a student, asked her clinical instructor, “What’s the big deal?” The weight of that question remained throughout her nursing career and became the foundation for this teaching method.

New nursing students often struggle with setting priorities, especially when faced with complex patient care scenarios. Unlike experienced nurses, who intuitively know what the priorities are, novice nurses may need guidance to distinguish between less urgent tasks and critical interventions. By asking questions like “What’s the Point?” or “What’s the Big Deal?” educators can help students focus on what truly matters in patient care. This strategy can highlight critical points in nursing care, ensuring that students understand why certain actions are necessary and how they can impact patient outcomes.

For instance, while discussing pharmacology and the interactions of drugs like nitroglycerin, simply asking “What’s the Big Deal?” prompts students to realize that mixing sildenafil (Viagra) with nitroglycerin can result in life-threatening hypotension. This technique creates a moment of clarity and deeper understanding for students.

Implementation of “What’s the Point” as a Strategy in Nursing Education

The timing of when to use the “What’s the Point” question is critical. Instructors must assess the complexity of the content, the students’ level of understanding, and the priorities being taught. This strategy works best when used in conjunction with case studies, clinical scenarios, or real-life examples that require critical thinking and decision-making.

Preparation and Use
To implement this strategy, educators should incorporate it into their lectures and clinical discussions. Start by presenting a client case or a clinical scenario, then ask the class, “What’s the Point?” or “What’s the Big Deal?” This question prompts students to think critically about the presented information, connecting the dots between clinical symptoms and potential complications.

For example, when discussing a sickle cell crisis, an instructor might present a case where the patient has abdominal distention and a drop in blood pressure. By asking, “What’s the Point?” students are led to consider the risks of a sequestration crisis, splenic rupture, or shock—critical conditions requiring immediate intervention. This encourages students to prioritize their actions and recognize early signs of life-threatening complications.

Use in Test Preparation
This strategy is particularly helpful when preparing students for multiple-choice nursing exams. In these exams, all answer options may seem correct, but students are expected to pick the best answer, which often relates to prioritization. By repeatedly asking “What’s the Big Deal?” in class, instructors train students to think critically about the most important aspects of patient care, helping them develop strong test-taking skills.

For example, while reviewing a pharmacology lesson, an educator might present a question about medication interactions and ask, “What’s the Big Deal?” This not only helps students prepare for their exams but also reinforces the clinical significance of the material.

Examples of “What’s the Point” in Action

1. Pharmacology Example
   In a lesson on nitroglycerin for angina relief, the class discusses the medication’s actions, side effects, and patient education. By asking, “What’s the Big Deal?” the instructor leads students to understand that mixing sildenafil (Viagra) with nitroglycerin can cause potentially fatal hypotension. This question not only grabs students’ attention but also reinforces the importance of patient education in preventing dangerous drug interactions.
2. Case Study Example
   During a discussion about sickle cell disease, a case is presented where a patient shows signs of abdominal distention and a drop in blood pressure. The instructor asks, “What’s the Point?” This prompts students to consider the risk of splenic rupture or sequestration crisis, helping them understand the gravity of the situation and the need for prompt intervention.
3. Pediatric Emergency Example
   A class discussing emergency care is presented with a case of a 4-year-old with fever, nuchal rigidity, and a rash. When the instructor asks, “What’s the Big Deal?” novice students may not initially recognize the seriousness of these symptoms. However, experienced nurses know that these are signs of bacterial meningitis, a life-threatening condition. This question encourages students to think critically and apply their knowledge in real-life scenarios.

Benefits of Using “What’s the Point” in Nursing Education

1. Promotes Critical Thinking: By regularly asking “What’s the Point?” or “What’s the Big Deal?” students are encouraged to engage in critical thinking, an essential skill for any nurse. This strategy pushes students to analyze patient information and make informed decisions, reinforcing the importance of clinical judgment.
2. Improves Test-Taking Skills: Many nursing students struggle with prioritization in multiple-choice exams. This strategy helps them develop the ability to distinguish between correct answers and the best answers, a crucial skill for passing the NCLEX-RN exam.
3. Reinforces the Importance of Prioritization: Nursing care is all about prioritizing patient needs and interventions. This strategy teaches students to focus on what’s most important in any given situation, whether in class discussions or real-world clinical settings.
4. Encourages Active Participation: By asking these questions during lectures or case discussions, instructors can capture students’ attention and encourage active participation. When students realize that certain topics are critical, they are more likely to engage and remember the content.
5. Strengthens Clinical Judgment: New nurses often struggle with recognizing early signs of deterioration or potential complications. This strategy helps bridge the gap between textbook knowledge and real-world application, strengthening students’ clinical judgment and their ability to think like a nurse.

Conclusion

The “What’s the Point” or “What’s the Big Deal” strategy is a valuable tool in nursing education. It encourages students to think critically, prioritize effectively, and engage actively in their learning. By using these questions at key moments during lectures, clinical discussions, and exam preparation, nursing educators can help students develop the essential skills needed to succeed both in nursing school and in their professional practice. This simple but powerful teaching method can turn passive learning into an interactive experience, ensuring that students are prepared to handle the complex and critical demands of patient care.