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Many changes are predicted for the early years ofthe next millennium. For example, virtual and

simulcast conferences will probably replace in-personconferences, and print journals are likely to be re-placed with on-line only versions of journals. Current-ly, nurse educators are challenged with providing ed-ucational offerings in a creative manner for occasionswhen their audience is live. When the learners arenurses who have been in the field for varying amountsof time, the ability to hold their interest while provid-ing the necessary information is a valuable asset forthe educator. The value of this skill is often reflectedin results of participants’ course evaluations.

Emergency nurses appreciate creative approach-es to education. Encouraging audience participationis one way to enhance a presentation. The use ofhumor is also a very effective approach. One such cre-ative approach instructs you to sing about pulselesselectrical activity in the shower!

This technique is one of many pleasant surprisesin store for nurses who prepare for the AdvancedCardiac Life Support (ACLS) course using the sup-plemental materials contained in “Rockin’ to theAlgo-rhythms 2” by Too Live Nurse. This creative ap-proach to education uses catchy songs to assist nurs-es in recalling the sequencing of recommended as-sessments and interventions contained in the ACLSalgorithms. These songs are available in compact discor audiocassette format, accompanied by a booklet.The lyrics of two of the songs are reprinted here withpermission:

Asystole(Sung to the tune of the Star Spangled Banner)

Oh, Asystole… by the dawn’s early lightCPR, he did wail… Intubate and start screaming!

Someone get an IVPlease confirm in two leads,Then consider the cause… TCP without pause.Then give 1 milligram of EPIAnd repeat in q 3 to 5 minutes.Or other EPI options give… as you did for V-fib.

Oh, Asystole… by the first light of dawn.Bicarb’s now a class I if they’re Hyperkalemic.1 Meq per kg… and then try ATROPINE,1 mg, IVP… in 3 to 5 minutes repeat..04 mg’s per kg is the total therapeutic dosage.If the line is still straight… you might then terminate.

The Brady Heart(Sung to the tune of “The Brady Bunch” theme song)

Here’s the story of a heart that’s BradyWith a rate of 60 BPMs or less.If you meet it before you treat it,If absolute or relative you must assess.

If the symptoms are severe in a heart that’s Brady,Like altered mental status, chest pain, PVCs Hypotension, Infarction, or Ischemia…Then get ready right away for TCP.

If the rhythm is type II second degree,Or perhaps 3rd degree block of the AVAnd they don’t show serious signs and symptoms,Then transvenous pacing just might be the key.

But if the rhythm’s from the sinus or the junction,Or perhaps a small degree of Wenckebach,Still assess for all the signs and symptoms,If asymptomatic watch them ‘round the clock.

With the symptoms of a heart that’s Brady,You give half to 1 mg of ATROPINE,Ev’ry three to five minutes then repeat it.But don’t wait for this to start the TCP.

You max out at .04 mg per kg.And if the rhythm’s Mobitz II or block complete,And especially in view of a wide complex,Then ATROPINE should be used cautiously.

Anne Phelan Bowen is Trauma Outreach Nurse, Children’s Hospi-tal, Boston, Mass.J Emerg Nurs 1999;25:415-6.Copyright © 1999 by the Emergency Nurses Association.0099-1767/99 $8.00 + 0 18/9/101762

Nurse EducatorUsing games to teachAuthor: Anne Phelan Bowen, MS, RN, East Falmouth, Mass

416 Volume 25, Number 5

Then the next step for a heart that’s Brady,Is to start an IV drip of DOPAMINE…5 to 20 mikes per kg for each minute.You consider this within a class IIb.

Then try EPINEPHRINE if their heart’s still Brady.Ev’ry minute 2 up to 10 micrograms.ISUPREL should be used with great caution,It’s class III in higher doses so beware.

The Brady Heart… The Brady Heart…This is how we like to treat the Brady Heart.Daddy?… What’s Wenckebach???

Other catchy titles in this work include “The Bal-lad of Sustained Tacky-Cardia,” “Wide and Tacky,”and the prologue, “IIb or not IIb?,” a summary of theresuscitation drug classifications based on (youguessed it) Hamlet’s soliloquy.*

The writers and performers of this work have alsojoined a group of like-minded nurse-performers towrite and stage a full 2-act Broadway style musicalcalled “Who’s Got the Keys?” This production wasoriginally due to open on May 1, 1998. That morning,

JOURNAL OF EMERGENCY NURSING/Bowen

5 of the 20 cast members were killed in a crash withan out-of-control 15-ton tractor-trailer. Bob Diskin, oneof the original Too Live Nurse members and a writerof the songs and play, was one of the cast memberskilled. Although it has been a very difficult experiencefor this talented group of nurses, they have decided tocontinue on their mission. “Who’s Got the Keys”opened to rave reviews on April 29, 1999.

Gaming was developed as an effective teachingadjunct more than 75 years ago. Although not widelyconsidered a serious educational tool, games frompopular television shows and the games of our child-hoods have occasionally been adapted to enhance anursing educational presentation. Gaming has re-cently increased in popularity and has been shown tobe a very effective teaching strategy.1

References

1. Henry JM. Gaming: a teaching strategy to enhance adultlearning. J Cont Educ Nurs 1997;28:231-4.

*Further information about “Rockin’ to the Algo-rhythms 2” and thesoundtrack, future performances of “Who’s Got the Keys?,” and “In-effective Individual Coping,” a twisted collection of nursing come-dy songs, may be obtained by contacting Too Live Nurse, PO Box58, Columbiaville, NY 12050. You may also visit their Web site athttp://www.vgernet.net/toolive/toolive2.html

Submissions to this column are welcomed and en-couraged. Contributions may be sent to AnnePhelan Bowen, MS, RN, 12 Harrington St, EastFalmouth, MA 02536; phone (617) 355-5400;E-mail: Jamerican4@aol.com.

The JOURNAL OF EMERGENCY NURSING

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Karen Halm, Managing Editor: (800) 900-9659

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