The project began with the Biomedical Sciences students being challenged to focus on problems related to clinical care. Students research several types of clinic spaces and are asked to choose one that interests them. Healthcare facilities strive to provide quality care to all who enter, but time is of the essence. Timely patient care can make the difference between life and death. Students analyzed the workings of their healthcare facility, discussed inefficiencies, and worked with a team to design a more efficient medicine delivery system. Students were also tasked with innovating at least one area within the facility. The innovation could have been a new device, testing system, equipment, staffing procedure, or admission and testing procedure to highlight their innovations. The biomed students start with a basic design and plan for their facility which they present to their architect and interior designer. These experts help modify the ideas into a workable layout and a well-designed space.
“My favorite part of the design was the placement of the hydrotherapy and ice bath rooms. These rooms were placed very close to the therapist's office so that the therapist will have easy access to the patient in an emergency.” - Asa R. As students worked through their facility solution, they also reviewed research techniques and proper documentation of sources, practiced presentation skills, and discussed project management. One of the most challenging parts of the project is communication between team members. Since they do not have the same class period, much of the communication had to be done through email and shared online folders. Teams were able to meet several times during “Pack Time,” an embedded tutorial time that allows students to study with peers or seek tutoring from a teacher. “This project was definitely different than what we usually do in our classes, but it made us think more in-depth about how and why hospitals and medical facilities are built the way that they are.” - Adrianna K. Architecture students were responsible for creating several hand sketches of their clinical space. Each design was sent to the medical expert and returned with notes and suggestions. The students were able to finalize their designs and use AutoDesk software (AutoCad/Revit) to create floor plans and 3D renderings of the newly designed medical facility. Working with the interior design students, the renderings were updated to reflect the final finishes and furniture suggested by the designer. “This assignment was one of the most realistic projects we have done so far. We were provided with real world opportunities, such as, client communication, client relations, and creating our very first finish board.” - Crescent H. Interior Design students were tasked with creating a finish board that included finishes, furniture, art work and lighting for the space. In addition, the finish board included the rendering of the floor plan and a 3D perspective of the clients choice. Students in the interior design course created Gantt charts for their project elements and created industry standard furniture and finishes schedules. “One of the many facets of this project was the creation of a finish board which helps showcase different elements of a finished design, such as flooring, paint, fabrics, lighting, and other such items.” - McKenna M. For both the interior design and architecture students, a key skill gained from the project was the ability to work with a client, the Biomed student. Communicating, listening and being able to produce quality work that your client approves of are all important skills to learn. After the finish board, floor plans and clinical research is complete, the team members celebrate a project well-done! This project is in its 4th year at BNHS and every year the teachers have made adjustments for the following year to help ensure students are gaining the skills needed in each of their areas. We can’t wait to see what the clinical spaces look like next year! Want to explore more NISD CTE stories? Click here!
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