Bedpan Banter

Turning Students Into Nurses: What Support Really Looks Like at West Coast University

• SimpleNursing • Season 1 • Episode 11

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Want a real look at how nurses are shaped—fast—and still come out safe, confident, and patient-centered? Nurse Mike sits down with Professor Katrina Lino from West Coast University to unpack the inner workings of an accelerated BSN: five-hour lectures that actually land, student-centric support that extends past graduation, and a teaching philosophy that treats pathophysiology as the root of every smart clinical decision.

We walk through how to keep a room engaged, when to pause for brains to reset, and how stories lock complex mechanisms into memory. Professor Kat explains why mastering “what’s happening” in the body turns Pharmacology, Med Surg, and Assessment into a connected map instead of scattered facts. Then we go beyond slides into the high-fidelity Sim world—mannequins that blink and desaturate, Virtual Reality anatomy that peels back layers to vessels and organs, and AI patient interviews that sharpen rapport before day one on the unit. The payoff shows up in clinicals: students who debrief deeply step onto the floor with clearer priorities and stronger voices.

We also confront the tough transitions. How do you stop hiding behind the computer and start building trust at the bedside? What turns a good clinical into a great one when a preceptor is stretched thin? Professor Kat shares practical moves: own a patient assignment, start with conversation, and practice assessments even when you’re not passing meds. We tackle the Med Surg vs ER first-job debate—foundation and follow-up on the floor, triage instincts and breadth in the ER—and connect both paths back to long-term growth. And yes, care plans still matter in the real world, with goals and interventions that guide teams toward measurable outcomes.

If you’re a student, educator, or curious future nurse, this conversation offers grounded strategies you can use today: build concept-map study guides, label NCLEX stems by the nursing process, and seek simulation that mirrors reality. Subscribe, share with a classmate, and leave a review with your take: med surg or ER for the best first year—and why?

** West Coast University cannot guarantee employment.

Use code SIMPLENURSING to save 15% on your next Uniform Advantage order.

To submit your stories & comments, visit: https://simplenursing.com/podcast/

SPEAKER_02:

We got a coat brown. Welcome to Bedpan Banter. With me, Nurse Mike, the nursing. Can I get a Bedpan over here? Welcome back to Bedpan Banter, the official podcast of Simple Nursing, where we discuss the human side of healthcare. I'm Nurse Mike, and today we're here with a special guest, Professor Katrina Lino, the BSN instructor from West Coast University here in Miami.

SPEAKER_00:

Thank you for having me.

SPEAKER_02:

Did I pronounce that correctly? Yeah. Okay.

SPEAKER_00:

You said it in Spanish.

SPEAKER_02:

Yeah, yeah. Okay. Are you are you Hispanic? Yes. Where are you from?

SPEAKER_00:

I'm a Cuban. Oh. I was born here, but my parents are Cuban.

SPEAKER_02:

All right, Kat. So, first question here. What exactly drew you to teaching nursing students at WCU Miami?

SPEAKER_00:

So, what drew me first to teaching in general is I had such a great experience when I was a nursing student with my preceptors. And then when I became a nurse, I had such great, amazing preceptors at an ER that I worked at. Um, and I always wanted to impact the newer nurses. Um, so as I grained my experience, precepted students on my own working in the ER, then I decided to take the chance of actually teaching class at West Coast. Um, so I started teaching and I absolutely love it.

SPEAKER_02:

So was it hard for you to make that transition from clinical practice? At that point, how long were you bedside?

SPEAKER_00:

Uh so I had been bedside for seven years before I started teaching.

SPEAKER_02:

And then being up in front of a classroom of what 50 students or yeah, about 50 students.

SPEAKER_00:

We have some smaller cohorts, some larger cohorts.

SPEAKER_02:

Was that weird for you, like to make that transition? Because we have a lot of um nurses, new nurses that maybe want to be professors.

SPEAKER_00:

At first, it's not. I feel like if you're prepared um and you know the content and you have a good rapport with the students from the beginning, speaking for such a long period of time is not nerve-wracking. And I always laugh with the students. I like to hear myself speak. Um, so I really don't have a problem talking in front of them in particular.

SPEAKER_02:

At West Coast University, their Bachelor of Science in Nursing isn't just a degree, it's an accelerated path to becoming the kind of nurse that the world needs. At West Coast, you can gain hands-on experience in real-world simulation labs and receive unwavering support from dedicated faculty and student services. It's way more than a degree, it's your future in healthcare. Get started today at westcoastuniversity.edu. All right, so being a professor, uh, how do you approach the balance between rigorous lectures and being empathetic, as well as hands-on learning in medsurch?

SPEAKER_00:

So our classes are five hours long, so I understand that that is a long, rigorous class where you have to pay attention to a lot of material because it is an accelerated program and it's 10 weeks. So there is a lot of condensed material. And I think you need to pay attention to your audience. See, you know, if they are awake, paying attention. If they need a break, you'll start seeing, you'll pick up on little things that, you know, maybe we should give them a break in between topics so they can refresh their memory, go get pre-workout, go get us, go get something to drink, um, so that they can pay attention. Also, I think it's super important to not just lecture and just talk and talk and talk and talk and talk and talk and talk without providing examples or you know, asking questions, giving a story where they can relate.

SPEAKER_02:

I love that. Yeah, tying it back in. Okay. And yeah, relating and working the audience for sure. Uh, I I think some of the best teachers, and from what who've I've learned from, is like you always incorporate the audience. Where it's like, okay, who knows this one?

SPEAKER_01:

Right.

SPEAKER_02:

And raise your hand. Do it. All right, so obviously rigorous lectures. I want to circle back to this five hours long. How long is the program? You said it's accelerated.

SPEAKER_00:

They do one year or it's two years for the BSN. Like a little bit less than two years. So the classes are each each 10 weeks long.

SPEAKER_02:

Amazing. Okay. So a regular BSN takes what three years?

SPEAKER_00:

Right.

SPEAKER_02:

And so, man, condensing it all the way down.

SPEAKER_00:

Yeah, normal programs are like 16 weeks. So I imagine.

SPEAKER_02:

How long do you do a lecture for? Is it 45 minutes, maybe an hour, then a break?

SPEAKER_00:

Or I think I think it's around that time. 45 minutes, an hour. It just depends, again, on what the content is. If it's something that's really difficult, if it's something with a lot of, you know, just a lot of information, then I really truly need to pay attention to the students and make sure that they're not drifting away or falling asleep on me.

SPEAKER_02:

So you're currently at West Coast. Uh, can you tell me a little bit more about the program?

SPEAKER_00:

Um, so like I mentioned, it is an accelerated program. We do, it's about 10 weeks each one of the classes. Um, we have currently a BSN track and also an associate track with for, and then we have evening and weekends for the working, you know, person so they can go to work during the daytime and then go to class at night and do clinicals on the weekends.

SPEAKER_02:

Which classes do you exactly teach?

SPEAKER_00:

I am currently teaching pharmacology and um advancement search. Advancement search I have taught for years and years and years and years and years.

SPEAKER_02:

So if you guys don't know, those are the top two most difficult classes other than pathophysiology, and I think the runner-up to that is fundamentals.

SPEAKER_00:

I always wanted to say this. I think that the class that is probably the most important in nursing school is pathophysiology. As long as you know your patho and you know what the body is doing, you will be able to answer any nursing question. If you don't know what the body does, then it doesn't matter what we teach you, you wouldn't be able to associate what you would see or what you would do for that patient. So that's the most important class.

SPEAKER_02:

I love that because it's I always tell students it's it's like the base or the root of the tree.

SPEAKER_00:

Right.

SPEAKER_02:

If you know what's going on in the body, then you can understand the causes, the symptoms, the treatments, you know, pharmacology. It all ties back into the foundation for sure. So we hear that WCU, West Coast University, focuses on something called student centricity. What does that mean?

SPEAKER_00:

What it means is that we do put the student at the center of everything that we do. So we'll take into consideration. Um, you know, we have a lot of people who have come after being a teacher for 30 years, working IT for 30 years, and now they want to come back to school. And, you know, technology has advanced, and all of these different things have happened. So we take into consideration and we really focus and gear how we educate towards all of the learners. And we do provide them a lot of resources, like we have a lot of tutoring services, whether it's PALS, which is peer-assisted tutoring. Um, our we as professors provide tutoring as well. We maybe record lectures, things that they can use later on. Um, and we're available very easily. Yeah, they can make appointments straight from the email. So it's it's very focused on the students to make sure that they succeed.

SPEAKER_02:

So a lot of support, a lot of resources. Not a lot of schools have all those resources. That's that's amazing. Yeah. Now, for someone that may be watching who is considering going to nursing school, what can a student expect to experience at WCU?

SPEAKER_00:

So, not because I teach there and I've been a professor there for a very long time, but I do believe that you are getting a genuine good education. All of us professors, we go very prepared to class. We know what we're talking about. Some of us still work at the hospital, so we can bridge the gap between what you're reading in lecture to what's actually happening in practice. Um, and like I mentioned, a lot of resources, a lot of um student services that we can provide to them, you know, just to make sure that they have the foundation to be able to graduate. We do student outreach even after you graduate. Really? Oh, the our whole NCLEX um success team, they'll still call you after and hound you and make sure that you're doing stuff, you're studying for your NCLEX. If you're doing any review courses, review their um their test and make sure that they're on track to be able to pass like their metrics uh to pass the NCLEX even past graduation.

SPEAKER_02:

Wow, that's that's amazing. Because most schools, especially my school, a community college, it's like once you're done, you're done. You're done. It's like good luck on the NCLEX. Um, I still remember I missed a class, I think it was child development, and my my not even my prereqs, it was um my undergrad. And then I had to take that class, so I had to delay my NCLEX by a year. And no one even called me. Like literally no one called me.

SPEAKER_00:

Oh wow, yeah.

SPEAKER_02:

I know.

SPEAKER_00:

No, no, they're on the we are we are on top of the students, on top of them.

SPEAKER_02:

I love that. Now, switching gears to clinical education and training, from your perspective, what makes clinical education such a vital part of the student's journey?

SPEAKER_00:

It's so incredibly important to be able to apply the information that you just learned in lecture and actually see it happening to an actual patient, and then take into the family members, the dynamics of the team, talking to doctors, physical therapy, just seeing the whole holistic approach to what you've been studying actually put into play. So the clinical is so important to get that foundation to speak to an actual person and know what it's like to introduce yourself to an actual person and have that, you know, rapport with the patient.

SPEAKER_02:

Yeah, not just a Sims mannequin or a textbook. I I find it often that a lot of students that are great with textbooks and great with tests are not usually that good with patient rapport. Yes. And it's vice versa. If you're great with the patients, you're usually not that good in test. So finding that balance is is really cruel. Now, speaking of SimLab and Sim mannequins, I don't think that all two Sim Labs are equal. We've been to a lot of schools, but I bet West Coast has an amazing SimLab.

SPEAKER_00:

Amazing SimLab. High tech, the mannequins blink, their pupils dilate, they turn blue, they cry. Like they have an amazing simulation lab. So we even have patients in some of the cases where the sim instructors put burns all over the patients so they can practice doing the rules of nine and giving fluids and yeah, assessing patients with burns. So we do try to make all of our cases real life scenarios along with the amazing technology that's in the SIM lab.

SPEAKER_02:

All right, so not only high-tech simulation lab, but there's also a virtual reality?

SPEAKER_00:

Absolutely, yes. They have the virtual reality goggles where they can, you know, do anatomy and go through the body with the virtual reality, see patient care. Um, in some of the campuses, they do have like a screen in the middle of the student resource center where you can go and talk to patients, and it's a virtual AI patient, and you could talk to them and say, you know, ask them how you feel today, and they tell you um, you know, their symptoms, and you can go playing around with, you know, trying to diagnose what's happening with them. And then they have uh tables where you can do uh an autopsy on the patient. You can say, I want to see all the vessels, and you turn it, take everything off, and all the muscles and the skin and everything disappears, and then you just see blood vessels throughout the table.

SPEAKER_02:

And it could be the same thing with muscles, yeah.

SPEAKER_00:

It could do the same thing with muscles with the organs, with the bones.

SPEAKER_02:

Oh my god.

SPEAKER_00:

So a lot of technology has gone into the university.

SPEAKER_02:

And all that is virtual reality. That's that's amazing. I love that. I love how we're like tech meets education, meets like your future career. It's fantastic. So obviously, having a better SimLab can be more beneficial. How do you think that uh an amazing simulation experience can bridge the gap between theory in the classroom in your textbooks to clinical skills?

SPEAKER_00:

So even before you got to the clinical, you're at least able to apply the information in a controlled, safe environment where you're not gonna hurt anybody. So the simulation should be used to apply the principles you just learned. But if you make a mistake, learn from them and no one gets hurt. It's not like a patient that received the wrong medication or the wrong procedure because it's fake. But we um but at least you get the feel of what it's like to eventually talk to a patient. Um, when I've taught sim, I try to make it as real as possible. So when they call for orders, I'll transfer them to the lab. So I'll pretend to be the operator and they're like, hi, can I speak to? And I'll transfer this to the lab and then pretend to be the lab and then so that they can see how it happens in the hospital where you're transferred to all these departments before you finally can speak to someone who can help you or speak to the doctor. Uh so it's just getting you prepared to what you could experience once you go out and become a nurse.

SPEAKER_02:

That's awesome. You must be a voice actress like now. Have you seen the difference in the confidence uh or preparedness among students who fully engage with simulation-based learning?

SPEAKER_00:

Absolutely. I think that the students that are gung-ho, they participate in the cases, they sit down and they debrief and really truly understand what happened in the case so that then when they go to the patient care areas, they're able to apply that information. And now they feel more comfortable handling a patient with diabetes. Let's say if the case was a diabetic patient or a spinal cord injury patient. Um, so they do tend to do well when they go into the clinical setting.

SPEAKER_02:

So, what are some challenges that students face when transitioning from the classroom environments or lab into actual clinical environments?

SPEAKER_00:

I think the challenges that we're facing, I think as a society as a whole, is with the technology and us being on our phones, it's talking to another human being. Um, so they tend to be scared to go in and ask questions, or you know, they're behind the computer just asking certain questions in a specific order and not talking and making eye contact with the patient. Um, so that's why it's so important to get them to do that in SimLab, even in class, have a conversation in class so that when you go to clinical, you're not as scared. The other issue that I feel that some students have is just nursing in general, that sometimes they get to the clinical site and they might not have been welcomed. And they might be assigned to somebody that doesn't like to teach. Um, so they're gonna go a whole 12 hours with someone that might not be showing them what it's truly like to be a nurse, how it is to talk to patients, how it is to look at medications. Um, so that transition is a little bit difficult during when they're in clinicals. Um, so the clinical instructor has to have a really big impact in that role.

SPEAKER_02:

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SPEAKER_00:

I speak from my own experience. We and especially at the hospital, they're technically not supposed to be assigned to a nurse. Um, they're supposed to be assigned to a patient or a set of patients.

SPEAKER_01:

Correct.

SPEAKER_00:

And then talk to the nurse regarding the care of that particular patient. Um, so you're assigned to the patient with hypertension and renal disease, and you're the gonna take care of the patient with pneumonia, and then you focus on that particular patient, what medications are there on their notes? You still need the nurse know because we don't, as students, you don't have access to the patient's chart. Now everything is electronic. Before you could look in a paper chart, that's how old I am.

SPEAKER_01:

Yeah.

SPEAKER_00:

You could look in a paper chart and you would have all the information readily available. Now you have to, you know, speak to the nurse about that particular patient's care.

SPEAKER_02:

So, lastly, what makes a good clinical experience different from a great clinical experience?

SPEAKER_00:

I think the student, I think you, you have to be the one that goes into the patient's room, talks to the patient. Even if you're not gonna do anything, you're not gonna give meds, the nurse is not paying attention to you, doesn't let you touch the like, doesn't let you do anything like a procedure or anything, medications to the patient, go in and sit down and speak to the patient. Talk to them. They probably haven't had visitors in mu in days, and you will make a difference just by sitting and learning about this human. Um, and then going from there, the procedures, all of those things will come with time. Um, but that human aspect is incredibly important. Practicing your assessments, just go in there and touch the patient.

SPEAKER_02:

Get your hands dirty, get your hands on it.

SPEAKER_00:

Go in there. Don't stand against the wall and just be like, oh, nobody's talking to me. Yeah, no, just go talk yourself, just go into it. Trust me. Everyone will be so welcoming if you guys just get in there.

SPEAKER_02:

So you still work as a nurse on bedside, correct?

SPEAKER_00:

I'm the clinical nurse educator at the hospital. Oh no, so do education, but at the hospital.

SPEAKER_02:

And you've worked alongside former students that you previously taught. How is that?

SPEAKER_00:

It's so amazing to see them grow. And I say grow up because most of them are adults, so they're not grown up, they're already grown up.

SPEAKER_02:

Yeah, there's baby nurses.

SPEAKER_00:

Uh, they're little tiny little baby nurses, my little pollitos. And um, when I first started at West Coast, there was only three students. The first graduating cohort was three students, and now all of them are nurse practitioners and walking around the hospital and getting their doctorate degree, they're teaching not only clinical, but teaching at university. So it's really amazing to see that. Um, when I do orientation or new grad internships, and I have my students that are from that were just my students at West Coast, and now they're practicing as ICU nurses or ER nurses. It's really, it's really amazing.

SPEAKER_02:

And it's nice to see when you so what study strategies have helped your students succeed the most from these demanding courses? Because they can't be hard. Or do you see a trend in certain study habits?

SPEAKER_00:

Um, I do see a trend in especially when they're coming into nursing core classes, the actual nursing classes, they don't really know how to make a study guide. Um, they tend to copy the whole PowerPoint that your professor just gave them and put them on a Word document and then say that that's a study guide. It's not a study guide. Um, so teaching them how to chew down the information and break it down into you know what's happening, the patho, uh, what will they what will they see, the assessment, and what will they do, the interventions. So as long as you have that in that order, you'll be successful. And then applying it to NCLEX questions to as many questions as you can, so you can learn the nursing process. How what type of question am I looking at? Is an assessment question, is an implementation, evaluation, all those we teach them how to um look at the question and say, This is how I'm supposed to answer it.

SPEAKER_02:

You know, and you've you've seen students like this, or they they can rattle off the path of the science of those causes. But when it comes time to applying that to a test, they just can't do it.

SPEAKER_00:

Yeah, they can regurgitate the information, they can even say the jokes, they can see like if I would tutor from my house and my kid is in the background, they could be like, they could tell me exactly what they said, they could say everything, but then when it comes to a test question, they are not able to apply it because they're looking for verbatim, what came out of my mouth.

SPEAKER_01:

Yeah.

SPEAKER_00:

Um, so that's uh after you study, go to the questions and just practice questions, questions, questions. Why what is this question about? What um what type of question is it? And then then go from there, what do I remember about this topic? So that you were able to select the the correct answer.

SPEAKER_02:

All right. So you started as an ear nurse. I started as an ear nurse. We always hear a huge trend, and we always see in the comments a lot of professors um and deans push their students to become med surge nurses for that first job for that first year.

SPEAKER_00:

Do you agree with that or do you now seeing the as the clinical nurse educator at the hospital, now seeing that aspect of it and seeing when the new grads start, there are you know instances that I do agree that we should start with the basics. Start on the floor where it's a little bit more not necessarily controlled, but you know what your patient is there for. You the the plan of care is set versus in the ER, nobody knows, and you're kind of just you know guessing. Um, but at least there you can get the foundation, practice your assessments, really truly focus on the interdisciplinary team, um, and then you can move from there once you get that experience. So I think I think it's a great, definitely a great option uh to start with the foundation.

SPEAKER_02:

I think it's you know, I always used to be the resistant to it. I would always say, like, if med surge was the only type of nursing, I wouldn't be a nurse. But at the same time, I'm like, you know what? Speaking to a bunch of med surge nurses now, and I'm like, okay, this makes a lot more sense, and being on the other side of the fence teaching. I'm like, okay, this this does make sense as a foundational knowledge. But I worked in the emergency room for a number of years as a tech, and being in there and seeing it all the time. Do you work as a tech before?

SPEAKER_00:

I worked as a tech too in the ER.

SPEAKER_02:

Okay. So then, you know, you already kind of know what to expect.

SPEAKER_00:

Yeah, definitely. I think uh two, I love the ER. I love the ER. That was my favorite. Um, but in the ER, you're not an expert in a certain thing. You're you know a little bit about everything.

SPEAKER_01:

A lot of things.

SPEAKER_00:

Yeah, so about every single disease process, you never really follow up with what happens to the patient later on. So now in my role, I see I'll be in the ER, a patient will come in, I'll help the nurses with that patient. And then now the patient's in the ICU or they go to the floor and now go and still follow the patient's chart and seeing what has progressed. Like, how did this patient that came in with knee pain end up with an amputation and sepsis when it was just knee pain? Um, in the ER, you're like, oh, knee pain, okay. He got his x-ray, he got his labs or whatever, go upstairs and you never think about it ever again. Uh so you never have that whole holistic approach to it. Um, so I can see how you know getting that foundation and med surge would be beneficial to nursing students.

SPEAKER_02:

That makes a lot of sense, yeah. Cause like in the ER, and especially before that, I was in the ambulance, which is even a shorter ER, if you will. And it's like, okay, all you do is patch it up and ship it out. And then you don't just see the whole life cycle.

SPEAKER_00:

Yeah, you don't know what happens after.

SPEAKER_02:

All right, since we're on the topic of some Dice subjects here, so what do your students think about care plans?

SPEAKER_00:

I know what I thought about care plans when I was a student. I didn't want to do them. It was a lot of paperwork, a lot of busy work. I didn't see how that was helping me at all. But unfortunately, students, when you go into the hospital, you still have care plans. They are called IPOCs, interdisciplinary plans of care, where you still do a nursing diagnosis, ineffective breathing, you have interventions, you have to have goals for your patient. I will be able to walk five feet by tomorrow. So it's still something that is in nursing practice. So while it seems like a lot of busy work right now, you still have to apply it later on.

SPEAKER_02:

Okay. Okay, so care plans. I don't know if you know two care plans are alike. Is it at your university is it like a long pages of like pages and pages of docs?

SPEAKER_00:

It's more like um it's a concept map. Oh, it is okay. Yeah, so it's not pages and pages and pages unless your patient is on pages and pages of medications. Um, but it still work.

SPEAKER_02:

Yeah, we used to we used to have to do like four to five to like I think over ten pages of care plans. Yeah. That was like horrible. Yeah. That was back in the good old days. So now now it's yeah.

SPEAKER_00:

So they still have to do it and you still have to do it as a nurse and you have to document it every day.

SPEAKER_02:

Which makes sense, yeah. So any advice for getting into teaching, becoming a professor? Um, how do you make that transition?

SPEAKER_00:

If there's a nurse that works bedside and wants to do that, I think you first start off with precepting and being welcoming to the students who are on the floor. I think that's where you're gonna really truly find out if you do like teaching or not, since teaching is not for everyone. Right. It's it's definitely not for everyone. Um, so if you like to be with the students when they're on your unit, or if it's a new nurse that just transitioned from, you know, student to nurse, a new grad, or even an experienced nurse that's switching hospitals or switching floors. Um, take that opportunity to be the preceptor, see how you like it, and then I you could go either route. I would start first as a clinical instructor and be the person that's with the students in the hospital, applying the knowledge that they learned. And if you like to be in front of a crowd in a classroom, then definitely try it. Like be a guest speaker one day. Say, you know, speak to the other professors at the school and be like, hey, you know, I I feel I really love cardiac, I love to do EKGs. Can I come in and just talk to the students and have the opportunity to see how it's like in that in that capacity? In that capacity. Exactly. I like that.

SPEAKER_02:

Yeah. And I always tell uh all the viewers, and anyone has a question about like, oh, I want to be a nurse practitioner, or I want to be a CRNA, or I I just want to be a nurse bedside somewhere, go volunteer, go uh shadow, you know, get your feet wet.

SPEAKER_00:

Absolutely. Yeah, if you've never been in the hospital, I do suggest going, seeing what it's like, going through the ER, going through the med surge floors, seeing if it's truly something that you that you do like.

SPEAKER_02:

Yeah, a lot of people romanticize and make stories up in their head of like, oh, it's gonna be like raising anatomy or it's gonna be like something.

SPEAKER_00:

Yeah, I get I get to work three days and I'm gonna get paid so much money.

SPEAKER_02:

Yeah, I know. All right, guys, that wraps it up today for Bedpan Banter. Thank you so much for the cat.

SPEAKER_00:

Yeah, thank you for being with us today.

SPEAKER_02:

Give us a behind the scenes look. Thanks again for watching Bedpanbanter, the official podcast of Simple Nursing. Please don't forget to like, share, and subscribe. And as always, don't let the Woo Woo