question archive PNH101: Teaching & Learning Assignment This Teaching & Learning Assignment supports L
PNH101: Teaching & Learning Assignment This Teaching & Learning Assignment supports L
Subject:NursingPrice:18.99 Bought3
PNH101: Teaching & Learning Assignment
This Teaching & Learning Assignment supports L.O. 1,2,3,5,6,7,8 CNO ETP# 7, 37, 39, 45, 47, 48, 49, 50, 64
This assignment is broken into two parts:
Part A: Written Assignment & Teaching Plan
Total = 56 marks. Worth 10% of your final grade.
Part B – Oral Presentation
Total = 28 marks. Worth 10% of your final grade. Presentations will take place on Week 9, 10, 11.
All written materials to be submitted with presentations
Patient Education is one of the most important roles nurses have today. Patient education helps patients make informed decisions and improve patient outcomes. Lewis et. al (2019) state that patient and caregiver teaching “is one of the major and challenging roles that nurses face in the current health care system” (p.52). Furthermore, client teaching is recognized as a foundational nursing skill that can both promote health and wellness and help to prevent adverse outcomes (Lewis et. Al, 2019, p.52). At the core of client teaching is effective communication skills and an understanding of the teaching and learning process.
Overview:
Step 1: Choose a Topic. In your assigned groups, select a topic/patient scenario from the provided list attached. The topic/patient scenarios will include unique features for you to explore for the assignment/presentation. Topic chosen; Supporting schooled aged experiencing bulling
Step 2: Research the topic for current best practices based on your scenario.
Step 3: Prepare an education session based on the topic. To do this effectively, you will identify a learning need/knowledge deficit within the short scenario provided or the one that you have developed. It is important to demonstrate the connection between the growth and development theory/patient education theory/cultural and spiritual theory as part of your analysis of your scenario.
Goal: Students will create a formal education session and describe how they will provide teaching to their patient and/or family using the Basic Learning Principles by:
a. Assessing their patient’s and/or family’s ability to learn (using the scenario developed by students).
b. Assessing learning styles and implementing the patient’s and/or family’s learning style into your education session.
c. Assessing the patient’s/family’s motivation to learn and how to help motivate the patient/family to learn.
d. Identifying learning strategies for the cognitive, psychomotor, and affective domains of learning.
e. Creating a learning environment for the patient and/or family.
Format for Part A - Written Assignment:
• APA 7th ed. is required which includes title page, reference page and in-text citation—library resources are available for you to explore and follow. (*It is important to review peer reviewed journals, government websites, and textbooks.)
• Clear and concise writing is required. Paragraphs should be developed to answer questions and be supported by the scenario/case study that you developed). Do not use bullet points in your write up.
• The written assignment will be submitted on BB in the assigned drop box—all assignments will be assessed through SafeAssign.
• Maximum 5 pages—excluding title and reference page. If the assignment exceeds the specified number of pages “Only the first 5 pages of the written assignment will be graded.”
Instructions for Part A: Written Assignment
The following is a guideline and outlines the expectations and questions to consider when completing the written portion of the assignment. It follows the Nursing/Teaching Process: Assessment, Analysis, Planning, Implementation, Evaluation. This will then provide you with the information/content you need to complete your Teaching Plan and Presentation.
Part A: Written Component (40 marks)
1. Assessment (8 marks)
Include the following information in your *Patient Scenario:
• A brief description of your scenario (situation/story).
• Identify who you will be teaching (patient, family, or both).
• Patient data (demographics and medical history).
• Physical and psychological characteristics: physical (ie. Illness/pain/physical impairment) and psychological (depression/anxiety)
• Include the Social Determinants of Health (ie. Income, education, employment, environment, etc)
Include the following information in your Patient Assessment:
• Describe how the physical and psychological characteristics affect your patient’s/family’s learning?
• Explain how the identified Social Determinants of Health affect your patient/family’s learning?
• Identify the learning gap that exists in your patient/family. What does the patient already know about the health problem? What does your patient need to know/learn? Is the patient motivated to change?
• The relevant growth and developmental stages of your patient (ie. Piaget or Erikson) & describe how this may affect your patient/family’s learning.
As part of your patient assessment, describe the patient’s/family’s beliefs regarding health and illness. Include the following information to demonstrate Culturally Competent Care:
• Identify if your patient has a cultural-ethnic identity or spiritual values/beliefs that influences their current health.
• Consider what forms of health practice the patient/family use (ie. Cultural remedies and/or traditional healers).
• Describe how this will impact your health teaching to the patient/family.
• Identify relevant strategies to provide culturally competent care for your patient/family. Provide evidence to support your strategy (literature review).
2. Analysis of Learning Need (Diagnosis) (8 marks)
After reviewing your patient/family assessment, identify the learning gap, or the knowledge deficiency in your patient/family (this will be your health teaching topic). Review current information about your health teaching topic and find the Nursing Best Practice Guidelines.
• Conduct a literature review on the specific health topic. Provide at least 2-3 appropriate sources of information.
• Use the data collected to build a health focus that is individualized to your patient/family.
• Write a brief description of the health topic (show your knowledge of the topic!). Identify the important teaching points of this topic that addressed your patient’s/family’s learning needs (Remember to cite the information using APA format).
• Identify appropriate Nursing Best Practice Guidelines for your topic that support your teaching for the patient/family based on the above assessments (#1 and #2).
3. Planning (8 marks)
Once you have identified your learning need and have the required knowledge of the health teaching topic, it’s time to start planning the teaching/learning experience. This includes the following as part of your Teaching Plan:
• Determine the goal of your patient teaching. Goals are broad, clear, and general statements of what the patient wants to accomplish. Based on your patient scenario, the goal can be related to (a) Health Promotion/ Prevention of Disease, (b) Maintaining or Restoring Health, or (c) Coping with Impaired Function. (See Lewis et. al 2019 page # 56, for sample Teaching Plan with Goal).
o Write a statement for your goal following the SMART format (smart, measurable, attainable, realistic, timely).
• Develop at least 2 learning objectives based on your goal. Learning outcomes are the achieved results of what was learned (knowledge gained, competencies and skills learned). These learning objectives should be based on the following learning domains that are appropriate for your teaching goal (can choose 2 of the 3):
1. Cognitive Learning – knowledge about specific health topic
2. Psychomotor Learning – skills or competencies to perform procedures to manage health
3. Affective Learning – understanding or acceptance of attitudes, opinions or values
4. Implementation (8 marks)
Describe the teaching strategies, techniques or tools that you will use to present the above information to your patient/family.
• Teaching Strategies: Choose appropriate teaching strategies that will provide the best opportunity for learning.
o Consider the patient's background, readiness to learn, and current condition before education can occur. A patient's ability to read, write, and comprehend health care (documents and information) enhances health literacy.
o Ensure that you involve the patient and family in the process; emphasize active participation.
o Describe the method of communication you will use, that is appropriate for your patient’s developmental level (ie. Group discussion, role-play, games, etc)
o Describe the tools/resources you will use, that are appropriate to the stated learning objectives (ie. Audiovisual, printed materials, demonstration equipment, etc).
• Learning Environment: Consider how you will create an effective learning environment for your patient/family.
o This includes use of therapeutic communication skills.
o Choosing and/or creating a safe and respectful physical and emotional space for your patient/family to learn.
8. Evaluation (4 marks)
Evaluation helps you determine whether your teaching was successful or unsuccessful.
• Identify the evaluation techniques that demonstrate your learning objectives: cognitive, psychomotor, or affective
o Did they incorporate new knowledge into their daily routine? (ie. Ask the patient questions to see whether there are areas of instruction that need reinforcing or re-teaching).
o Can your patient perform a newly learned skill? (ie. Observe return demonstration to see whether the patient has learned the necessary psychomotor skills for a task).
o Is there a change in your patient’s attitude and/or was a problem solved for your patient? (ie. Ask the patient to problem solve in a hypothetical situation).
• Include a brief description of what successful learning in the patient would look like.
Format (4 marks)
APA 7th edition (2 marks)
• Follows APA 7th ed. professional writing style of using 12-point Times New Roman font, 1-inch margins all around, correct APA headings, title page, page numbers, correct page justification
• Correct use of citations within paper according to APA; Correct APA reference page
Grammar and Spelling (2 marks)
• Basic writing expectations: sentence structure, spelling, grammar, or punctuation required
• Clearly organized introduction, body, and conclusion
Marks for Part A (Written Component = /40 + Teaching Plan = /16): Total = / 56
Part A (Continued): Teaching Plan (16 marks) Please see sample Teaching Plan in Lewis et. Al. 2019 page 56. Download this template and type your Teaching plan information into the different sections.
Purpose (write in your own words): (1 mark)
Goal (one priority learning goal write): (2 marks)
Learning
Objectives
(2 marks)
2 priority learning objectives that will support goal achievement
Content Outline
(2 marks)
Identify the content relevant to the objectives and goal. Outline what you will be teaching your patient. Supported by relevant, peer reviewed reputable literature/nursing journals/government websites and textbooks.
Instruction Methods
(4 marks)
Teaching strategies you will use to support the learning objectives are appropriate for the learning objectives.
Time allotted for Teaching
(1 mark)
Content and teaching strategies are appropriate to the time allocation.
The length of teaching sessions also influences learning.
Resources Selected
(2 marks)
Relevant, reputable resources that can be provided to patient to support learning.
Method of Evaluation
(2 marks)
Effective to evaluate the learning.
#1
#2
Instructions for Part B: Video Presentation
Part B – Oral Presentation (28 marks)
Purpose: To demonstrate a simulated patient teaching and learning process
Goal: The student will develop a teaching session that is supported by the data and analysis collected from the scenario and Part A documentation. The student will describe how they prepare the environment for their patient teaching session as well as demonstrating appropriate communication skills during the session.
• Maximum role-playing time and presentation is 10 min.
• Incorporate the identified content about the topic outlined in Part A. Maximum 10 ppt slides. Content should be appropriate and current.
• Include instruction methods and resources from your teaching plan on the topic.
• Integration of appropriate therapeutic communication techniques when providing patient education. The role-playing session will demonstrate your understanding of therapeutic communication and the appropriate use of verbal and nonverbal communication with clients.
• Demonstrate method of evaluation for the patient teaching session.
• Practice, practice, practice. Students are encouraged to try different approaches and techniques. Try to be creative and ensure the session addresses the specific learning need(s) of the patient.
• Peer Feedback completed. A summary submitted to professor by the team leader after presentation completed
• Individual team member self-evaluation to be completed and will be submitted with a copy of the presentation.
Some criteria to consider as you develop your presentation:
• Creates an environment conducive to learning
• Effective use of voice volume and tone
• Appropriate use of language/terminology
• Effective therapeutic communication techniques
• Teaching plan objectives identified
• Teaching is based on the assessment that was completed on the patient*
• Include teaching and learning principles
