NUR 648 Assignment nurse educator lesson plan
NUR 648 Assignment nurse educator lesson plan
he pediatric diseases course illustrates the specific diseases that affect children and teenagers, and how to care for pediatric patients (Hunt, 2015). Pediatric nursing students are subjected to learning about specific diseases that target their population of focus, which may be neonates, infants, children, and teenagers. The overall course outcome is that the pediatric nurse student would understand the diseases that are particular to the pediatric population (including pathophysiology, treatment, specifics in regards to nursing care, and more).
The purpose of this specific lesson is to educate nursing students on pulmonary diseases affecting pediatrics, particularly influenza, croup, and asthma. These respiratory illnesses commonly affect pediatric populations so it will be important for prospective nurses to understand the nuances and treatment modalities of these conditions in pediatrics.
Learning Theory
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I will apply the “teach-back” and behavioral methods as the learning theories for this lesson (Yen & Leasure, 2019). This will help me to be able to confirm whether what I am explaining to the audience is important and in a manner that can be understood. When explaining complex concepts, I will use the simplest medical terms that can be understood easily by the students. This will ensure that no student is left behind. At the completion of the lesson, I will ask pick students at random to answer quiz-type questions about the lesson. They will be able to consult their notes if needed. Once they explain it back to me, I will be able to evaluate their understanding of the content, after which I will re-educate where needed. These methods promote the use of personal contact, body language, eye contact, and repetition, which enhance effective teaching/learning.
Course Outcome Related to Lesson
Prior to starting the lesson, the instructor will delineate for students what they will be able to demonstrate at the end of the lesson. Students will be able to:
· Describe the pathophysiology of the influenza virus, common cold, and asthma
· Understand the various treatments available for each illness
· Properly manage, monitor, and care for patients with these illnesses
Assignment Before Class
Students will be required to read about the three respiratory illnesses prior to attending lecture. Reading materials will be sent online as soft copies, so that they can read them from anywhere. The instructor will then teach the course to enhance understanding. Describe assignments so that students clearly understand expectations of the class. All assignments will be listed in the syllabus (Saunders & Wong (2020). It is also important to develop the assignments in a way that are consistent with the course, program and lesson plan.
Learning Experience in Class
All students are required to participate in class by asking or answering questions. Students will also be given a patient case at the end of class and will work with other students in a small group to develop a care plan for the pediatric patient (Billings & Halstead, 2020).
Evaluation Strategies.
The instructor will evaluate students by grading the care plan that each group submits. There will also be an online quiz, which can be completed from home that will be sent after the class to assess the students’ knowledge. There will also be a final exam as well with the content from this lesson (Billings & Halstead, 2020).
Types of Learning Experiences
There are both structured and unstructured learning experiences. In the structured learning experiences, there is an order that is followed to make sure that the students learn as expected. For instance, a class discussion is initiated by the instructor to make sure that the students understand the course. Time for preps is also allocated to the students so that they can read the material on their own. Hence, they understand it better. Students are also allowed to ask questions from the instructors on areas that they do not understand well. There is no formal order that is followed in the unstructured learning experience. There are various dynamics that are involved in learning experiences. Students must be able to analyze what they are taught, understand and remember. It is also important for them to apply the knowledge and skills in practice.
References
Billings, D., & Halstead, J. (2020). Teaching in nursing a guide for faculty (6th ed.). St. Louis, MO: Elsevier.
Hunt, D. (2015). QSEN Competencies. Nursing Made Incredibly Easy!10(5), 1-3.
Saunders L & Wong M.A. (2020). Selecting instructional strategies and creating lesson plans. https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/selecting-instructional-strategies-and-creating-lesson-plans/
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient –education and health outcomes. Federal Practitioner, 36(6), 284.
Teaching Strategies
| Program/Setting | Educational or Nursing Theory | Application of Theory to Teaching/Learning | Teaching Strategies Based on Theory |
| Academic (ASN) | Behaviorist learning theory(Aliakbari, Parvin, Heidari, & Haghani, 2015). | It can be used development of competencies and demonstrating technical skills. A teacher can manipulate a specific environment for the learners to elicit a particular response.The student can know precisely the behavior to be learned and the conditions to perform a task and the assessment method (Billings & Halstead, 2020). | Collaborative instructions strategy;set of instructional methods to encourage students to work together to achieve a common learning goal.(Ghasemi, Moonaghi, & Heydari, 2020). |
| Academic (BSN) | Cognitive Learning Theory(Glaesser, 2019). | The learners become an active agent in the process and bring all previous knowledge, interest, and memories.The learners also actively participate in things like a question, comments.The theory helps the learners to relate things to real-world events (Aliakbari, Parvin, Heidari, & Haghani, 2015). | Collaborative instructions strategy;set of instructional methods to encourage students to work together to achieve a common learning goal. (Ghasemi, Moonaghi, & Heydari, 2020). |
| Academic (MSN) | Transformative learning theory (Aliakbari, Parvin, Heidari, & Haghani, 2015). | The theory focuses on adult education.Leaners are able to adjust their thinking based on new information.Learners are provided with contrasting articles on topics to offer their insights and house (Aliakbari, Parvin, Heidari, & Haghani, 2015).The learners are challenged to question their thoughts and understanding. | Collaborative/ Technology-based strategies;It involves mutual intellectual works by students themselves or students and educators (Ghasemi, Moonaghi, & Heydari, 2020). |
| Academic (NP) | Transformative Learning Theory (Aliakbari, Parvin, Heidari, & Haghani, 2015). | Helping the learners to get new situations and understanding as things change.It invokes critical thinking through putting forward disorienting dilemmas to prompt a change in their world view.A student should also be left to seek and discover the knowledge (Glaesser, 2019). | Team-based strategies;is a shared learning and teaching approach, which is frequently used by health sciences educators in their preclinical and clinical programs to foster self-directed learning (Ghasemi, Moonaghi, & Heydari, 2020). |
| Direct Patient Teaching | Information processing theory (Aliakbari, Parvin, Heidari, & Haghani, 2015). | Teaching patients directly requires the creating and encoding of the information.The teacher can break the information into smaller parts and sequences it carefully to help the patients connect the dots.There will also be repeating the essential points more than once.The teachers become all resources for the students. | Team-based strategiesis a shared learning and teaching approach, which is frequently used by health sciences educators in their preclinical and clinical programs to foster self-directed learning (Ghasemi, Moonaghi, & Heydari, 2020). |
| Long-Term Care Facility | Behaviorist learning theory(Aliakbari, Parvin, Heidari, & Haghani, 2015). | The nursing home may have learners who are challenging to work with and manage.Since some behaviors may be hard to control, extra work may also be needed to get the learners to pay attention.Teachers can help learners interact with the environment.The theory will help to impact the student’s reactions and behavior (Glaesser, 2019). | Simulation-based techniques- Tag team simulation; The tag team is a small group, so the participation of the members in that team is maximal and active (Ghasemi, Moonaghi, & Heydari, 2020). |
| Hospitals | Adult Learning Theory(Aliakbari, Parvin, Heidari, & Haghani, 2015). | It helps to recognize the unique differences between children and adults within the hospital setting that a person is maybe interacting with.Adjust are given a more significant say in the learning process, and things become more self-directed.It focuses on solving problems that the adults may likely encounter and not just memorize the facts (Glaesser, 2019). | Miscellanea learning strategies;Active learning is a student-centered approach in which requires students to participate and cooperate in the teaching and learning process (Ghasemi, Moonaghi, & Heydari, 2020). |
| Community Health | Constructive learning Theory(Aliakbari, Parvin, Heidari, & Haghani, 2015). | Taking the role of a guide instead of a traditional teacher to convey the message. Learners become active agents that learn through discovering things for themselves rather than being lecturing.Learning may involve debate, collaborative problem-solving, and debate (Glaesser, 2019). | Service-based strategies;learning that takes place outside the classroom in a structured way between the learner and a service, and seeks to achieve common goals. It is a kind of partnership that bridges academic and community needs (Ghasemi, Moonaghi, & Heydari, 2020). |
| Primary Care Office | Behaviorist learning theory(Aliakbari, Parvin, Heidari, & Haghani, 2015). | Due to the many duties, the theory helps to offer positive reinforcements.Its facilities in helping and attending to patients through behavior acquired training and skills.Ensure there is steady care provision, and primary care programs promote quality care through ongoing relations that impart information to the learners (Glaesser, 2019). | Peer-based strategies;task performance of their peers (Ghasemi, Moonaghi, & Heydari, 2020). |
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of education and health promotion, 4, 2. https://doi.org/10.4103/2277-9531.151867
Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing – E-book: A guide for faculty (6th ed.). Elsevier Health Sciences
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean journal of medical education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1), 70-85.
As you explored in Topic 2, there are many factors that drive the course design process. Course design outlines help instructors develop lesson plans that meet objectives outlined in the course design process. Effective lesson plans include opportunities for student engagement and should be learner centered. The purpose of this assignment is to create an effective lesson plan for the health care practice you selected in Topic 2 in a setting of your choice. You will develop course outcomes and learning objectives, select appropriate instructional strategies, determine how to assess the students, and align the lesson plan to professional standards and nurse educator competencies. Create a lesson plan that follows the example lesson plan in Chapter 10 in the Teaching in Nursing: A Guide for Faculty textbook. Your lesson plan should include all components from the sample lesson plan. For the evaluation strategies section, choose two assessment types. One of your assessment types must be an exam that you will develop in a later topic. In addition to the components on the sample lesson plan in Chapter 10, add another section to your lesson plan that explains the alignment of course outcomes to professional standards and nurse educator competencies. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. **Review the "Bloom?s Critical Thinking Cue Questions" chart, adapted by Allen (2013), located on the American Student Achievement Institute (ASAI) website, to assist you in creating learning objectives. URL: http://www.asainstitute.org/conference2013/handouts/20-Bloom-Question-Cues-Chart.pdf You are required to submit this assignment to LopesWrite
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