Nurse Educator Lesson plan<\/p>\n
Instructional Strategies<\/p>\n
Instructional Strategies
\nSetting\tEducational Theory\tApplication to Learning \tInstructional Strategy
\nAcademic (ASN)
\nEducational theory \u2013 it is the umbrella theory for a number of theories that are used in the education sector to improve learning (Glaesser, 2019). The theory focuses on the purpose, application, and interpretation of learning. \tLearning provides students with skills that focus on problem solving in the \tLecture is one of the instructional strategies used in the nursing education. Educators can use diverse strategies such as incorporating technology such as PowerPoint presentations (Cheng et al., 2019).
\nAcademic (BSN)
\nEducational theory \u2013 the theory is crucial in ensuring practitioners can design quality methods to deliver the knowledge to students (Glaesser, 2019). \tApplication of educational theory is crucial in enhancing educational systems planning in the nursing learning process. The nurses learn on the process of effective decision making to achieve patient goals.
\n9\tOnline courses is an instructional strategy that is applicable to learners from remote locations. Students can take additional classes to enhance their skills such as communication (Cheng et al., 2019).
\nAcademic (MSN)
\nLearning theory \u2013 learning theory describes how students absorb, retain, and process knowledge. Cognitive, emotional, and environmental, and prior experience can affect how students absorb knowledge (Bower, 2019).
\nThe learning theory guides practitioners in developing course outlines for nurses and create a favorable environment in the classroom. It guides the educational systems for diverse learning goals. \tDirect instruction is applied in the nursing field to provide learning to the students. For example, lecturers can use lecturing, didactic questioning, power point presentation (Ogunleye, 2019).
\nAcademic (NP)<\/p>\n
Learning theory \u2013 the focus is effective since it encourages students to take active role in the acquisition of knowledge (Bower, 2019). Students should not be passive in the acquisition of knowledge.\tNursing practitioners apply the knowledge by assessing patients, diagnosing conditions, interpreting results, and developing treatment plans for their patients. \tIndividual study is an approach effective in providing learning. Educators are present to guide the students in the learning process (Ogunleye, 2019). Professors give students assignments such as essay, repot, project ( help with nursing paper writing from experts with MSN & DNP degrees), journal
\nDirect Patient Teaching\tEducational theory \u2013 One of the benefits is that it helps an instructor to determine the best way to deliver the knowledge (Glaesser, 2019).
\nNurses educate patients on the diverse needs and goals of the treatment process. Practitioners seek to achieve the optimal goal of offering quality care. \tPractitioners can use diverse educational materials to teach patients about their lifestyles. Some of the materials include brochures and one-on-one teaching (Rim & Shin, 2021).
\nNursing Homes\tLearning theory \u2013 learning theory is crucial in the learning process since it helps in making informed choices on the delivery of information to different learners (Bower, 2019).
\nPractitioners in nursing homes deal with diverse populations. Provision of care requires cultural competence and learning from the diverse ethnic groups and patient needs. \tNursing homes can healthcare technology to provide learning. The technologies include patient portals, lab results, and medical history to offer learning to the patients (Rim & Shin, 2021).
\nHospitals
\nLearning theory \u2013 learning theory suggests that students should take active part in the learning process (Bower, 2019). The learning process involves a process of discovery. \tNurses experience different patients suffering from diverse health conditions. The real-life experience provide high-impact learning. Nurses learn and apply the knowledge they acquire. \tTeach-back is an effective instructional strategy to enhance the comprehension of health information. The approach helps patients to synthesize the information (Timbrell, 2017). Teach-back method improves the level of adherence to treatment plans.
\nCommunity Health\tLearning theory \u2013 the theory is effective in community since it encourages patients and practitioners to take a collaborative problem-solving approach (Bower, 2019).
\nNurses gain a real-world experience while providing care to communities. \tProblem-based learning involves analyzing real case studies, asking questions, and asking the audience to suggest solutions (Timbrell, 2017). The approach helps communities and students to analyze situations and change their unhealthy behavior.
\nPrimary Care Office
\nLearning theory \u2013 students and practitioners can use the approach to debate about the healthcare practices and the evidence-based approaches they should embrace (Bower, 2019). \tNurses come into direct contact with individual patients. Practitioners should work together with the patients to achieve a specific goal such as recovery and patient satisfaction. \tLearners or the public can use concept mapping to identify missing knowledge or gaps that increase the risk poor health outcomes (Timbrell, 2017).<\/p>\n
References
\nBower, M. (2019). Technology\u2010mediated learning theory. British Journal of Educational Technology, 50(3), 1035-1048.
\nCheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students\u2019 learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
\nGlaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1), 70-85.
\nOgunleye, B. O. (2019). Effects of concrete-representational-abstract instructional strategy on chemistry performance of students with mathematics learning difficulties in Ogun State, Nigeria. KIU Journal of Education, 14(2), 135-151.
\nRim, D., & Shin, H. (2021). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today, 96, 104624.
\nTimbrell, J. (2017). Instructional storytelling: application of the clinical judgment model in nursing. Journal of Nursing Education, 56(5), 305-308.<\/p>\n
Nurse Educator Lesson plan
\nNursing Program
\nCode: CO1
\nUnit: Introduction to Communication Skills for Nurses
\nInstructors Name and Contact Information:
\nInstructor\u2019s name: Chelsy Thompson
\nContact: Phone number 720-218-0876 or Email \u2013 cthompson142@gcu.edu
\nStudents can book appointments during office working hours and days.
\nDescription: The purpose of the lesson is to help the students to communicate effectively with patients to understand their concerns, experiences, and opinions. The lesson will elaborate on the use of verbal and non-verbal communication techniques. The students will learn how to communicate with other learners, instructors, and a healthcare team.
\nLesson Plan and Study Guide
\nLesson Time: Approximately 2 hours for every lesson (Additional 30 minutes for self-study may be required to enhance personal knowledge, ask questions, or discuss concepts). Every lesson should take 2 hours 30 minutes. The time for other activities such as exams, weekly quizzes, class participation, and completion of assignments may vary depending on the guiding template.
\nTextbook\/Source:
\n1.\tBach, S., & Grant, A. (2015): Communication and interpersonal skills in nursing.
\n2.\tWebb, L. (Ed.). (2019): Communication Skills in Nursing Practice.
\n3.\tAbdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017): Therapeutic communication in nursing students: A Walker & Avant concept analysis.
\n\u2022\tStudents can use additional materials such as peer-reviewed journals from the university\u2019s online library. The additional materials will expand the knowledge of students.
\nTeaching Method: Lecture notes, handouts, internet sources, and videos.
\nSupplemental Learning Materials, Resources, and Activities: Handouts and film \u2013 Managing Stress through Humor and Choice and group discussions.
\nAssessment Method: Exams, weekly quizzes, class participation, and completion of assignments. The Assessment process will use a standard rubric for all students to ensure fairness. Exams will contribute to 75 percent of the grading while students will earn 25 percent by completing quizzes, assignments, and class participation. The university grading policy will be used to maintain the quality of learning. Students who submit plagiarized work will face disciplinary action. Student participation will be measured using their online engagement in answering questions and responding to other students.
\nInstructional Strategies
\nLectures are necessary to impart knowledge to learners. Lectures can take place in the classroom or on online platforms. Lectures utilize a structured method of delivering knowledge to the student. The approach is common for students at the bachelor level. As students upgrade to other levels such as masters and doctorate, they embrace project ( help with nursing paper writing from experts with MSN & DNP degrees)-based or group-based learning. A professor will provide the basics while the learners will take time to research and explore the course’s advanced concepts.
\nOnline courses are delivered by educators who reach out to remote students and impart knowledge. The learner will receive weekly tests and assignments to measure their ability to absorb the content. Students should take regular tests to examine if they are absorbing the content they have been learning.
\nDirect instruction is important since it involves instruction, lecturing, and PowerPoint instructions. Students can acquire knowledge through direct instruction in class or through online platforms. Professionals can use diverse modes of delivering the instruction, including class activities and case scenarios that broaden the course’s comprehension.
\nAn individual study is recommended since educators cannot provide all the knowledge to learners. The study will help them acquire the knowledge they require to enhance their practice as professionals.
\nPractitioners can use diverse educational materials to teach patients, such as brochures and one-on-one teaching, which encourages learners to meet with their instructor. The instruction strategy takes place in a learning environment such as a classroom or laboratory. The educator will use a structured method to deliver knowledge to the students. Learners should be attentive, take notes, and ask questions to enhance the quality of their understanding. Healthcare technology can include lab results, patient data, and medical history.
\nTeach-back is a method that encourages students to go through the learning process. It encourages learners to synthesize the information they have learned. The learning process takes place in different dynamics, making it important for students to revise their notes. It develops an analytical mind among the learners.
\nProblem-based learning is another instructional method that focuses on the weaknesses and problems in the healthcare sector. Learners have a responsibility to identify the problems and developing possible solutions. For example, workers’ burnout is a problem that requires a solution. The case study can be used for learning purposes to enhance understanding of the dynamics of healthcare systems.
\nConcept mapping is important as an instructional strategy since it helps instructors and learners to identify gaps in the learning process. The learning process can experience gaps that can undermine the quality of learning. Concept mapping is crucial to ensure the provision of comprehensive knowledge.
\nObjectives:
\nAt the completion of this unit, students will be able to:
\n1.\tDefine key terms in communication in the healthcare practice
\n2.\tIdentify and discuss the components of the communication process
\n3.\tCommunicate effectively in the nursing practice and challenges associated with the communication process in nursing
\n4.\tDiscuss the role of an assertive style of communication and other methods that are less preferable in nursing
\n5.\tUnderstand the role of establishing a therapeutic relationship with patients
\n6.\tIdentify the various communication techniques
\n7.\tIdentify and discuss the factors that affect communication
\n8.\tDiscuss the barriers to effective communication and how to overcome them
\n9.\tIdentify and use the components of effective interviewing of patients despite their communication challenges
\n10.\tHow to use verbal communication with patients and nurses
\n11.\tHow to use non-verbal cues in communication among nurses and patients
\n12.\tIdentify the non-verbal cues that can be misleading due to different interpretations among people from diverse backgrounds.
\n13.\tDiscuss the role of communication in a healthcare team and how it improves the quality of care
\nClinical Objectives
\nAt the end of this course students will be able to demonstrate:
\n1.\tEffective communication with the patients, family, instructor, healthcare team, and fellow students while utilizing effective communication techniques both verbal and non-verbal.
\n2.\tHow to apply effective therapeutic techniques in the communication process both with patients and the healthcare team.
\n3.\tAbility to communicate with patients seeking healthcare yet they speak another language other than the provider\u2019s primary language through a translator.
\n4.\tAbility to communicate with patients with special communication challenges to enhance understanding of their healthcare and medical interventions.
\n5.\tAvoid the common errors in communication that can undermine the ability to collect quality information from patients or share accurate information with a healthcare team.
\n6.\tCommunicating to a healthcare team, patients, and family using verbal, non-verbal, and written communication.
\nEnvironment: The lesson is designed to be taught in class to ensure students understand the theoretical approaches to communication. The educator will use examples such as the film to demonstrate the communication. Students will use groups to simulate the healthcare environment. Students will visit a healthcare facility to experience real communication taking place among nurses and between patients and healthcare practitioners.
\nMaterials needed: Students require materials such as exercise books, textbooks, and computers to enhance their learning process and boost memory
\nFeedback: Students who have questions about the course can contact the professor or ask questions in class. Feedback is healthy to encourage critical thinking and expand the comprehension of the concepts.
\nSubmitted by: Chelsy Thompson
\nContact: Phone number 720-218-0876 or Email \u2013 cthompson142@gcu.edu
\nReferencing: Students to use APA 7th edition to reference their assignments and exams. The references below are for the primary materials students will use in class.
\nReferences
\nAbdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017). Therapeutic communication in nursing students: A Walker & Avant concept analysis. Electronic physician, 9(8), 4968\u20134977. https:\/\/doi.org\/10.19082\/4968
\nBach, S., & Grant, A. (2015). Communication and interpersonal skills in nursing. Learning Matters.
\nWebb, L. (Ed.). (2019). Communication Skills in Nursing Practice. SAGE Publications Limited.<\/p>\n","protected":false},"excerpt":{"rendered":"
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