Comprehensive Teaching Plan and Assessment Strategy- Integrating Course Design for Effective Learning Outcomes

Comprehensive Teaching Plan and Assessment Strategy- Integrating Course Design for Effective Learning Outcomes

Course Overview

Introduction

Nurses, the largest workforce in the healthcare system, provide continuous bedside care, which is critical to ensure desirable clinical outcomes and prevent readmissions. These tasks include surveillance of any complications, patient education and development of discharge plans (Ma et al., 2015). Nurse educators provide important teaching for nursing students to ensure they have the requisite knowledge required to implement patient-centered care and improve healthcare outcomes. Nurse educators evaluate learning and competencies in classrooms and clinical environments. In addition, nurses can also assume the role of patient educators. To improve healthcare outcomes, they can educate patients on medication use, adherence to treatment plans, and lifestyle modifications. Nurse educators assure patients that they can implement the care plans necessary to improve their health status.

Moreover, the United States healthcare industry is complex. Healthcare services are offered to patients from different diversities regarding socioeconomic status, culture, ethnicity, and age. Additionally, individual needs are diverse, including preventive care, maintenance treatment, and follow-up. Subsequently, healthcare professionals are diverse due to training, geographical locations, and competencies. It is thus essential to consider diversities when implementing a teaching plan to prevent hospital readmission to patients.

Hospital Readmission Prevention

The Centers for Medicare and Medicaid Services (CMS) penalize healthcare facilities for readmissions. According to CMS, if a patient is readmitted to a healthcare facility within thirty days, the hospital will not be reimbursed for this readmission (Wadhera et al., 2019). The CMS opines that readmission with the same condition within thirty days is preventable. This “hospital readmission prevention” topic will be delivered to admitted patients with chronic healthcare conditions such as diabetes mellitus. Subsequently, a follow-up teaching will be carried out using telemedicine after patient discharge. Accordingly, teaching the patient in an inpatient setting will teach them about their diagnosis. The patients will understand their disease and the plan of care implemented by their doctors. After the physician has developed a care plan, the patient educator will teach self-care strategies to prevent hospital readmission rates.

Learning Theory and Diversity Assessment

Learning Theory

Learning theory refers to a logical and systematic framework that describes, explains, and predicts how to change thinking, skill or behavior through experience. It is critical to identify the learning needs of each individual in the audience. For instance, a nurse educator classifying all ethnic and cultural groups with the same attributes will negate the unique needs of each individual (Oermann et al., 2017). However, educating patients about the symptoms of complications and deterioration of diabetes mellitus could not be without challenges. The patient educator must use different teaching strategies based on the adopted learning theories. Learning theories that describe human behavior modifications provide a template for guidelines for teaching.

Constructivism Learning Theory

Constructivism acknowledges the existence of prior knowledge. It opines that the patients will interpret what they experience based on what they already know (Oermann et al., 2017). Constructivism is learned-centered since it recognizes the role of the learner in engaging information and constructing meaning. This theory will allow the patients to construct their meaning of the new information (Kumar Shah, 2019). Deriving actual information will depend on past experiences, beliefs, values, and attitudes when processing the information. The patient educator should promote feedback and ask guiding questions during the session.

As a constructivist teacher, I will guide the patients and facilitate learning by implementing a supportive environment. The learners will actively engage in the learning process to facilitate remembering. Learners who actively participate will comply with treatment plans in their homes. For example, if patients understand the benefits of monitoring their weight daily for fluid overload, they will understand why the physician prescribes daily weight checks. Therefore, this will improve compliance. The patient will understand that the daily weight checks are not to burden them but are a care plan to monitor fluid overload, which can exacerbate chronic conditions resulting in hospital readmission.

Behaviorist Learning Theory

The theory opines that learning occurs when stimuli are linked to responses. According to this theory, learning occurs when educators institute a reward system and punishment for adopting correct behavior. Desired behavior is encouraged through repetition, feedback collection, and finally, reinforcement of realized corrective behavior. It is based on the key principle that altering attitudes and responses is subject to stimuli in the environment or changing what happens when a response occurs.

Cognitive Learning Theory

The cognitive theory states that learning is an internal process. Therefore, educators should focus on exploring the thoughts and knowledge of learners and reorganizing to achieve new insights and understanding. Learners are actively involved in the process, with every individual being unique in terms of their prior knowledge and motivations, all of which influence learning outcomes.

Diversity among Patients

The United States population is very diverse. This diversity requires nurses and nurse educators to be culturally competent. The diversity present in the American population includes ethnicity, religion, sexual orientation, culture, and linguistics. This diversity is reflected in patients and healthcare professionals. Patients with limited English proficiency have higher chances of understanding their care plan, patient education, and discharge instructions when healthcare professionals providing care are from the same linguistic background (Diamond et al., 2019). Providing culturally competent care will reduce healthcare disparities due to educational level and socioeconomic status. The nurse educator should adjust teaching methods to meet the unique needs of patients. The nurse educator should also help patients understand the information provided without cramming the information provided.

Addressing the Issues of Diversity

Nurse educators should be sensitive to ethnic and gender differences among patients. They can use the simulation lab and psychomotor and verbal skills to practice scenarios used in real-life patient situations. Ensuring gender equality during patient education will eliminate bias. Historically, society has been patriarchal, with men expected to be doctors, managers, or doctors, with women taking a supplementary role. Women should be encouraged to be actively involved in the teaching session. Subsequently, the nurse educator should encourage them to answer and ask questions while ensuring that males are not left out in the teaching sessions.

Conflict Management

Conflicts among patients may be due to gender, religion, linguistic or cultural differences. Patients come from distinct socioeconomic and cultural backgrounds, and hence, conflicts may arise due to a lack of knowledge. Nursing educators should implement a culturally competent learning strategy. They should implement a therapeutic relationship and discuss the different points of view of the audience. Knowing the beliefs and values of the audience promotes cultural diversity and feedback. Patients may have stressors related to their lives, such as work issues, family issues, financial issues, and social obligations. Therefore, the educator should explain the teaching objectives, address conflicts privately, refrain from sarcasm, and use humor to manage conflicts successfully.

Patients with English as a second language may have linguistic challenges when reading informational newsletters. Consequently, the nurse educator should take additional time to educate these patients and ensure they understand the concepts. They should also provide them with additional resources to make them feel appreciated and included (Dudas, 2018). Incorporating culturally competent education will allow the patients to appreciate the cultural diversity of the audience. A culturally competent education will also create a safe learning environment for the audience.

Learning Outcomes

After completing this course, the following learning outcomes will be achieved:

The audience will identify the signs and symptoms, risk factors, complications, and management of type 2 diabetes.

The audience will implement healthy lifestyle choices to control their blood sugar levels.

The audience will understand the importance of medication adherence in reducing diabetes complications.

The intended audience is patients admitted to the hospital with chronic conditions such as type 2 diabetes mellitus. These patients have their families and do not implement healthy lifestyle choices resulting in high readmission rates. The audience will identify the significant aspects of type 2 diabetes. These include signs and symptoms, complications, risk factors, and management strategies. Also, non-pharmacological interventions are critical in managing type 2 diabetes. This course will focus on lifestyle modifications for type 2 diabetes, such as:

Healthy food: Healthy diets such as fruits, vegetables, reduced sugar intake, and smart meals can help control blood sugar levels in type 2 diabetes (Raveendran, 2018).

Physical activity: Physical activity will help burn excess fats, control body weight, and help in controlling blood sugar levels (Raveendran, 2018).

Furthermore, the audience will understand the importance of medication adherence in controlling blood sugar levels. Pharmacotherapy is the mainstay therapy for managing type 2 diabetes (Scheen, 2017). Some of the medications used include insulin, metformin, and sulfonylureas. The audience will understand the importance of adhering to these medications and following the prescribed treatment plan. As a result, this will improve healthcare outcomes and reduce hospitalization rates in diabetic patients. The audience will be educated on the different types of antidiabetic medications, routes of administration, side effects, possible adverse drug-drug interactions, and appropriate dosing schedules. Additionally, this will also increase the audience’s understanding of the role of drugs and the side effects they may experience. Ultimately, this will improve patients’ adherence to the treatment plan.

Teaching Strategies

Several learning theories are used to inform teaching strategy. They include humanism, constructivism, behaviorism, cognitivism, and connectivism. The first learning strategy used is experimental learning based on behaviorism theory. This theory opines that behavior is acquired from environmental interactions, and genetics has little or no role in behaviors (Anindyarini et al., 2018). Behaviorism theory is important for this audience since educators can directly influence the audience’s behaviors. The use of mannequins to demonstrate and practice drug administration will be utilized.

The second strategy that will be used is guided instruction which is founded on cognitive learning theory. In this theory, the educator asks the audience to reflect on their experiences (Winn et al., 2019). This will help the audience determine solutions to their problems. The educator will encourage discussions and help the audience understand the interconnection between the diabetes concepts. The final teaching strategy that will be used for this audience is group discussions based on the cognitive learning theory. This theory postulates that if learners are distressed, sad, or upset, they will not focus on learning (Purswell, 2019). Accordingly, the audience is older adults with many issues related to their jobs and families. It is thus important for the educator to create a learning environment that makes the learners feel safe and comfortable focusing on learning.

Barriers to Learning

As noted earlier, the audience for this course is multicultural and diverse. The target group comes from different cultures and backgrounds, and to some, English is their second language. Furthermore, these are adults with family obligations and work duties. Some of the barriers that these learners may experience are language barriers, inability to create a cohesive learning environment, and poor time management. A unique language-competent instructor will be provided for individuals who cannot read English. In addition, most of the course content will be provided verbally to ensure that individuals who cannot read English understand the information being passed across.

The audience will be educated on the benefits of prior planning and encouraged to address poor time management. The planner will have course assignments and the topics covered during the learning sessions. Accordingly, learning will be incorporated into their everyday routine during hospitalization. Considering that the learners are in a hospital, finding a learning time that suits all may be hard. The learners will be advised to form small groups of four participants. Accordingly, they will encourage each other on the importance of medication adherence and lifestyle modifications. As a result, this will motivate them to learn the concepts in this course. Essentially, collaborating will help the learners overcome the barriers present.

Management and Motivation

Nurses should utilize critical thinking skills to make decisions concerning care provided to patients. They should apply theoretical frameworks in real-life clinical situations. Notably, the hospital environment is hectic. Nurses should thus have the skills and experiences to handle the situations they face daily. Consequently, hospital readmissions affect the quality of life of patients. Due to this fact, patients should learn the best strategies to prevent hospital readmissions. Nurse educators should ensure that the classroom environment and the learners’ motivation are increased to achieve the set objectives (Ghasemi et al., 2020). The nurse educator’s competence determines the success of the learner. Therefore, the nurse educator should use theoretical frameworks, alter teaching strategies and motivate the learners to achieve the learning objectives.

Learning Environment

The learning environment is an essential element that can improve the learning process. The nurse educator should create a conducive environment that allows for effective education while promoting the active participation of the learners in the learning process (Pivač et al., 2021). The nurse educator should enhance the teacher-learner relationship by bridging the gap between the educator and the learners. As a result, this will make the learners more secure to participate in the learning process. Similarly, a positive educator-learner relationship will improve the learners’ understanding; thus, they will apply the lessons learned in real life (Smith & Crowe, 2017). Educators should use theoretical frameworks and incorporate practical skills to improve the learning environment. Accordingly, the learning environment should consider technological advancements and ensure the audience has informatics literacy to understand technological competencies.

Learner Motivation

Motivation is essential since it improves and mediates learning. When learners are motivated, there is a flow of communication and decreased anxiety, resulting in more creativity (Wlodkowski & Ginsberg, 2017). Significantly, the diversity of the United States Population is also reflected in the classroom. A nurse educator should motivate learners and overcome any challenges during learning. Motivation is essential in learning, and learners should be inspired to ensure effective learning (Wlodkowski & Ginsberg, 2017). One critical theory used in learner motivation is experiential learning theory. This theory promotes a learner-educator relationship, prompt feedback, and a conducive learning environment, which increases motivation in the learning process. This theory supports learners’ motivation for learning. It focuses on skills and material relevant to the learners, which positively impacts their learning motivation (Kong, 2021). Also, the self-determination theory encourages the learners to take the initiative in discussions and assignments. This theory motivates learners by fulfilling their autonomy, connection, and competence (Migliorini et al., 2019). It encourages learners to achieve the set objectives and grow into implementing strategies provided by the educator.

Classroom Management

Classroom management impacts the learning process. Nurse educators should ensure proper lesson management and create a conducive learning environment that considers the diversity of learners. Nurse educators should have the skills and current knowledge to encourage effective learner participation in the learning process. Effective classroom management involves learners and educators. Learner-educator collaboration is essential since it allows them to understand what is required of them, the objective of learning, and strategies to meet these objectives (Smith & Crowe, 2017). The andragogy theory can improve classroom management. In the andragogy theory, learners take a central role in learning. Therefore, it promotes learner-centered active participation (Mukhalalati & Taylor, 2019).

Further, flipped classrooms can promote evidence-based learning. A flipped classroom is blended learning that ensures learners complete their readings at the wards and work on problem-solving during class time (Mukhalalati & Taylor, 2019). Diversity should also be considered during learning; hence, the educator should implement culturally competent education.

Learner Management

Learners are essential in the learning process. Most of the discussion should be focused on how the learning audience can be empowered to achieve the objectives that have been set for them in the learning process and ensure they reduce their hospital readmission rates. The educator should use critical thinking skills to positively influence the learners and help them implement strategies that reduce readmission rates. The nurse educator should also manage the learners as they manage themselves concerning time and successful teaching to achieve this. They should ensure they build a good relationship with the learner (Smith & Crowe, 2017). Also, the learners should be actively encouraged to participate in the learning process. They should take the initiative to manage the learning resources provided to them by the nurse educator. Effectively, safe management is essential since it will allow learners to grow. The nurse educator can promote learner management by encouraging them to keep diaries and daily targets critical for improving outcomes of the learning process.

Assessment Strategies

Assessment is an essential step in education and is fundamental in teaching. Educators use the feedback gained from the assessment to classify, grade, provide feedback and modify their teaching strategies accordingly. Particular effective assessment strategies will be employed to ensure that patients achieve the learning outcomes in the self-management of diabetes mellitus.

Background Knowledge Probe

The activity is based on the constructivism theory of learning. Before the learning activity, the level of knowledge will be assessed to determine the baseline for the different patients. The probe will assess how patients understand the concept of self-management. Self-management is a core competence required in managing diabetes mellitus as it modifies the disease outcomes of the patients. The tools that will be adopted are the Revised Diabetes Knowledge Test (DKT2 – see Appendix 1) and the Morisky, Green, and Levine Adherence Scale (MAQ questionnaire) (Mcauley, 2019). The DKT2 is a 23-item questionnaire that assesses the patients’ general knowledge of diabetes and insulin use. Patients who are not on insulin therapy will be directed to avoid the questions touching on insulin therapy. The MAQ tool is a four-point questionnaire requiring ‘yes’ (0 points) or ‘no’ (1 point) responses, all awarded points as shown – see Appendix 2. These reliable and valid tools were developed from existing literature reviews from primary studies. A comparison of the scores before and after the patient’s education will determine the effectiveness of the exercise.

Self-confidence Survey

The self-confidence or health confidence measure is critical in determining health outcomes. It is applied to assess patients’ healthy eating levels, glycemic control, and exercise extents while managing their chronic conditions. Patients with a high self-confidence measure experienced fewer adverse experiences and thus unnecessary readmission and increased bed days (Wasson et al., 2014).

Summative Assessments

A summative evaluation occurs after the project is concluded and is aimed at reviewing the overall performance of the developed curriculum and identifying shortfalls and shortcomings that must be corrected before the course can proceed. The summative goal assessment is a high-stakes, more evaluative evaluation that assesses overall development and proficiency following simulation-based training. The assessment’s findings will provide information that will be used to determine if the proposed curriculum attained its objectives. The test consists of ten multiple-choice questions with an answer key and practical aspects. The practical aspect will involve reverse demonstration after learning and instructions. Summative objective evaluation data is normatively used to inform students and teachers, guiding efforts and revisions in following training subjects or modules or in the next cohort of trainees.

Evaluation of Learning Outcomes

The course’s set learning outcomes will be evaluated at the end of the patient education sessions to demonstrate effectiveness. This stage seeks to take the developed curriculum through testing to figure out the project’s projected effectiveness and address any deficiencies identified during the implementation phase. The evaluation will explore the level of knowledge in terms of insulin dose administration, medication adherence intake, and knowledge of healthy behaviors. Mannequins to demonstrate insulin injection and dose planners will be used at this stage to determine the extent of knowledge grasped by learners.

Analysis of Selected Assessments

Selected assessment styles explore all the facets of the learners and do not have obvious gaps. Simulation offers a strong potential for improving nurses’ psychomotor abilities and providing a variety of real-world opportunities for them to exercise their clinical knowledge and decision-making skills. It also enhances learner engagement and cultural competency in practice and training (Tiffany and Hoglund, 2016). Additionally, background knowledge probe and self-confidence will be culturally competent to ensure it explores the thoughts and perceptions of the patients on their disease in a multicultural environment.

Summary

Improvement of self-management is vital in the management of chronic conditions like diabetes mellitus. It ensures that patients experience improved clinical outcomes and prevent readmissions. The proposed course plan in this paper will advance this critical aspect, reinforce positive, healthy behavior and build on diversity to achieve these desired effects. Motivation and diversity will help the learners achieve the best and eliminate possible barriers to learning.

References

Anindyarini, A., Rokhman, F., Mulyani, M., &., A. (2018). Behavioristic theory and its application in the learning of speech. KnE Social Sciences, 3(9), 522. https://doi.org/10.18502/kss.v3i9.2714

Diamond, L., Izquierdo, K., Canfield, D., Matsoukas, K., & Gany, F. (2019). A systematic review of the impact of patient-physician non-English language concordance on quality of care and outcomes. Journal of General Internal Medicine, 34(8), 1591-1606. https://doi.org/10.1007/s11606-019-04847-5

Dudas, K. (2018). Living in two worlds: Experiences of English as an additional language nursing student. Journal of Cultural Diversity, 25(3), 87–92.

Ghasemi, M. R., Monaghan, 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

Kaihlanen, A., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1). https://doi.org/10.1186/s12912-019-0363-x

Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771272

Kumar Shah, R. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1-13. https://doi.org/10.34293/education.v7i4.600

Ma, C., McHugh, M. D., & Aiken, L. H. (2015). Organization of Hospital Nursing and 30-day Readmissions in Medicare Patients Undergoing Surgery. Medical Care, 53(1), 65. https://doi.org/10.1097/MLR.0000000000000258

Mcauley, C. (2019). A Nurse-Led Inpatient Diabetes Self-Management Education and Support Program A Nurse-Led Inpatient Diabetes Self-Management Education and Support Program to Improve Patient Knowledge and Treatment Adherence. Journal of Health Education Teaching, 10(1), 1–10. www.jhetonline.com

Migliorini, L., Cardinali, P., & Rania, N. (2019). How could self-determination theory be useful for facing health innovation challenges? Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01870

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 6, 238212051984033. https://doi.org/10.1177/2382120519840332

Oermann, A. M., Shellenbarger, C. T., & Gaberson, C. K. (2017). Clinical teaching strategies in nursing (5th ed.). Springer Publishing Company.

Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00688-y

Purswell, K. E. (2019). Humanistic learning theory in counselor education. The Professional Counselor, 9(4), 358-368. https://doi.org/10.15241/kep.9.4.358

Raveendran, A. V. (2018). Non-pharmacological treatment options in the management of diabetes mellitus. European Endocrinology, 14(2), 31. https://doi.org/10.17925/ee.2018.14.2.31

Scheen, A. J. (2017). Pharmacological management of type 2 diabetes: What’s new in 2017? Expert Review of Clinical Pharmacology, 10(12), 1383-1394. https://doi.org/10.1080/17512433.2017.1376652

Smith, Y. M., & Crowe, A. R. (2017). Nurse educators’ perceptions of the importance of relationships in online teaching and learning. Journal of Professional Nursing, 33(1), 11-19. https://doi.org/10.1016/j.profnurs.2016.06.004

Tiffany, J., & Hoglund, B. A. (2016). Using virtual simulation to teach inclusivity: A case study. Clinical Simulation in Nursing, 12(4), 115-122. DOI:10.1016/j.ecns.2015.11.003

Wadhera, R. K., Yeh, R. W., & Joynt Maddox, K. E. (2019). The Hospital Readmissions Reduction Program — Time for a reboot. New England Journal of Medicine, 380(24), 2289-2291. https://doi.org/10.1056/nejmp1901225

Wasson, J., Wasson, J., & Coleman, E. A. (2014). Health confidence: A simple, essential measure for patient engagement and better practice. In Family Practice Management (Issue September-October 2014, pp. 8–12). https://www.aafp.org/fpm/2014/0900/p8.html

Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.10850

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.

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Assessment 4 Instructions: Assessment Strategies and Complete Course Plan
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Create a 10-13 page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.

 

Introduction
Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing and will tie together each of the parts of your course design.

Note: Assessments in this course build on each other and must be completed in sequential order.

For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.

Preparation
Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessments do you believe are most appropriate for your educational topic and intended audience?

How will you evaluate whether or not learning outcomes were accomplished?
Do the assessments you selected support cultural competence?
How will the assessments demonstrate that learning has occurred?
As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?
Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

What criteria would you use to evaluate computer-assisted instruction (CAI) tools?
How can social media be used to facilitate the educational process? What are some of the potential limits or pitfalls of its use?
If you are currently a nurse educator, do you routinely conduct course assessments? If so, is that assessment data used for classroom or course improvement?
How will you, as a nurse educator, stay up-to-date on important trends that impact your field?
Instructions
Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.

Your complete teaching plan should provide the following:

An overview of the course topic, environment, and learner population.
An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.
Incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.
Integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management.
A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.
A logical, well-designed assessment plan that addresses these points:
A selection of assessment types that are most appropriate for the content, environment, and learner population.
An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.
Organize your plan as follows: