Empowering Future Nurses – A Hypothetical Lesson on Patient-Centered Care
Required information regarding the target audience:
Describe the target audience of learners
The target audiences of this teaching plan are second-year nursing students in the Bachelor of Science in Nursing (BSN) program.
Discuss 3 unique characteristics regarding the target audience that will influence the teaching/learning process
Age- The age of the students is a major unique characteristic to consider that has a significant influence on the teaching/learning process. The age of nursing students in their second year of the BSN program is majorly young, between 20-25 years. However, some BSN nurses may be as old as 45-50 years old. Younger students may be tech-savvy and prefer online classes to physical ones. However, some older students may have a notable technology literacy gap that may hinder the delivery of online lessons and the entire learning process.
Current professional and practice Status—Some nursing students in the BSN program may already be in practice. This means that the lessons need to be delivered when they are available. The decision to go for an online delivery mode is based on the consideration of the disruption to daily routines, especially for in-practice nurses, if physical classes were delivered.
Preferences for a mode of learning- Another unique characteristic of the target audience that has an influence on the teaching and learning process is the preference for the mode of learning and teaching. Some nursing students may be in clinical placement, while others are already in practice. Such groups of students are more likely to prefer a convenient learning and teaching mode, such as an online learning mode.
Explain the implications of these characteristics on the development of the teaching plan
The unique characteristics of the target audience for the lesson, including age, current practice and professional status, and preferences for the mode of learning, have significant implications on the development of the teaching plan. For instance, age is significantly related to digital literacy levels. Noting that the target audience consists of students across three generations: Gen X, Millennials, and Gen Z, the teaching plan delivery mode must be designed to cater to all of these generations. Each generation has varied levels of digital literacy. Gen Z and millennials have a higher digital literacy and preference for using digital and online systems than Gen X (Kuleto et al., 2021). Therefore, the millennials and Gen Z may easily adapt to the online learning environment. On the other hand, the teaching plan must consider Gen X and design an introductory digital literacy lesson to facilitate their knowledge for the use of the online platform for learning purposes. Additionally, characteristics such as the current practice and professional status may impact how available the nurses are for the lessons. Therefore, the teaching plan must be designed to accommodate the convenience of each student attending the classes. This prompted the choice of an online course delivery method.
Explain how your philosophy of nursing education can support the teaching-learning process for this target audience
My personal philosophy of nursing education is shaped by the Constructivist learning theory. Constructivism theory argues that knowledge is developed through experiences and that learners are responsible for the development of their own knowledge (Chuang, 2021). Knowledge is not developed solely as a result of instruction but rather based on the learner’s experiences. Therefore, I believe nursing students must be actively involved in the learning process and utilize their past experiences to solve challenges. In this case, the teaching-learning process based on the Constructivist learning theory will focus on preparing nurses to utilize their theoretical knowledge to navigate the challenges of their clinical settings during clinical placement and ensure they deliver more patient-centered care.
Required information regarding lesson title and purpose:
Title of the Lesson: Shifting from Theory to Practice: Applying Clinical Reasoning to Provide Patient-Centered Care
Purpose of the lesson: Clinical placements remain important for undergraduate nursing health professionals as they support clinical learning and the development of necessary nursing competencies for the effective delivery of nursing care (Nyoni et al., 2021). Second-year nursing students have already been through a number of clinical rotations. However, each clinical rotation or placement poses new challenges for the student nurses. They have already learned some skills and developed a lot of theoretical knowledge, which is required to be translated within the clinical settings in which they are posted. However, a majority of students are not confident with themselves regarding various critical aspects of nursing care within real-world settings, such as communication with patients and other healthcare professionals, administration of medication, developing charts, reacting to emergencies, dealing with the stress of the practice settings, and adjusting to new work settings among others. Evidence by Marriott et al. (2024) preparing for clinical placement shows that nursing students face challenges that are majorly related to:
Managing the many feelings they have due to the shift from theoretical learning to clinical learning, adjusting to and managing the feelings of others,
Varied expectations of the students on the experiences during their clinical placements.
Navigating their placement settings and relationships within the staff within the placement settings, such as between healthcare staff, patients, and peers.
Therefore, this lesson is designed to guide students in their second year of the BSN program to navigate such challenges as they shift from theory to practice. The lesson aims to educate the students on how to utilize clinical reasoning during their clinical placement to help make clinical judgments and decisions and provide the best patient-centered nursing care. It helps the students view the period of clinical learning as a part of their learning process and translate their theoretical knowledge to practice, be ready to learn, and utilize available resources, including their receptors and peers, for support during their period of clinical placement. The lesson will be provided in a 21/2-hour course delivered online. This mode of delivery is also designed to accommodate students who are already in clinical placements and wish to gain more knowledge on adjusting to their clinical settings.
Required Teaching Plan:
| Lesson-specific Learning Objectives
At the end of this lesson, the learner will be able to: |
Topical Outline | Instructional Method | Learning Resources/Materials | Evaluation Methods |
| Lesson Specific Objective #1: Demonstrate an understanding of the purpose of clinical placement
|
1. What is a clinical placement
a) Definition b) Purpose c) Clinical learning 2. Clinical knowledge and skills in a busy practice a) Knowledge and skills b) Roles and responsibilities as a nurse c) Values
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· Online lectures with PPT
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· Read Chapter 1 in the book “The Clinical Placement: An Essential Guide for Nursing Students” by Levett-Jones & Reid-Searl (2022).
· Read 5 peer-reviewed journals on clinical placement and clinical learning |
· Rate of feedback and asking questions
· Continuous assessment test on the topic (CAT does not contribute to term results or affect GPA) |
| Rationale for lesson-specific learning objectives:
Lesson-specific learning objective #1 aims to introduce the students to clinical placement. It defines for the student the term “clinical placement,” what it denotes, and what happens during clinical placement, i.e., the purpose of clinical placement during the development of nursing competencies. The objective is also designed to help the nursing students understand the required knowledge and skills during clinical placement. This objective prepares the students with knowledge and skills to practice within busy settings by helping them understand the roles and responsibilities during clinical placement, as well as values that make the entire learning process a success. Objective #1 focuses on helping the students grow in their thinking and knowledge of clinical knowledge. It, therefore, covers the cognitive domain of learning. |
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| Rationale for instructional methods:
The instructional method selected is online lectures with PPT. The online mode of course delivery is designed with consideration of the students’ convenience. It aims to cater to the time needs of each student and ensure the majority are able to attend the course sessions. It is also easier to deliver the classes online compared to physical classes. It is also easier to record the teaching sessions and share such recordings with other students and act as a point of reference. The use of a PPT also ensures that the content is precise and that the contents can be easily shared with the students. |
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| Rationale for learning resources/materials:
The learning materials, especially the book by Levett-Jones and Reid-Searl (2022), provide specific and detailed explanations of the topic of focus. The material is also developed by individuals with authority on the subject. Therefore, it gives the students a deeper understanding of clinical placement. Other materials, such as peer-reviewed journals, provide students with evidence-backed insights into clinical placement, how to prepare for clinical development, and the need to embrace continuous learning as a result of clinical placement. |
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| Rationale for evaluation methods:
The evaluation methods help gauge the student and determine whether they have understood the content of the lesson. |
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| Lesson-specific Learning Objectives
At the end of this lesson, the learner will be able to: |
Topical Outline | Instructional Method | Learning Resources/Materials | Evaluation Methods |
| Lesson Specific Objective #2: Demonstrate an understanding of the factors for patient-centered care by meeting patient expectations while balancing personal expectations
|
1. What is patient-centered?
a) Definition b) Purpose c) Factors 2. What are your expectations? a) Learning within the clinical settings b) Balancing patient and personal expectations |
· Online lectures with PPT
|
· Read Chapter 1 in the book “The Clinical Placement: An Essential Guide for Nursing Students” by Levett-Jones & Reid-Searl (2022).
· Read 5 peer-reviewed journals on clinical placement and patient-centered care. |
· Rate of feedback and asking questions
· Continuous assessment test on the topic (CAT does not contribute to term results or affect GPA) |
| Rationale for lesson-specific learning objectives:
Objective #2 aims to: · Helps the students develop patient management skills, including data review, making observations, and using patient preferences and values to design care for the patient. · Help nursing students understand what to expect during clinical placement and what not to expect · Help the nursing student to learn how to prioritize patient needs and meet their expectations Noting that the objective aims to equip students with thinking skills to deliver and promote patient-centered care, it aligns with the cognitive domain of the learning process. |
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| Rationale for instructional methods:
The choice for the use of the instructional methods for objective #2 is similar to objective #1. In addition, the instructional method is designed to overcome geographical barriers and promote equity and accessibility throughout the entire lesson. It also reduces the overall costs of delivering the course and lesson. |
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| Rationale for learning resources/materials:
In addition to the rationale for the learning resources and materials outlined in objective #1, the choice of the learning materials is based on the specificity of the materials in relation to the topic of the lesson. It also promotes the use of evidence to tackle various situations in clinical practice. |
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| The rationale for evaluation methods:
As noted in objective #1, the evaluation methods are designed to test the level of the student’s comprehension of the topic and make necessary amendments to the course content and resource needs. |
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References
Chuang, S. (2021). The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/PFI.21963
Kuleto, V., Milena, I. P., Stanescu, M., Ranković, M., Šević, N. P., Păun, D., & Teodorescu, S. (2021). Extended Reality in Higher Education, a Responsible Innovation Approach for Generation Y and Generation Z. Sustainability 2021, Vol. 13, Page 11814, 13(21), 11814. https://doi.org/10.3390/SU132111814
Levett-Jones, T., & Reid-Searl, K. (2022). THE CLINICAL PLACEMENT: AN ESSENTIAL GUIDE FOR NURSING STUDENTS (5th ed.). Elsevier.
Marriott, P. H. M., Weller-Newton, J. M., & Reid, K. J. (2024). Preparedness for a first clinical placement in nursing: a descriptive qualitative study. BMC Nursing 2024 23:1, 23(1), 1–11. https://doi.org/10.1186/S12912-024-01916-X
Nyoni, C. N., Dyk, L. H. Van, & Botma, Y. (2021). Clinical placement models for undergraduate health professions students: a scoping review. BMC Medical Education, 21(1). https://doi.org/10.1186/S12909-021-03023-W
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Assignment Overview
Imagine that you are a nurse educator in either an academic or a nursing professional development context. Consider who your hypothetical target audience would include, the learning that would be necessary, and a hypothetical lesson that you would teach.
Empowering Future Nurses – A Hypothetical Lesson on Patient-Centered Care
Once you determine this information, you will prepare for the development of an instructional lesson by considering the characteristics and unique needs of the target audience, as well as specific learning objectives, instructional methods, learning resources, and methods for evaluation of the learning that has been accomplished.
Note: The Course Toolbox has resources available that may assist you with this assignment.
Preparing the Paper
This assignment will be submitted to the faculty member using the template provided. The teaching plan is to include the following information:
Target audience
Lesson title and purpose
Lesson-specific learning objectives
Topical outline
Instructional methods
Learning resources
Evaluation methods
NOTE: Please see the details of the required information and expectations in the table labeled: Assessment Criteria