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NSG2EHP Education For Health Professional Practice
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NSG2EHP Education For Health Professional Practice
1 Download12 Pages / 2,808 Words
Course Code: NSG2EHP
University: La Trobe University
MyAssignmentHelp.com is not sponsored or endorsed by this college or university
Country: Australia
Question:
Use the learning outcomes identified in assessment one to identify relevant teaching and learning theories and strategies to develop a lesson plan for teaching and assessing your chosen education topic to your lient/colleague.
Produce a 4 minute video of yourself delivering one objective of your health education lesson plan.
Answer:
Learning program
Title of program: smoking cessation related education to the patient affected with Asthma
Session 1: Introduction of asthma to the patient
Session 2: Educating her on smoking and its effect on asthmatic condition with proving her importance of smoking cessation
Session title
Session 1: Introduction of asthma to the patient
Date
On the first day of the patient’s admission when the patient is physically stable and is able to understand her heath condition, the information will be shared.
Time
The time will depend on the availability of the nursing staff. generally the shift exchange time will be chosen for patient education
Duration
40 min
As the patient will not be able to concentrate more than this time period.
Venue
Patient’s beside
Venue set up
The curtains will be closed to maintain privacy and make the room isolated.
requirements
The light over the head of the patient will be turned off so that visual enhancement can be achieved.
The patient will be positioned in sit up position so that she can easily watch and understand the topic
If any family member wants to join the session, they will be provided a chair beside the patient.
Participant description
The patient is a 56 years old woman admitted to hospital due to asthmatic situation. She had a past history of asthmatic situation and she smokes more than 8 cigarettes every day in spite of her asthmatic situation, as she is not being able to change her smoking habit.
Participant numbers
The primary focus of the patient education will be Meryl, however a family member will also be included in the healthcare education for Meryl so that the person can assist her in controlling her smoking habit and asthmatic condition.
Prerequisite
The patient is a school teacher and she knows about her asthmatic condition, however she is not aware that her smoking habit can be serious for the asthma and hence, she has minimal knowledge about her disease and the aim of the education session will be making her understand the importance of smoking cessation in her health condition.
knowledge or skills
Resources required
Paper, pencil and pen for writing and drawing.
Folder full of pictures so that her knowledge can be enhanced.
Activity sheet for assessment.
She will also be rewarded with assessment feedback rewards
Books and pamphlets for further enhancing her knowledge.
Laptop with internet for video playing.
Learning outcomes
By the end of this session, the patient will be able to
understand the effect of her asthmatic condition
she will understand the effect of smoking on her asthmatic condition
she will explore the smoking cessation program and
will be able to administer her medicines to control her asthmatic condition.
Aim of the session
· The primary aim will be providing the patient with clear and concise knowledge regarding her asthmatic condition and the effect of smoking habit in such condition.
· To reduce the smoking habit of the patient so that her asthma can be controlled.
Component
Time
Strategy
allocation
Opening
2 min
The lesson will start with a firm introduction with the patient and she will be informed about the purpose of this session. Further with building a rapport with her, she will be informed about the flow of the learning procedure.
Engagement
Throughout
Watching videos, discussing and sharing thoughts, question and answer sessions, knowledge assessments, and rewarding will be provided
of learners
the session
Assess prior
2 min
Following questions will be asking to identify the knowledge gap and assess patient’s emotional status:
knowledge
Are you aware of what happening with you?
Can you share your knowledge regarding asthma?
What is your feeling related to asthma and its effects?
Body
Time
Content
Learning
Rationale supported by
Identify chosen
Physical
Question/Anticipat
activity
literature
educational
resources
ed difficulties
theory
required
3min
Basic
The patient will be made watching a video where the complete pathophysiology will be explained with animated diagrams.
It is possible that simple explanation may not be attractive for the patient as she knows less about her heath condition, hence, the video will be showed (Martins & carvalho, 2013).
Cognitivism theory
Lap top
Unable to
knowledge of
will be applied, as
open the web link
asthma
the video is
Too much
(including
designed at the
noise around
pitch of a patient.
Patients ward.
The pathophysiology, the signs and symptoms of asthma, and techniques of self-management
15 min
The patient may not be able to understand the complete video as her biological knowledge can be limited, therefore assessment evaluation becomes important and further increase her knowledge regarding her asthma related condition. The educator should also be able to find out the ways using which the concept of asthma can be taught to the patient easily (Salina et al., 2012).
The theory of constructivism will be applied as in this situation, the educator is helping the patent to construct an understanding related to her health condition further to build up knowledge related to the concept.
Pen, pencil, paper, folder of pictures, different pamphlets having information of asthma, and different rewards for active participation.
The patient is not sharing her feeling with the educator, further she is unable to understand medical terminologies
The subject of the topic will again be discussed by the educator nurse, so that recap of the topic can be done. Further, good points on successful understanding and active participation will be given to the patient
5 min
Educator will be re-explaining the concept properly so that the learner or the patient can relate that to her signs and symptoms and become aware of the disease condition.
The patient might loss her patient while re-watching the video and ask the educator to stop the session
The video will be again shown to the patient and whenever required it will be paused so that explanation to the patients questions can be given (Hoffner et al., 2012)
2min
Question and
Patient will ask
The patient and her family member might have a lot
Cognitivism theory will be applied as using this, a new and completely different understanding of the disease will be provided to them.
Pamphlets
The patient is asking too many questions that the educator is unable to move forward with the topic or she is asking no such questions.
answer (Q&A)
question and
Of questions in their mind and through this session, they will be provided with an opportunity to understand the disease and effect of patient’s smoking habit on the patient condition ( Kornburger et al., 2013).
/Brochures
educator will answer
/Story
Respectively.
book for
The family member present in the room will also be allowed to ask questions.
further
reading
Conclusion
Time
Strategy
2 min
The strategy of patient lead will be applied and using that the patient will be recalling what has been taught and how much she has understood to understand about her Asthma related condition. The educator will prompt whenever required and though recalling and prompting, education will be reinforced.
Assessment of
Time
Strategy
learning
4 min
Open ended question will be used such as “what is asthma” to assess patient’s knowledge of it. Further, assessment will be carried out with rewards so that patient can feel connected to the learning process.
Learning program
Title of program
Session title
Session 2: Educating her on smoking and its effect on asthmatic condition with proving her importance of smoking cessation
Date
One day after the session 1 so that the patient can related to the importance of these sessions.
Time
During shift change, the session will be carried out so that the educator nurse can focus on the patient
Duration
40 mins, as the patient might loss interest in the session
Venue
Patients ward
Venue set up requirements
The curtains, lights and other settings will be arranged as the previous session and only patient and her family member will be allowed in the room.
Participant numbers
Patient and her one family member will be asked to join the session
Resources required
Pen, pencil, sheets, laptop, and internet connection would be required to continue the session
Aim of the session
Make the patient understand the positive effects of smoking cessation and harmful effect of smoking on asthmatic condition.
Conducting assessment so that the patient’s understanding can be determined.
Learning outcomes
· identify the positive effects of smoking cessation
· Understand the negative effects of smoking in asthmatic condition.
Structure of the session
Component
Time allocation
Strategy
Opening
2 min
The lesson will start with a formal greeting and recalling the previous session
Engagement of learners
Throughout the session
Video watching sharing and conversing about the learning process, and discussing several researches related to smoking in asthmatic condition.
Assess prior knowledge
2 min
The questions will be asked such as
Do u know the beneficial effect of quitting smoking?
Do you know the harmful effects of smoking while facing asthmatic issues?
Body
Time
Content
Learning activity
Rationale supported by literature
Identify chosen educational theory
Physical resources required
Question/Anticipated difficulties
3 min
The patient will be taught about the harmful effect of smoking and will be provided with smoking cessation related interventions.
While watching videos, and pictures, the patient will be taught about the benefit of smoking cessation (Ziebland & Wyke, 2012)
This will help the patient to remember the concepts and facts (Ziebland & Wyke, 2012)
Cognitivism theory
Laptop
The internet server might be down or the patient did not have any interest in the topic.
15 min
Recap of the video to make the patient understand the importance of changing her smoking habit. she will be rewarded with points on successful completion of session (Hoy, 2014)
This will enhance the learning process as recap will reinforce the knowledge (Boctor, 2013).
Behaviorism theory
Pen pencil and paper
The patient might not understand the topic as it is complex to understand
5 min
Re-watching the video with pause so that points that are unclear to patient can be cleared to her (Hoy, 2014).
This will clarify all the doubts of the patient (Hoy, 2014)
Constructivism theory
Pen pencil paper and laptop
The patient might feel boring and disconnected to the topic.
2 min
Question and answer
Patient will ask the questions and the educator nurse will reply to her concerns to make her understand the learning assessment (Boctor, 2013)
The patient will have a lot of question which need to be answered by the educator and therefore, through this session those concerns will be clarified (Volandes et al., 2013).
Cognitivism theory
Pamphlets, cue cards, brochures and pen and paper
The child do not ask questions or asks too many questions that the educator becomes unable to provide actual information within the time period.
Conclusion
Time
Strategy
2 min
In this case as well, the patient led strategy will be applied, in which the patient will recall and the educator will prompt her to reinforce the knowledge.
Assessment of learning
Strategy
4 min
Open ended questions will be asked to the patient related to smoking cessation and from that understanding of the patient will be assessed.
References
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse education in practice, 13(2), 96-100. DOI:
Hoffner, B., Bauer?Wu, S., Hitchcock?Bryan, S., Powell, M., Wolanski, A., & Joffe, S. (2012). “Entering a clinical trial: Is it right for you?” A randomized study of the clinical trials video and its impact on the informed consent process. Cancer, 118(7), 1877-1883.
Hoy, M. B. (2014). MOOCs 101: an introduction to massive open online courses. Medical reference services quarterly, 33(1), 85-91. DOI:
Kornburger, C., Gibson, C., Sadowski, S., Maletta, K., & Klingbeil, C. (2013). Using “teach-back” to promote a safe transition from hospital to home: an evidence-based approach to improving the discharge process. Journal of pediatric nursing, 28(3), 282-291. DOI:
Martins, R. G., & Carvalho, I. P. (2013). Breaking bad news: patients’ preferences and health locus of control. Patient education and counseling, 92(1), 67-73.
Salina, L., Ruffinengo, C., Garrino, L., Massariello, P., Charrier, L., Martin, B., … & Dimonte, V. (2012). Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial. Perspectives on medical education, 1(2), 67-75.
Volandes, A. E., Paasche-Orlow, M. K., Mitchell, S. L., El-Jawahri, A., Davis, A. D., Barry, M. J., … & Chang, Y. (2013). Randomized controlled trial of a video decision support tool for cardiopulmonary resuscitation decision making in advanced cancer. Journal of Clinical Oncology, 31(3), 380. doi: 10.1200/JCO.2012.43.9570
Ziebland, S. U. E., & Wyke, S. (2012). Health and illness in a connected world: how might sharing experiences on the internet affect people’s health?. The Milbank Quarterly, 90(2), 219-249.
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