Abstract
This class design comprises of the nurses within a hospital, which is the sponsoring institution identifying patient safety. The class period is four hours, dividing in two sessions having two hours each. An outstanding element influencing patients toward positive healthcare changes is effective patient education. Nurses form an essential connection to patients’ comprehension of healthcare instructions through education sessions. These sessions are conducted both formally and informally numerous times throughout the day between patient and nurse. Teaching is a major responsibility for a nurse and one that should be undertaken with dedication. Implementing the process should facilitate quality patient education during each educational encounter. This class is a highly interactive nursing course relevant for all nurses as it equips nurses with the fundamental skills necessary for handling and managing patient relationships. This course will enable the nurses to improve on their communication skills and critical analysis skills to assist their patients and caregivers in all situations within the hospital. The lecture will take place within a hospital and the practical will take place in discussion groups in the lecture hall first before continuing in nursing care, when the nurses meet the patients. The main objective of the program is to enable students to cite basic components of graphic representation in nursing chart. These include date, assessment, time, and signature, document their evaluation and observations through descriptive medical and nursing terminology appropriately, and determine the nursing role as nurse and affiliate role of an interdisciplinary team.
Personal Class Design Project- Part 1
Introduction
In this class, the target audience is the nursing students whereas the institution sponsoring the class identifying patient safety is the hospital. The class period is four hours, dividing in two sessions having two hours each. An outstanding element influencing patients toward positive healthcare changes is effective patient education. Nurses are an integral link to patients’ comprehension of healthcare instructions through education sessions. These sessions are conducted both formally and informally numerous times throughout the day between patient and nurse. Teaching is a major responsibility for a nurse and one that should be undertaken with dedication. Implementing the process should facilitate quality patient education during each educational encounter.
Patient education is a highly interactive nursing course relevant for all nurses as it equips nurses with the fundamental skills necessary for handling and managing patient relationships. The student nurses are able to improve on their communication skills and critical analysis skills to assist their patients and caregivers in all situations within the hospital. The lecture will take place within a hospital and the practical will take place in discussion groups in the lecture hall first before continuing in nursing care, when the nurses meet the patients.
Learning Resources
Billings, D., & Halstead, J. (2005). Teaching in nursing: A guide for faculty (2nd ed.). St. Louis, MO: Elsevier Saunders.
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. A. (2005). Curriculum development in nursing education. Sudbury, MA: Jones and Bartlett.
Ryan, J. M. B. & Park, M. J. M. (2010) Communication, Attitude, Respect: Implementing an
iCARE Philosophy. Nursing Times. 106(44). Early online publication.
Stevens, K., (May 31, 2013) “The Impact of Evidence-Based Practice in Nursing and the Next
Big Ideas” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 4.
Philosophy of the hospital
The hospital seeks to improve the quality of care of the patients while at the same time boost the morale of the employees. The health care facility is dedicated to empower the staff by giving the staff an opportunity to act naturally and portray their strengths without any aspect of intimidation.
Program Outcomes
- Students will be able to cite basic components of graphic representation in nursing chart. These include date, assessment, time, and signature.
- Students will be able to document their evaluation and observations through descriptive medical and nursing terminology appropriately
- Students will be able to identify the nursing role as nurse and affiliate role of an interdisciplinary team.
Learner objectives for class 1
- To introduce the student to basic documentation skills necessary for nursing profession
- To enhance communication skills, counseling and peer- teaching skills applicable in the nurse-patient interaction
- To enhance emotional skills and personal strength in managing emotional interaction with the patient
Learner objective for Class 2
- To introduce students to different cases in the actual profession
- To equip learners with new terminologies in documentation
- To further cultivate emotions of care and empathy
- To enhance nurse-patient relationship
Department of Nursing: Patient Education
| Type | Credit: Hour | Sessions | Topics Handled |
| Classroom | 2 Credits: 2 Hours | Varies, usually Daily | · Introduction to documentation
· Nurse- patient interaction · Counseling · Peer teaching · Debriefing session |
| Practice | 3 Credits: 2 Hours | Varying all through the day as the nurse interacts with the patients | · Evidence Based Practice
· Discussion on a cases study |
The lesson is to commence with a brief introduction on record keeping through lecturing. Lecture is an effective approach of disseminating foundational information and introduces new topics to the student nurses. This approach will be accompanied by student discussion on a case study and practical session since lecturing is not highly productive for logging information to the long-term memory (DeYoung, 2009). A precise lecture is to be given to give details on the organization of a medical chart and notes. The major focus will be the narrative section, as the students will be given two sheets of blank narrative sheets in the lecture session of the class.
The second session will be the practical session where students will group themselves in groups of five and receive a case study to discuss on the effective approaches of managing different kinds of patients together with their caregivers. This grouping will enable students learn new terminologies and effective approaches of managing and interacting with patients. Through the group work, the students will be able to speak and learn new terminologies from each other, which will further enhance their vocabulary. They will then work in the given groups to translate the information acquired in different nurses’ note. This cooperative learning involves discussion, practical, and peer teaching. Cooperative learning has been proven to increase retention rates and enhance critical thinking (Ridley, 2007). Through the case study given, students will be able to apply their critical thinking skills, problem solving, and basic information related to the course.
The case study given for class discussion is necessary to evoke emotion that will aid the nurses to cultivate care and empathy. Initially, the instructor will be able to help the students go through initial formal and informal counseling sessions that will further assist in developing their communication skills, feelings, and reactions. This strategy will further model caring and ethic student nurses who will strengthen the nurse-patient relationship. The debriefing session is necessary, as it will offer students time to reflect, consider, and meld concepts, opinions, and inner development (Corrigan, 2010).
References
Corrigan, P.T. (2010). Teaching for inner growth. The Teaching Professor 24(6) 1.
DeYoung, S. (2009). Teaching strategies for nurse educators. (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Ridley, R.T. (2007). Interactive teaching: A concept analysis. Journal of Nursing
Education 46 (5) 203-209.