NPRT 2101 Teaching Plan Assignment

NURSING PRACTICE II: TEACHING PLAN ASSIGNMENT
In this assignment, the learner will have the opportunity to do the following:
 Demonstrate understanding of the principles of teaching and learning
 Develop a teaching plan appropriate to the assessment of a medical/surgical client
 Apply the concepts of the nursing metaparadigm to assessment and the teaching plan
 Gain experience applying the principles of teaching and learning through the development of
the teaching plan
 Reflect on the implications for future practice in a clinical setting
Instructions
Develop a teaching plan based on a client to whom you have been assigned to care for in either
your medical or surgical rotation. Consult with your instructor regarding the client you have
chosen. This plan could be a discharge care plan or be based on any area in which the client has
an identified knowledge deficit with regard to his/her care or medical condition.
You will write this client’s case history including age, medical issues, education level, identified
knowledge deficits, client needs, and any cultural considerations. You will then develop a
teaching plan to address the identified knowledge deficits of your client. This plan will then be
presented to your fellow classmates at a time set by the instructor. This presentation should
engage and increase the knowledge of your fellow students. Be sure to include visual tools that
aid in learning. Also develop strategies to evaluate the effectiveness of your teaching; you will
evaluate your classmates’ learning at the end of the presentation.
You are to hand in all teaching tools and the client case history for marking.
This is a pass/fail assignment; you must receive a pass in order to successfully complete Nursing
Practice II: Acute Care 1 (Medical/Surgical).
Teaching Plan Guidelines
STEP 1:
Assessment and Identification of Learning Needs and Barriers to Learning
Using concepts from the metaparadigm of nursing, assess and identify the learning needs of the
client. Consider age; sex; cultural considerations; developmental parameters; language; current
health status; physical assessment; past medical history; cognitive ability; psychomotor ability;
motivation; willingness to learn; socioeconomic considerations such as financial, living
arrangements, and support systems; and psychosocial status. Identify factors and relevant
characteristics of the client that might affect the teaching/learning process. Identify others who
may also need to be included in the learning activity. Summarize your analysis of the client
teaching need to identify any barriers to learning that will affect the teaching/learning process.
STEP 2:
Write a Nursing Diagnosis Addressing a Learning Need
NPRT 2101 Teaching Plan Assignment
After assessing the client, interpret the data to form a nursing diagnosis, identifying a specific
learning need.
STEP 3:
Develop a Client-Centred Goal
State the goal that applies to the learning needs of the client by using the SMART criteria.
Include the client in setting the goal.
STEP 4:
Identify Learning Objectives (may also be referred to as Expected Outcomes)
Identify two learning objectives that would indicate the client has met the goal. Choose the
learning objectives from the following domains of learning:
 cognitive
 psychomotor
 affective
Learning objectives in the cognitive domain – The cognitive domain pertains to knowledge,
comprehension, application, analysis, synthesis, and evaluation. Verbs that can be used when
writing expected outcomes in the cognitive domain include: compares, defines, describes, states,
explains, differentiates, names, plans, solves, summarizes, identifies, and gives examples. The
client will be able to state …
Learning objectives in the psychomotor domain – The psychomotor domain emphasizes skills
and motor/technical performance. Verbs that are used when writing expected outcomes in the
psychomotor domain include: demonstrates, manipulates, shows, assembles, arranges,
constructs, and works. The client will be able to demonstrate…
Learning objectives in the affective domain – The affective domain emphasizes emotions,
feelings, attitudes, and valuing, such as the value the client/family attaches to a behaviour. Verbs
that can be used when writing expected outcomes in the affective domain include: chooses,
justifies, defends, values, initiates, displays, selects, shares, uses, relates, and justifies. The client
chooses to…
STEP 5:
Planning Implementations/Interventions
Identify the content of your teaching plan, teaching strategies/methods, time, place, types of
sessions, teaching tools, and instructional resources such as pamphlets, videos, demonstration.
Some examples of teaching strategies include lecture, discussion, demonstrations, role-playing,
AV material, printed material, computer programs, and panel discussion. Include a rationale for
strategies selected.
NPRT 2101 Teaching Plan Assignment
STEP 6:
Evaluation
Determine how the learning objectives will be achieved and how learning has occurred. How
will the client meet the stated objectives? Write a statement that would indicate the client has
achieved the goal.
For cognitive domain learning, evaluation may include questioning the client, having the client
explain what was taught or providing a written test/quiz.
For psychomotor domain learning, evaluation would involve having the client do a return
demonstration of a task.
For affective domain learning, evaluate learning through the client’s response(s), attitudes, and
feelings.
STEP 7:
Reflection
Discuss what you think are the strengths and weaknesses of the teaching plan. How has this
experience influenced your future practice?
STEP 8:
References
Develop a reference page using APA format to credit your sources of information. Use one
additional resource beyond your Nursing Foundations textbook.
Resources to assist in the teaching plan assignment:
Bloom’s taxonomy of learning domain. Access from
http://www.nwlink.com/~donclark/hrd/bloom.html
Potter & Perry: Chapter 21
Nursing Foundations I, Course Readings: SMART Goals: How to write and use with clients
NPRT 2101 Nursing Care Plan Assignment
Clinical Guide 4
Teaching Plan Table
CLIENT INITIALS:
ASSESSMENT
Assessment considerations:
Factors that might affect the teaching and learning process:
NURSING DIAGNOSIS (IDENTIFY THE LEARNING NEED)
1.
PLANNING (ESTABLISH GOAL AND LEARNING OBJECTIVES: COGNITIVE, AFFECTIVE, AND/OR PSYCHOMOTOR)
1. Client goals:
2. Learning objectives:
3.
4.
Expected outcomes:
IMPLEMENTATION (HOW WILL YOU FACILITATE LEARNING?)
Planned teaching strategies: Rationale for strategies:
REFLECTION
Strength and weaknesses of plan?
Influences for future practice?
NPRT 2101
Clinical Guide
NURSING CARE PLAN: MARKING GUIDE
KEY CONTENT MARKING GUIDE
POINTS: 5 3 1 0
ASSESSMENT OF CLIENT AND CLIENT LEARNING NEEDS
 Used concepts from the metaparadigm to identify
the learning needs Excellent Satisfactory Minimal None
 Identified factors and relevant characteristics of the
learner that might affect the teaching/learning
process and indicated whether or not others need to
be included in teaching
Excellent Satisfactory Minimal None
 Clearly evident how assessment supports selection
of nursing diagnosis Excellent Satisfactory Minimal None
/15
Comments:
NURSING DIAGNOSIS (IN TERMS OF LEARNING NEED),
GOAL, AND LEARNING OBJECTIVES
 Identified and stated nursing diagnosis Excellent Satisfactory Minimal None
 Clearly formulated goal and identified how client
was involved with setting the goal
Excellent Satisfactory Minimal None
 Identified 2 learning objectives that indicate how
the client will meet the goal Excellent Satisfactory Minimal None
/15
Comments:
TEACHING STRATEGIES AND RATIONALE
 Identified relevant teaching strategies Excellent Satisfactory Minimal None
 Included rationale to support teaching strategies Excellent Satisfactory Minimal None
/10
NPRT 2101
Clinical Guide
KEY CONTENT MARKING GUIDE
POINTS: 5 3 1 0
Comments:
EVALUATION AND REFLECTION
 Identified how the learning objectives will
determine client learning
Excellent Satisfactory Minimal None
 Discussed the strengths and weaknesses of using
the teaching plan
Excellent Satisfactory Minimal None
 Identified implications for using the teaching plan
in future practice
Excellent Satisfactory Minimal None
/15
Comments:
TOTAL /55
Submit this marking guide with the assignment.
NPRT 2101
Clinical Guide
APA AND GRAMMAR – MARKING GUIDE
KEY CONTENT MARKING GUIDE
POINTS: 1 0.5 0.25 0
TITLE PAGE
 Included: header and page number; running head;
date. Remaining items centred: title of paper,
student name, college name, course and section
number, assignment name and number, instructor
name
Excellent Satisfactory Minimal None
BODY OF PAPER
 Paper organized – header and page number;
introduction, body and conclusion; appropriate
margins; double-spaced throughout; indent 5 spaces
or 1 tab for new paragraphs; correct font – Times
New Roman, 12-pt. font.
Excellent Satisfactory Minimal None
REFERENCES
 Citations in body of paper follow APA format Excellent Satisfactory Minimal None
 References, on separate page, follow APA format Excellent Satisfactory Minimal None
GRAMMAR AND SPELLING
 Grammar appropriate and words spelled correctly
(< 5 errors)
Excellent Satisfactory Minimal None
TOTAL /5
Comments:
GRAND TOTAL (ALL MARKING GUIDES) /60
Students must achieve at least 60% on this assignment in order to receive a PASS grade.
NPRT 2101
Clinical Guide
Submit this marking guide with the assignment.