Description
The purpose of this assignment is to provide an opportunity for students to apply the nursing process while planning education to meet the needs of patients.
Instructions:
Develop a teaching plan based on an assigned scenario or case. Determine what elements you would include in your assessment of the learner. Identify anticipated or expected learner needs. Select and prioritize evidence based teaching strategies that would best meet the needs of the learner. Describe the resources you would provide to enhance learning. Explain methods that would be used to evaluate learning outcomes. Provide rationales for elements of your teaching plan supported by references from the required course reading assignments. Use the teaching plan format assigned. The competencies contained in the Teaching Plan Rubric will be assessed through this assignment.
Guidelines for Teaching Plan Part Two
The teaching template is the actual teaching plan; this part is heavily graded and
carries the most points.
Complete the following headings (See Teaching Plan Template-example):
1. Develop one learning outcome (what you-the nurse educator- wants the client
to learn at the end of the teaching session. (Think: Long term learning- See
example in template provided). Sources: Miller & Stoeckels chapter 10.
2. Write/develop three learning objectives: One from each domain:
a) Select a verb from PP Blooms list of verbs from each domain: Cognitive
(thinking); Affective (feelings, attitudes, values; and Psychomotor (doing).
3. Content Outline: Topics only! They will cover/help you (you, the nurse
educator- to teach the objective).
4. Instructional Materials/teaching strategies: It will help the nurse educator to
teach the topics. Make sure you utilize materials appropriate for your client: age
related (generation born); disability /illness, barriers, developmental, etc. i.e. if
the client is deaf, you should not list an audio video/book, etc.
5. Evaluation: Each domain has a different way of being evaluated (measured).
For the cognitive domain, use tools that are used for thinking, i.e.
a) Qui zzes, exams, oral examination, etc.
b) For the affective domain use the Attitude Scale (a commercial tool) and/ or
observation.
c) For the psychomotor domain, use Teach-back or Re-turn demonstration.