NUR-665E Practicum Lesson Plan Template Please note, this lesson plan will be

NUR-665E Practicum Lesson Plan Template

Please note, this lesson plan will be implemented in the practicum setting. Complete the practicum lesson plan outline below. The lesson plan must be completed using this template.

1. Description of the Topic, Practicum Setting, and Learners

Topic: Nursing Education Practicum

Practicum setting: Graduate-level class

Learners: Students seeking to obtain a graduate degree in nursing

2. Lesson Outcomes (Include additional outcomes as needed.)

Grasp and develop a deep understanding of the different teaching strategies employed.

Here, the students will be expected to learn through action. This means that they will be required to practice what they learn. The goal is to make sure that they not only grasp the concepts but also know how to get the best out of the same concepts.

A deep understanding of the importance of evidence-based research in nursing education.

Nursing education is the foundation of impeccable nursing. However, its progression and continual ascension hinge on advancement in research and the application of the same research. The students will be expected to grasp the relationship between nursing education, the progress of the nursing profession in general, and evidence-based research.

Practice and showcase a working relationship and collaboration with others.

The foundation of the medical world, especially nursing, is based on how well people communicate and collaborate with other professionals. However, collaboration and effective communication is honed while in class with one’s peers. Therefore, the students will be expected to work well with each other, communicate effectively, and deliver on whichever tasks they have been assigned to do.

Understand how best to leverage the nursing process in building better nurse-patient collaboration.

Today, healthcare organizations are focusing on delivering what they call patient-centered care. Patient-centered care mainly entails providing care with an emphasis on respecting and responding to a patient’s needs, values, preferences, and beliefs. This calls for a better understanding of patients and not just their healthcare issues. Therefore, there is a need for nurses to develop an understanding of how best to build better relationships with patients throughout the nursing process for effective and fruitful patient-nurse collaboration.

Develop a problem-based approach to clinical situations.

Evidence-based teaching strategies will be employed in this practicum, and students will be equipped with a problem-based approach to real-life situations and challenges within the hospital setup. Nursing students need more than theoretical knowledge when they go out to the field. Therefore, employing a problem-based learning approach will help them apply the knowledge they amass.

Develop a case-by-case understanding of the nursing profession.

In the nursing profession, though cases might present similarities, the approach to dealing with cases can change from time to time depending on the factors surrounding a particular case. For example, two patients can share a healthcare problem, but the first patient’s religious beliefs can force a nurse to take a different approach to the case altogether. But the second patient can follow the expected procedure to the end. So, it is crucial also to develop a case-by-case experience.

3. Evidence-Based Teaching Strategies (Describe the strategies you will use to teach the content and address the diverse learning styles of the students. Include additional strategies as needed.)

Problem-based learning

PBL provides an effective platform for nursing students to enhance their problem-solving skills through direct engagement with realistic problems in a practicum, natural, or simulated setting. The nursing educator facilitates the learning program by providing a problematic stimulus for the nursing students to get and develop knowledge by engaging and exercising their critical thinking abilities. As the learning process facilitator, the nurse educator’s teaching activities will include presenting the problematic stimulus for the session and providing general guidelines and timelines to help the class in developing a common framework of expectations.

Group discussions

Group discussions mainly entail the idea of allocating a task to a group of students. Such an approach to learning is just as important as any other strategy because of its impact on helping students prepare for the healthcare environment. One crucial fact about group discussions is that the entire group is awarded the same marks (Nuuyoma, 2017). This is important because it reinforces or helps challenge students to give their best as a group. What this implies is that the group will find ways to work together to deliver better results. Through group discussions, students learn how to collaborate with others, a key ingredient in the healthcare environment as well as communication.

Case-based learning

Case-based learning or teaching strategy embraces the idea of mimicking real work through examples or cases. Through this strategy, students are introduced to real-life situations where they are expected to apply their knowledge and solve problems. According to Liu et al. (2020), one advantage of this strategy is that it helps enhance the comprehensive abilities of nursing students. Therefore, students are able to comprehend the pressure that comes with the healthcare environment later in life. These sentiments are echoed by Li, Ye, and Chen (2019), who claim that case-based learning helps enhance students’ critical thinking abilities. Using this method teaches students to improvise and to adapt to different scenarios regardless of difficulty levels. Further, it is a learning strategy that focuses entirely on the students and their abilities to build their knowledge through real-world examples.

Reflection

As a learning strategy, reflection may not seem important or as crucial as the other strategies. However, reflection is an important strategy that stimulates learning in students. According to Miraglia and Asselin (2015), reflective strategy as a teaching tool is important because it helps enhance students’ readiness to apply theoretical knowledge. Through reflection, students get to offer a personal understanding of a concept or topic, and this can be a great way for teachers to evaluate their students. Further, reflection also helps to stimulate a student’s thinking because it challenges them to consider the theoretical part of their studies and how they would apply the same knowledge while in the field.

4. Content Outline (Outline the content that will be covered in the lesson. Include the timeframe for each activity. Add additional bullet points as needed.)

Opening activities: Week 1 – Days 1 and 2

Orientation into nursing education _ Day 1

Here, students are getting acquainted with nursing education. Questions and answer sessions will be held, with students encouraged to share more and ask questions.

Discussion of learning objectives/outcomes _ Day 1

The learning objectives will be outlined for the students, and the instructors’ expectations will be outlined for the students. This will mainly be a repeat of the outlined learning outcomes.

Discussion of student expectations _ Day 2

The students will also be expected to share their thoughts and views regarding their expectations throughout the learning experiences. Here, they will share their fears, doubts, and questions, and the instructors will do their best to respond to all of them. The goal of doing this is to ensure that the instructors understand the students’ expectations as they start the class.

Discussion of student goals _ Day 2

The students will be encouraged to develop their personal goals and to monitor their progress against these goals. Different strategies will be shared, including the development of general goals (for the entire learning experience) and the development of short-term, topic-by-topic goals. Regardless of the approach taken, the students will be encouraged to develop some goals.

Formation of discussion groups _ Day 2

Forming these groups early will help offer them an opportunity to start bonding or building relationships. So, this will be among the first things to be done.

Teaching and learning activities:

Problem-Based Learning

As the facilitator of the learning process, the teaching activities for the nurse educator in problem-based learning (PBL) will include presenting the problematic stimulus in a given health care setting for the session (Ku, 2016). For instance, the role of nursing education in addressing a particular healthcare problem. The nursing educator will also provide general guidelines and timelines to help the class in developing a common framework of expectations on the lesson. Another teaching activity will be continuous questioning of nursing students about the concepts learned in the context of the problematic stimulus presented. Learning activities will include clarifying of terms and agreeing on definitions from the information provided in the problematic stimulus for the session. Students will then identify the problem, brain storm through learned knowledge and apply it in analyzing the problem, formulate hypothesis, and prioritize their learning objectives in evaluating the problem. Students will also embrace self-directed study to meet the learning objectives to research. Students will also integrate and apply the newly learn data and information in understanding and solving the problem in follow-up group discussions facilitated by the nurse educator.

Group Discussions

Like in problem-based learning, nursing educators play the role of facilitators and cognitive modelers in sessions entailing group discussions (Nuuyoma,2017). The teaching activities involved in using small group discussions include providing assigned reading on nursing education to prepare students for the content of discussion, discussing group norms with students to create a comfortable environment for all students, and highlight the expectations for participating in the discussion. Other teaching activities will include selecting questions that will guide the discussions or assignments requiring collaborative effort across the formed groups and communicating the time limits and learning outcomes from the discussions. The learning activities for small group discussions include seeking clarifications on the presented topic or task for discussion, identifying the roles to be played by each member, and investigating the task or problem presented in the discussion. Students will also debate proposed solutions to the identified problem as a group.

Case-Based Learning

The nursing instructor will identify and present a real or simulated patient case scenario addressing a specified element of nursing education. The nursing educator will also divide students into small groups and then develop and provide relevant and specific questions concerning the case to each of the groups (Liu, 2020). Outlining the session’s learning objectives and expectations, and setting the timeframe for addressing the questions raised from the case scenario. The learning activities will include defining and clarifying different issues or concepts present in the case, application of classroom knowledge in analyzing and evaluating the clinical case scenario, discussing and debating possible solutions to the identified problem from the case scenario. Self-directed study in researching concepts from the case scenario and active participation in discussing the identified concepts.

Reflection

Teaching activities under reflective teaching and learning to include identifying a concept or case scenario on nursing education for reflections, developing question cues to guide the students’ reflection on the presented concept or case scenario, developing and providing reflective assignments, and determining the reflective strategy to be used (Miraglia, 2015). The learning activities will include self-directed study and research on concepts, reflective diary keeping based on data and information, facilitated group reflection, writing reflective journals of practice experiences, and peer consultations or reviewing of reflective journals.

Closing activities:

Analysis and evaluation of findings from the different learning activities

Developing, altering, and synthesizing hypotheses based on the newly received information

Developing clear stated solutions to the problems outlined in each of the evidence-based teaching strategies

Presentation of solutions

Analysis and evaluation of the student’s performances against the learning objectives and expectations by the nursing educator.

5. Evaluations (How will the students demonstrate what they have learned?)

Formative evaluation(s):

Reassessment through classroom questioning to determine the knowledge gap among students.

Frequent class assessment through exercises and tests to monitor efficacy of the teaching strategies employed

Evaluating students’ participation in group interactions, such as the group discussions and the small groups for case-based learning.

Self-evaluation through take-home assessments.

Peer evaluation

Observation of students’ performances through the self-learning methodology in simulated environments

Summative evaluation(s):

Standardized tests at the end of the course program based on the outlined teaching and learning strategies.

Final research projects concerning concepts presented through the problems identified and solved in the evidence-based teaching strategies.

Final essays on individual and group findings on problems outlined in the evidence-based teaching strategies

Final presentations

Final grading based on the students’ overall performances highlighted by their participation in the outlined learning activities for the evidence-based teaching strategies.

6. Instructor satisfaction survey (Briefly describe the outcome of your instructor satisfaction survey and include the survey in Appendix A).

The instructor satisfaction survey highlighted students’ satisfaction with performance across different elements in utilizing the outlined evidence-based teaching and learning strategies. The elements or aspects highlighting students’ satisfaction with the instructor included the instructor’s abilities to provide opportunities for student engagement and observation, direct and guide students in executing the different learning activities for the outlined evidence-based teaching and learning strategies (Nejad, 2019). Other elements included the instructor’s ability to observe the educational rules and discipline such as timely attendance of sessions, harmonization of instructor’s expectations with the learning objectives, provision of right feedback to students’ questions, and the students’ approval rating of the instructor. Each of the elements were denoted highly satisfied, satisfied, moderately satisfied, dissatisfied, and unsatisfied, with each level scored as 5, 4, 3, 2, 1 respectively.

7. Learning needs assessment (Include the learning needs assessment in Appendix B).

The learning needs assessment is integral to developing a practicum lesson plan as it creates an effective framework for scheduling the teaching and learning activities. It is a systematic approach for examining and determining the learning needs individual or group of students. Herein below is the learning needs assessment tool used in the development of this practicum lesson plan;

Learning Needs Assessment Tool

Are the student’s medical backgrounds and knowledge enough?

Is the student familiar with the tools and equipment?

Is the student well-versed in communication?

Is the student ethically aware and practicing?

Does the student follow the instructions?

Does the student demonstrate empathy toward the patients?

Is the student able to work well with others?

Does the student exhibit initiative in doing tasks?

Has the student excelled at the assigned tasks?

Does the student adapt well to changes and unexpected situations?

What is the student’s reaction to problems?

How does the student deal with issues?

Is the student able to handle error and mistakes?

How does the student work with peers and professionals?

What is the student’s interaction with the patients like? Classmates? What about other medical professionals?

How does the student ensure information confidentiality?

How does the student get knowledge? What else does the student need to know?

What does the student do to increase knowledge and skills?

What does the student need to improve?

How is the student’s overall performance?

References

Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197. doi: 10.1097/01.NEP.0000000000000181.

Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-based teaching strategies that facilitate transfer of knowledge between theory and practice: What are nursing faculty using? Teaching and Learning in Nursing, 13(3), 174-179. https://doi.org/10.1016/j.teln.2018.03.003.

Hornvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(172), 1-11. https://doi.org/10.1186/s12909-018-1278-z.

Ku. T. K., &. H. (2016). The Application of Problem Based Learning in Undergraduate Nursing Education: A Strategy for Curriculum Reform. Journal of Biosciences, 52-59.

Li, S., Ye, X., & Chen, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student’s critical thinking ability: A comparative study. Nurse education in practice, 36, 91–96. https://doi.org/10.1016/j.nepr.2019.03.007

Liu, L., Li, M., Zheng, Q., & Jiang, H. (2020). The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter. INQUIRY: The Journal of Health Care Organization, Provision, and Financing.57. DOI: 10.1177/0046958020964421

Miraglia, R., & Asselin, M. (2015). Reflection as an Educational Strategy in Nursing Professional Development. Journal for Nurses in Professional Development, Vol. 31, No. 2, pp. 62-72. https://nursing.ceconnection.com/ovidfiles/01709760-201503000-00002.pdf

Nejad, F. M. (2019). Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran. Journal of Medicine and Life, 75-82.

Nuuyoma, V. (2017). The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University. International Journal of Higher Education, Vol. 6, No. 3, pp. 91-98. DOI: 10.5430/ijhe.v6n3p91

Appendix A

Directions: Include your instructor satisfaction survey below.

Instructor’s Performance

Item/Element

Highly Satisfied

Satisfied

Moderately Satisfied

Dissatisfied

Totally Dissatisfied

Provides opportunities for student engagement and observation

Direct and guide students in executing the different learning activities

Observes the educational rules and discipline such as timely attendance of sessions

Harmonization of instructor’s expectations with the learning objectives

Provision of accurate feedback to students’ questions

Students’ approval rating of the instructor

Appendix B

Directions: Include the learning needs assessment that you created in Topic 7 below.