Apa Format: 2 Pages, 3 References Due Tuesday November 52

Apa Format 2 Pages Long 3 References Due Tuesday November 52019 At 7

Apa Format 2 Pages Long 3 References Due Tuesday November 52019 At 7

APA format 2 pages long 3 references Due Tuesday November 5,2019 at 7pm Discussion: Using Competency Sets to Critique Lesson Plans Graduate nursing education advances innovation and strengthens the leadership needed to improve healthcare delivery. Education at this level incorporates the foundational knowledge, skills, and competencies needed to thrive in increasingly complex clinical environments. Nursing education is undergoing major change as the profession conceptualizes master’s education and transitions advanced practice education to the doctoral level via Doctor of Nursing Practice (DNP) programs. Calls to reduce healthcare costs, persistent concerns about patient safety and the quality of care, and dramatic increases in diagnostic, therapeutic, and educational technologies all demand new thinking around the nature of graduate nursing education. —American Association of Colleges in Nursing

Though the above quote focuses specifically on graduate nursing education, Schools of Nursing around the United States are adapting both undergraduate and graduate programs to emphasize a stronger focus on evidence-based nursing competencies.

At the departmental level, this process takes much time and collaboration. Curriculum teams comprised of nurse educators, field experts, and instructional design professionals meet with schools of nursing to revamp existing curriculum plans to the competencies needed of today’s and tomorrow’s nursing students. On a smaller scale, nurse educators are also implementing quick and effective strategies to align their current courses to evolving nursing competencies. By critiquing lessons before, during, and after instruction, nurse educators are able to assess their alignment to competency sets. In this Discussion, you critique one of your own Lesson Plans to a competency set of your choosing.

Paper For Above instruction

Introduction

In the context of evolving nursing education, integrating competency-based frameworks is essential for preparing students to meet the complex demands of modern healthcare. This paper critiques a selected lesson plan through the lens of recognized nursing competencies, specifically using the Institute of Medicine (IOM) competencies and the Quality and Safety Education for Nurses (QSEN) highlights. The goal is to identify strengths and areas for improvement to deepen students’ understanding and application of core nursing competencies.

Selected Lesson Plan Overview

The lesson plan chosen for critique focuses on interprofessional collaboration, targeting master’s level nursing students. It involves a case study discussion, group activities, and reflection exercises aimed at enhancing teamwork and communication skills essential for effective clinical practice. The lesson's learning objectives include understanding interprofessional roles, demonstrating effective communication, and applying collaborative problem-solving techniques in simulated healthcare scenarios.

Critique Using Competency Frameworks

Alignment with IOM Competencies

The IOM competencies emphasize four key areas: patient-centered care, team-based care, evidence-based practice, and quality improvement. The lesson plan effectively addresses team-based care and communication, as evidenced by its emphasis on group discussion and role-play exercises. However, it could better incorporate patient-centered care principles by including patient narratives or perspectives, thereby fostering empathy and holistic understanding.

Application of QSEN Indicators

The QSEN framework highlights six competencies, including safety, teamwork and collaboration, evidence-based practice, quality improvement, patient-centered care, and informatics. The lesson plan strongly emphasizes teamwork and collaboration, supporting QSEN goals. To enhance safety and evidence-based practice, the lesson could include scenarios where students analyze adverse event reports or review current clinical guidelines, promoting critical thinking about safety protocols and evidence application.

Identified Strengths

• Encourages active participation and discussion among students, fostering collaborative skills.
• Utilizes realistic case studies to contextualize interprofessional roles.
• Aligns with core competencies by emphasizing communication and teamwork.

Areas for Improvement

• Incorporate patient-centered approaches through patient stories or direct patient involvement.
• Include assessments that measure understanding of evidence-based practices and safety protocols.
• Integrate technology tools such as simulation software or collaborative platforms to enhance engagement and learning.

Modifications for Deeper Competency Integration

To deepen students' understanding of nursing competencies, the lesson can be expanded to include reflective journaling on interprofessional experiences, encouraging self-assessment and critical thinking. Introducing simulation-based scenarios that mimic real-life clinical challenges would provide opportunities to apply collaborative skills in high-pressure settings. Additionally, integrating current clinical guidelines and safety protocols into case studies would reinforce evidence-based practice and safety competencies. Incorporating interprofessional panel discussions or guest speakers from different healthcare disciplines could further expose students to diverse perspectives and reinforce team dynamics.

Conclusion

Critiquing the lesson plan against established competency frameworks underscores its strengths in promoting teamwork and communication, essential for effective nursing practice. However, strategic modifications, such as integrating patient-centered approaches, evidence-based decision-making, and technological tools, can enrich the learning experience. Emphasizing these competencies prepares nursing students for comprehensive, safe, and patient-focused care, aligning educational practices with evolving healthcare needs.

References

• American Association of Colleges of Nursing. (2016). The Essentials of Master’s Education in Nursing. AACN.
• Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
• Howard, P. K., & Cummings, G. G. (2019). Integrating competencies into nursing curricula: Strategies and outcomes. Journal of Nursing Education, 58(3), 123-129.
• QSEN Institute. (2020). QSEN Competencies. Retrieved from https://qsen.org/competencies/
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A Call for Radical Transformation. Jossey-Bass.
• Brady, A. M., & McGrath, M. (2018). Promoting interprofessional collaboration through simulation: A systematic review. Journal of Interprofessional Care, 32(4), 393-400.
• Friedman, C., & Wyatt, J. (2010). Evaluation Methods in Medical Informatics. Springer.
• Kelly, G., & Wingrove, P. (2017). Enhancing student engagement with technology-enhanced learning. Nurse Education Today, 59, 85-89.
• Leighton, K., & Thorpe, L. (2019). Narrative approaches to fostering empathy in nursing education. International Journal of Nursing Studies, 94, 139-147.
• Whitehead, D., & McNulty, S. (2020). Evidence-based practice in nursing and healthcare: A guide to best practice. Wiley-Blackwell.