Developing A Teaching Plan Instructions This Week's Assignme
Developing A Teaching Planinstructionsthis Weeks Assignment
This week’s assignment will help you apply the theoretical knowledge gained in the first four weeks of the course. For this assignment, you will plan a four-hour face-to-face class session on becoming a culturally competent nurse. Your students consist of 30 baccalaureate students at the Denver College of Nursing in the foundations of nursing course. This class should include different kinds of learning activities, including didactic, practice, and evaluation components. It should reflect a variety of learning theories and utilize culturally relevant teaching practices.
Please use this worksheet to complete the assignment. Do not write a formal paper. Just complete the worksheet. Please do not remove the directions. Use in-text citations where appropriate and include a reference page at the end.
Describe your general plan for the class. What space and equipment/supply needs will you have? Will your primary orientation be pedagogical, andragogical, or a combination? Provide your rationales and support your answer with documentation. Write two student learning objectives, one that addresses the cognitive domain and one that addresses the affective domain.
Use terms relating to Blooms taxonomy levels. Use the newer terms, not the original taxonomy. See page 166 in the Billings text for additional information. Then, describe at least three teaching/learning activities that will help the student achieve each of these objectives.
Learning Objective #1 (Cognitive)
Learning Objective: To enhance students' understanding of cultural competence in nursing practice through critical thinking and analysis.
Bloom’s Level: Analyzing/Evaluating
Lesson Plan:
- Facilitated discussion where students analyze case studies involving cultural scenarios and identify key cultural considerations.
- Group activity where students evaluate cultural competency frameworks and compare different models.
- Interactive quiz to assess comprehension of core concepts related to cultural competence.
Teaching/Learning Activities
| Activity | Why did you select these activities? | What learning theories support your choice of activities and why? |
|---|---|---|
| Case Study Analysis | This activity engages students in applying theoretical knowledge to real-world scenarios, promoting higher-order thinking skills. | Constructivist learning theory supports this activity by emphasizing active learning and experiential engagement (Bruner, 1961). It encourages students to construct their understanding through practical analysis. |
| Group Comparison of Theoretical Frameworks | Encourages collaborative learning and peer-to-peer discussion, fostering critical thinking and deeper understanding. | Social constructivism supports this method by promoting learning through social interaction (Vygotsky, 1978). |
| Interactive Quiz | Provides immediate feedback and reinforces knowledge retention in a structured format. | Cognitivist theory underpins this activity by emphasizing information processing and reinforcement (Anderson & Krathwohl, 2001). |
Learning Objective #2 (Affective)
Learning Objective: To foster respect and appreciation for diverse cultural perspectives among nursing students.
Bloom’s Level: Valuing/Organizing
Lesson Plan:
- Reflective journaling on personal biases and cultural experiences.
- Role-playing activities that simulate cross-cultural patient interactions.
- Group discussions on cultural humility and ethical considerations in nursing care.
Teaching/Learning Activities
| Activity | Why did you select these activities? | What learning theories support your choice of activities and why? |
|---|---|---|
| Reflective Journaling | Encourages introspection and personal connection to the material, fostering internal value development. | Experiential learning theory supports this by emphasizing reflection as a key component in transformative learning (Kolb, 1984). |
| Role-Playing | Builds empathy and perspective-taking skills by putting students in simulated real-life situations. | Social learning theory by Bandura (1977) supports learning through modeling and practice. |
| Group Discussion | Promotes shared understanding and challenges students to consider multiple viewpoints, reinforcing respect for diversity. | Constructivist approaches advocate for dialogic learning to construct social and cultural understanding (Vygotsky, 1978). |
Accounting for Learning Styles and Cultural Relevancy
This session accounts for various learning styles by incorporating visual (case studies, diagrams), auditory (discussions, role-play debriefs), and kinesthetic (role-playing, group activities) activities aligned with Kolb’s Experiential Learning Cycle (Kolb, 1984). For example, the reflective journaling addresses reflective learners, while role-playing appeals to active and experiential learners. Culturally relevant teaching practices are integrated by selecting diverse case studies, encouraging students to share their own cultural experiences, and ensuring that activities respect and recognize students’ backgrounds. According to Ladson-Billings (1994), culturally responsive teaching improves engagement and learning outcomes among diverse student populations by validating their cultural identities and experiences.
Assessment and Evaluation Methods
Student learning will be assessed through a combination of formative and summative methods. Formative assessments include participation in discussions, reflections, and quizzes that provide ongoing feedback. Summative assessments involve evaluating students’ analysis of case studies, participation in role-playing, and a final reflection paper demonstrating understanding of cultural competence principles. Additionally, peer assessments and self-assessments will be used to gauge affective learning growth and commitment to cultural humility. These evaluation methods align with multiple intelligences and accommodate diverse learner strengths (Gardner, 1983).
Conclusion
This assignment has provided a valuable opportunity to design an engaging, culturally sensitive, and theoretically grounded lesson plan aimed at fostering comprehensive understanding and respect for cultural competence among nursing students. By integrating diverse teaching strategies, aligning activities with Bloom’s taxonomy, and considering different learning styles and cultural relevance, I gained insights into effective instructional planning that promotes meaningful learning and professional development. The exercise reinforced the importance of intentional, inclusive teaching practices in preparing future nurses to provide patient-centered care in diverse healthcare settings.
References
- Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
- Bandura, A. (1977). Social learning theory. Prentice-Hall.
- Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
- Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A foundation for excellence (9th ed.). Elsevier.
- Additional references may include relevant nursing education and cultural competence literature as needed.