Select One Class Period From The Course Syllabus
Select One Class Period From The Course Syllabus You Created In Week 5
Select one class period from the course syllabus you created in week 5 and develop a teaching plan for your chosen class. Following the assignment guidelines below, develop and submit your teaching plan for the class period during week 6. Assignment Guidelines Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. While there are many formats for a teaching plan, the following sections should be included in your plan: The subject or topic that you plan to teach : Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
Level of instruction : The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level) Method/mode of delivering your teaching presentation : Form of audio-visual delivery, PowerPointpresentation, or similar method Learning objectives : Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction. Content outline : Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured. Teaching strategies and learning activities : List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages. Plans for individual learning differences : How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities. Evaluation process : List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives). Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies. Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should: List the criteria that will be assessed (a breakdown of the assignment parts). Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).
Paper For Above instruction
Introduction
A well-structured teaching plan is essential for effective nursing education, particularly at the undergraduate level where foundational knowledge and clinical skills are developed. This paper presents a detailed teaching plan for a selected class period from an undergraduate nursing course syllabus. The chosen topic is "Fundamentals of Patient Assessment," aimed at junior nursing students at the mid-program level. The plan incorporates clear learning objectives, structured content, diverse teaching strategies, adaptations for individual learning differences, and comprehensive assessment methods, including both formative and summative evaluations supported by a detailed rubric.
Subject/Topic
The topic selected for this teaching plan is "Fundamentals of Patient Assessment." This subject is fundamental to nursing practice as it forms the basis for patient care, diagnosis, and intervention. It encompasses skills such as vital sign measurement, health history taking, physical examination techniques, and documentation. Teaching this topic provides students with essential assessment skills necessary for safe and effective nursing practice, aligning with the curriculum's emphasis on clinical competency and evidence-based practice (Arnold & Boggs, 2019).
Level of Instruction
This class is intended for junior nursing students enrolled in their third year of a Bachelor of Science in Nursing (BSN) program. At this mid-program level, students possess foundational knowledge from earlier coursework and are prepared to refine their clinical skills. Instruction aims to bridge theoretical understanding and practical application, preparing students for competency in patient assessment during clinical rotations and eventual professional practice (Benner, 2001).
Method/Mode of Delivery
The teaching presentation will primarily utilize an interactive PowerPoint presentation supplemented by demonstrative videos and live skill demonstrations. This multimodal approach caters to visual and auditory learners and allows for clarification of complex procedures. The use of multimedia enhances engagement and provides visual reinforcement of assessment techniques, facilitating better retention and understanding (Mayer, 2009).
Learning Objectives
By the end of this class period, students will be able to:
- Accurately measure and record vital signs including blood pressure, pulse, respiration, and temperature.
- Obtain a comprehensive health history through effective communication and interviewing skills.
- Perform a systematic physical assessment, focusing on common body systems.
- Document assessment findings clearly and accurately in electronic health records.
- Apply evidence-based nursing interventions based on assessment outcomes.
Content Outline
- Introduction to Patient Assessment: importance and scope
- Preparation and environment considerations
- Vital signs measurement: techniques and interpretation
- Health history taking: structured interviewing and recording
- Physical assessment overview: techniques for head-to-toe evaluation
- Documentation standards and legal considerations
- Application of assessment data to nursing care planning
Teaching Strategies and Learning Activities
The instructional approach combines lecture, demonstration, active learning, and discussion. The instructor will initiate with a concise lecture to introduce concepts, followed by video demonstrations of assessment techniques. Students will then engage in guided practice sessions in small groups, performing vital signs and physical assessments on mannequins or peers under supervision. Discussions will follow to reflect on challenges faced and best practices. Use of case studies will foster critical thinking about assessment findings and their clinical implications.
The rationale for using active participation and peer practice is supported by experiential learning theories, which enhance skill acquisition and confidence (Kolb, 1984). Advantages include improved retention and practical readiness, while disadvantages may involve logistical challenges, such as resource availability and varying student skill levels requiring additional facilitation.
Plans for Individual Learning Differences
To accommodate diverse learning styles, the plan incorporates visual aids, kinesthetic activities, and opportunities for collaborative learning. For example, visual learners benefit from diagrams and videos; kinesthetic learners gain through hands-on practice; and auditory learners engage in discussions. Students with learning difficulties will receive additional one-on-one coaching during practice sessions, and supplementary materials will be available for review. Differentiated instruction will also include varied assessment formats allowing students to demonstrate competence in multiple ways (Tomlinson, 2014).
Evaluation Process
Assessment comprises formative and summative components. Formative assessment involves observation during practice, questions during discussion, and reflection exercises to gauge ongoing understanding. Summative evaluation includes a practical skills check-off, a written quiz covering theoretical concepts, and an assignment requiring students to develop a case study based on simulated assessment data.
The written assignment involves analyzing a simulated patient scenario, identifying assessment findings, and proposing nursing diagnoses and interventions. A rubric will evaluate clarity of clinical reasoning, accuracy of assessment interpretation, quality of documentation, and application of evidence-based practices.
Rubric for Written Assignment
| Criteria | Excellent (4) | Proficient (3) | Needs Improvement (2) | Unacceptable (1) |
|---|---|---|---|---|
| Clinical reasoning and interpretation | Thorough analysis with insightful connections | Accurate analysis with clear connections | Partial analysis, some inaccuracies | Limited or incorrect analysis |
| Documentation quality | Comprehensive, clear, and accurate | Adequate, mostly clear, minor errors | Inadequate or unclear | Poor or missing documentation |
| Application of evidence-based interventions | Excellent integration and justification | Appropriate, with good rationale | Somewhat appropriate, weak rationale | Inappropriate or missing |
| Organization and clarity | Well-structured, logical flow | Generally organized, clear | Some organizational issues | Disorganized or unclear |
Conclusion
A comprehensive teaching plan tailored to mid-program nursing students provides clarity in learning objectives, structured content, diverse teaching strategies, and thorough evaluation methods. Emphasizing active learning and individual adaptation enhances skill development essential for professional nursing practice. The inclusion of detailed assessments and rubrics ensures that students meet competency standards while fostering critical thinking and reflective practice, vital components of holistic nursing education.
References
- Arnold, E. N., & Boggs, K. U. (2019). Interpersonal relationships: Professional communication skills for nurses. Saunders.
- Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
- Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
- Eggen, P., & Kauchak, D. (2017). Educational psychology: Windows on classrooms. Pearson.
- Dochy, F., et al. (1998). Assessment as a tool for learning. Studies in Educational Evaluation, 24(4), 349-370.
- Levett-Jones, T., & Lapkin, S. (2014). A review of the evidence on experiential learning in nursing education. Nurse Education Today, 34(3), 377-382.
- FitzGerald, A., et al. (2018). Strategies for adult learners in nursing education. Journal of Nursing Education, 57(9), 556-561.
- Schmidt, H., & Brown, J. (2019). Evidence-based practice for nurses: Appraisal and application of research. Jones & Bartlett Learning.