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Roberts Wesleyan College

Teaching Strategies for Developed Course


Program: Associate Degree in Nursing
Course Title: Fundamentals of Nursing
Placement in the Curriculum: First Semester of the First Year
Course Description: Thehistoryofprofessionalrolesandresponsibilitiesinnursingpractice
willgivethestudentaframeworkforlearningtheartandscienceofnursing.Studentswill
developcompetenciesinholisticpatientcare,andthepromotionofhealthandwellnessfor
individualsandfamiliesacrossthelifespan.Studentswillbeintroducedtothenursingprocess,
evidencebasednursingpractice,medicationadministration,andphysicalassessment.Students
willhaveanopportunitytodeveloptherapeuticcommunicationskillswhileproviding
psychosocialandspiritualcare.Anappreciationforculturaldiversityandanawarenessofethical
andlegalaccountabilityinnursingpracticewillbeexplored.
CourseOutcomes:
Aftercompletionofthecourse,thestudentwillbeableto:
1. Discusstheimportanceofnursingtheory,research,andevidencebasednursingpractice.
2. Demonstratesafe,highquality,holisticnursingcareandhowbasichumanneeds,the
family,andthecommunityenvironmentaffectindividualhealth.
3. Practiceculturalcompetenceintheprovisionofnursingcare.
4. Describenursingpracticethatisconsistentwiththecodeofethicsfornursing.
5. Discussthewidevarietyofhealthcaresettingsandneedforcoordinationofpatientcare.
6. Exhibitthoughtful,personcenterednursingcare.
7. Valuetheperspectivesandexpertiseofallmembersofthehealthcareteam.
8. Identifyhealthpromotionneedsforpatientsacrossthelifespan.
9. Describethevariousrolesoftheprofessionalnursewithindifferenthealthcaresettings.
10. Demonstratecompetenceintheperformanceofbasicnursingskillsanduseofelectronic
medicalrecords.
11. Safelyadministeroral,parenteral,topical,andinhaledmedications.
12. Performabeginninglevelhealthhistoryandphysicalassessmentofanindividualclient.
13. Choosenursinginterventionstosafelymeetbasicphysiologicneedsandprovidepain
managementforthepatient.
14. Createaplanofcareforanadultclientwithbasichealthcareneedsusingthenursing
process.
15. Implementbeginningtherapeuticcommunicationskillstoprovidepsychosocialand
spiritualcare.

CourseTopic:HealthPromotionfortheOlderAdult
Endofclassoutcomes:Thestudentwill:
1. identifyhealthcareneedsofolderadultsincludingchronicillness,accidental
injury,andacutecareneeds.(EOPoutcomes#8)
2. createafallpreventionplanofcareafterreviewingapatientcasestudy.(EOP
outcomes#13)
3. assessfamilycaregiversforcapabilitiesandlimitationsinassistingtheaged
familymember.(EOPoutcomes#2)
Endofclinicaloutcomes:Thestudentwill:
1. identifysafetymeasuresthatpreventfallsandaccidentsintheolderpatient.(EOP
outcomes#2and#8)
2. documentessentialinformationonthepatientselectronicmedicalrecord.(EOP
outcomes#10)
3. assessthepatientscurrenthealthstatus,healthproblems,andmedications.(EOP
outcomes#12).
CourseTopic:IntroductiontoSpiritualCare
Endofclassoutcomes:Thestudentwill:
1. Identifythreespiritualneedsbelievedtobecommontoallpeople.(EOPoutcome
#15)
2. Describetheinfluencesofspiritualityoneverydayliving,health,andillness.
(EOPoutcome#15)
3. Describenursingstrategiesthatpromotespiritualhealth,andstatetheirrationale.
(EOPoutcome#15)
Endofclinicaloutcomes:Thestudentwill:
1.Performanursingassessmentofspiritualhealth,usingappropriateinterview
questionsandobservationskills.(EOPoutcome#12and#15)
2.Planandimplementnursingcarethatpromotesspiritualhealth.(EOPoutcome
#14and#15)
3.Developnursingdiagnosesthatcorrectlyidentifyspiritualneeds.(EOP
outcome#8and#15)

TEACHING STRATEGIES PLAN (WEEK 5 CLASSROOM)


NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Imagine: Understanding the Experience of Older Adults


in Long-Term Care Facilities
The learners will be asked to imagine that their parents are no longer
able to care for themselves and are living in a long-term care facility.
They will be asked how they would want the nurses to treat their
parents. Then they will be asked to imagine how they will want to be
treated when they are older adults with physical limitations. This will
help the students to contemplate the challenges of aging patients and
to develop empathy for the older population.
Cognitive: Understanding
Affective: Receive, Respond, Value

Domain of Learning
(Blooms Taxonomy
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Explain the challenges of older adults who can no longer care for
themselves. (Cognitive)
Respect the older adults experience as he/she adapts to physical
limitations and role change. (Affective)
Preparation Required by
This exercise is designed to be incorporated into a lecture when the
Teacher/Facilitator and
content is about the care of elderly and frail patients. Formulation of
Materials Needed
post discussion questions.

Time Allotted
5 minutes for reflection. 15 minutes for post discussion.
Learning Styles Addressed Information Presentation: Sound
by Activity
Modality: Verbal
Approach: Reflective
Understanding: Holistic
How is content connected to Students may have an experience with an older family member
prior learning?
(grandparent) with chronic illness or other health limitations.
Reflective Debriefing with Debriefing takes place following the imagine experience. The
Learners (post-learning
facilitator will ask the learners to share their responses to the
activity) How will it be
imagined scenarios.
accomplished?
Evaluation of Learning
Learning will be accomplished during the discussion by reflecting on
(How will it be
what it would be like to experience being an older adult who has been
accomplished?)
admitted to a long-term care facility.
Teacher Reflection
The exercise can be easily incorporated into a lecture to reinforce the
(justify choice of learning
need for nurses to understand how illness can severely disrupt an
activity and good fit for older adults ability to function independently.
the identified learning
objectives)

TEACHING STRATEGIES PLAN (WEEK 5 CLINICAL)


NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Clinical Questioning: Understanding the Experience of


Older Adults in Long-Term Care Facilities
The instructor asks the student a few questions before or during
patient care. This will help the student to prepare for the clinical
experience and will help the instructor to ensure the students
readiness to provide patient care. The following questions will be
asked: 1. What do you think concerns you client the most? 2. What
will you do to assess the patient for signs of cognitive decline? 3.
What will you do to assist this patient to function as independently as
possible?
Cognitive: Understanding, Analyzing, Evaluating, Creating
Affective: Receiving, Responding, Valuing

Domain of Learning
(Blooms Taxonomy
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Incorporate patient-centered care principles in nursing care plan.
(Cognitive)
Value the patient experience in a long-term care facility. (Affective)
Preparation Required by
Select and adapt questions appropriate for the clinical unit or
Teacher/Facilitator and
specialty. Have the questions available before or during client care.
Materials Needed
Tell students that there may be more than one correct answer.
Time Allotted
Approximately 5 minutes for the students to respond to questions.
Learning Styles Addressed Information Presentation: Sight and Sound
by Activity
Modality: Visual and Verbal
Approach: Active
Understanding: Sequential
How is content connected to Clinical experience is connected to classroom learning experience.
prior learning?
Reflective Debriefing with Debriefing takes place in the post-clinical conference following the
Learners (post-learning
clinical experience.
activity) How will it be
accomplished?
Evaluation of Learning
Oral report to the instructor after the clinical experience. Student will
(How will it be
self-evaluate their performance using the questions as the basis for
accomplished?)
knowledge, preparation, and critical thinking.
Teacher Reflection
This exercise can be easily incorporated into the clinical experience
(justify choice of learning
to evaluate the students preparation for patient care. It helps the
activity and good fit for learner to organize and plan for patient care.
the identified learning
objectives)

TEACHING STRATEGIES PLAN (WEEK 14 CLASSROOM)


NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Domain of Learning
(Blooms Taxonomy
Revised)

Film/Video: Providing Spiritual Care


Students will observe a film about nurses providing spiritual care for
their patients. This will provide the learner with an exposure to the
spiritual considerations in person-centered care. The learner will view
interventions and therapeutic skills that are used to elicit concerns,
identify needs, and demonstrate empathic caring and acceptance.
Cognitive: Understanding
Affective: Receive, Respond, Value

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Describe nursing strategies that promote spiritual health. (Cognitive)
Embraces the importance of spiritual care in nursing. (Affective)
Preparation Required by
Choose a film that directly relates to the class objectives. Prepare the
Teacher/Facilitator and
environment for use of media and understand use of equipment.
Materials Needed
Formulation of discussion questions.
Time Allotted
Length of film and 20-30 minutes for discussion.
Learning Styles Addressed Information Presentation: Sight and Sound
by Activity
Modality: Visual
Approach: Reflective
Understanding: Holistic
How is content connected to Students prior experience with spiritual needs or providing spiritual
prior learning?
care.
Reflective Debriefing with Debriefing takes place after viewing the film. The facilitator will
Learners (post-learning
pose discussion questions for class participation.
activity) How will it be
accomplished?
Evaluation of Learning
Learning will be accomplished during the discussion by reflecting on
(How will it be
the information presented in the film.
accomplished?)
Teacher Reflection
This strategy will provide an opportunity for the student to observe
(justify choice of learning
spiritual care in nursing interventions. It will expose the student to
activity and good fit for different ideas in a safe environment and provide a way to see
the identified learning
patients with spiritual needs before encountering them in a clinical
objectives)
situation.

TEACHING STRATEGIES PLAN (WEEK 14 CLINICAL)


NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Ah-hah Journal: Providing Spiritual Care


The learner will be asked to write about the experience of performing
a spiritual assessment on a patient. Students will provide a description
of the experience, a reflection of their thoughts and feelings, and a
conclusion about what was learned as they performed the spiritual
assessment. The student will be encouraged to reflect on how this
experience changed them and how it will influence their approach to
spiritual care in the future.
Cognitive: Remember, Understand, Analyze, Evaluate
Affective: Respond, Value

Domain of Learning
(Blooms Taxonomy
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Understand the use of spiritual assessments in providing patientcentered care. (Cognitive)
Embraces the importance of spiritual care in holistic, patientcentered care. (Affective)
Preparation Required by
Written guidelines for students describing the expectations of this
Teacher/Facilitator and
assignment including page length and grading rubric.
Materials Needed
Time Allotted
30 minutes to write the journal entry.
Learning Styles Addressed Information Presentation: Text
by Activity
Modality: Visual
Approach: Reflective
Understanding: Holistic
How is content connected to Clinical experience is connected to classroom learning experience.
prior learning?
Reflective Debriefing with Debriefing takes place during post-clinical conference. Students are
Learners (post-learning
given an opportunity to share their insights and how their experience
activity) How will it be
has influenced them.
accomplished?
Evaluation of Learning
Learning will be accomplished as the student reflects on the clinical
(How will it be
experience and as the group of students shares their reflections.
accomplished?)
Teacher Reflection
This exercise is used to reinforce the need for nurses to conduct a
(justify choice of learning
spiritual assessment and provide spiritual care. It helps the learner to
activity and good fit for reflect on the experience of preforming an assessment of spiritual
the identified learning
health and applying lessons learned to future events. Students are able
objectives)
to identify how they were changed or inspired by this experience.