Assignment: NUR-665E Practicum Lesson Plan

Assignment: NUR-665E Practicum Lesson Plan

Assignment: NUR-665E Practicum Lesson Plan

Learning Needs Assessment

Learning needs assessment is an important part of teaching and learning preparation. Through a needs assessment, it is easier for an instructor to know the learner’s requirements and existing knowledge regarding a learning topic. In addition, a learner needs assessment allow the instructor or the educator to prepare appropriate teaching and learning materials to boost the chances of meeting or achieving the lesson objectives (Logan et al.,2021). Need assessment can be done using various tools such as questionnaires and survey questions. Such questions can either be closed-ended or open-ended. Therefore, the purpose of this assignment is to develop a short needs assessment for the learning needs assessment connected to the educational focus to be administered to the practicum audience. In addition, this assignment will also explore a data collection plan detailing aspects such as the techniques to be used and how the collected data will be used in developing the lesson plan.

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The Needs Assessment Questions

The following needs assessment questions will be used to assess the learning needs of the target population regarding incorporating cultural competence in patient-centered care.

1. Do you know what cultural competence is?
2. Why do you think cultural competence is important in nursing?
3. What is your view on cultural diversity?
4. Have you ever attended to a patient with a completely different culture from yours?
5. Why should you be sensitive when handling patients from a different culture?
6. Do you think it is important to incorporate cultural competence in patient care?
7. Why is cultural competence important in patient-centered care?
8. What are some of the factors that impact culturally competent care?
9. How can you rate your cultural competence on a scale of 1 to 10?
10. Do you have any stereotypical attitude towards any race?
11. Do you have a sense of your ethnic, cultural, and racial identity and how that is viewed by others with whom you differ?

Data Collection Techniques

            It is important to obtain the necessary or appropriate data from the students regarding their existing knowledge on the topic to adequately prepare for the lesson and plan appropriately. Therefore, appropriate data collection techniques should be applied or used (Zhang & Cui, 2018). The learning needs assessment questions have been formulated in the previous section. Therefore, it is important to explore ways of administering them to the targeted learners. The questions will be typed and used as soft and hard copies. For those who prefer the hard copy, copies will be printed and handed to them physically. The other option available is sending soft copies through official email addresses for those who prefer to answer the questions in softcopy form. Since there will be no hurry, the participants will be given enough time to answer the questions. They will be requested to give feedback within two days to allow for adequate evaluation in preparation for the lesson.

The questions will be administered to the learners after a discussion with them on the purpose of the questions and what is expected of them. My preceptor at the organization will play a critical role in helping talk to the learners/employees to ensure that they actively and appropriately participate in the program. The program will focus on various aspects of cultural competence to help the learners to incorporate cultural competence in patient-centered care in the hospital setting.

A Description of How the Collected Data Will Be Used

The collected data will reflect the learners’ prior or existing knowledge of cultural competence and incorporating culturally competent care in patient-centered care. Therefore, the data will play a critical role in lesson development. Therefore, one of the uses of the collected data will be to formulate the lesson objectives, as the answers to the questions will reveal the areas of focus for the lesson (Billings & Halstead, 2019). The data will also be key in developing the content to teach, as cultural competence is a wide topic that may need to be divided into specific parts depending on the learners’ needs. Another use of the collected data will be to help target and use the right teaching strategies, which can help maximize knowledge acquisition so that the learners can learn the content to the best of their ability.

Conclusion

Performing a learning needs assessment is an appropriate way to ensure that the right content is taught to help fulfill the lesson objectives. In addition, the right questions should be asked to enhance the chance of having an idea about what the learners need to learn and the appropriate teaching strategies that should be used to ensure that they learn. Aa result, learning needs assessment has presented eleven questions that will be used to assess the learning needs of the targeted learners regarding the incorporation of cultural competency in patient-centered care. In addition, the collected data will also be used in various ways, such as coming up with the learning objective, the right lesson content, and selecting the most appropriate teaching strategies.

References

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing e-book: A Guide for Faculty. Elsevier Health Sciences.

Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139–142. https://doi.org/10.1016/j.teln.2020.10.007

Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), 378–388. https://doi.org/10.1016/j.profnurs.2018.07.007

Assignment: NUR-665E Practicum Lesson Plan Sample 

1. 1. Description of the Topic, Practicum Setting, and Learners
2. Topic: Incorporating cultural competence in patient-centered care: Cultural competence is key to offering appropriate and effective patient care to patients. Therefore, it is important for nurses to have adequate knowledge of how they can interact with and offer care to patients from different cultural backgrounds.
3. Practicum setting: The practicum setting is a hospital
4. Learners: The learners, including new and existing hospital nursing employees
5. Lesson Outcomes (Include additional outcomes as needed.). By the end of the lesson, the students will be able to
6. Define and describe cultural competence in relation to patient care
7. Identify different cultural beliefs and traditions that can impact the provision of patient-centered care
8. Describe and analyze how culture can support health behaviors, practices, and beliefs.
9. Describe and analyze how culture can be a barrier to positive behaviors, practices, and beliefs.
10. Assess how beliefs and values can impact a patient’s and practitioner’s health behaviors and practices.
11. 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.)
12. Group discussion: This approach entails making the students sit in groups of two or three and discussing aspects of the lesson at particular moments or points of the lesson
13. Role-playing or simulation: Simulation as a teaching strategy is an approach that offers students a chance to practice learned skills in real-life situations. It places the learners in situations where they can actively solve problems that usually occur in real-life situations (Koch et al.,2021)
14. Surveys/questionnaires: This is a strategy that will be used to collect feedback from the students to make the lessons more effective
15. Content Outline (Outline the content that will be covered in the lesson. Include the timeframe for each activity. Add additional bullet points as needed.)
16. Opening activities:
    

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    Set induction, which will involve drawing the student’s attention to the current lesson- 5 minutes

• A formal introduction of the lesson by stating the titles and listing the lesson expectations- 5 minutes

1. Teaching and learning activities:

• Definition of cultural competence and how it impacts patient-centered care- 5 min
• Index card mix-up activity for the students to help enhance their cultural competence, understanding, and skills-10 min
• Cultural beliefs and traditions that can impact the provision of patient-centered care- 5 min
• Analysis of how culture can support health behaviors, practices, and beliefs- 5 min
• An assessment of how beliefs and values can impact a patient’s and practitioner’s health behaviors and practices -5 min

1. Closing activities:

• The students will be given a chance to ask questions on any part of the content which is still not clear – 5 minutes
• Watching a video on cultural competence-10 minutes
• Lesson conclusion – 5 minutes

5. Evaluations (How will the students demonstrate what they have learned?)
6. Formative evaluation(s):Answering questions during the lesson, filling of end of class questionnaires
7. Summative evaluation(s): Taking a written test on the topic by answering the set questions.
8. Instructor satisfaction survey: An instructor satisfaction survey refers to a document for conducting an evaluation to provide the instructor with feedback from the students. It helps the instructor to have an insight into whether the students have completely understood the content taught or if there is a need to make any adjustments for better understanding. It also helps the instructor to know if there is a need to make any adjustments to the course material and teaching methods or approaches. The outcomes of the survey conducted will play a key role in future lessons. As part of the outcome, the students are expected to give a big picture of how well the lesson has been handled, their level of understanding, and particular adjustments that they may like to be made. The survey has been included as part of the appendix.

Data Collection Techniques

            It is important to obtain the necessary or appropriate data from the students regarding their existing knowledge on the topic to adequately prepare for the lesson and plan appropriately. Therefore, appropriate data collection techniques should be applied or used (Zhang& Cui, 2018). The learning needs assessment questions have been formulated in the previous section. Therefore, it is important to explore ways of administering them to the targeted learners. The questions will be typed and used as soft and hard copies. For those who prefer the hard copy, copies will be printed and handed to them physically. The other option available is sending soft copies through official email addresses for those who prefer to answer the questions in softcopy form. Since there will be no hurry, the participants will be given enough time to answer the questions. They will be requested to give feedback within two days to allow for adequate evaluation in preparation for the lesson.

The questions will be administered to the learners after a discussion with them on the purpose of the questions and what is expected of them. My preceptor at the organization will play a critical role in helping talk to the learners/employees to ensure that they actively and appropriately participate in the program. The program will focus on various aspects of cultural competence to help the learners to incorporate cultural competence in patient-centered care in the hospital setting.

A Description of How the Collected Data Will Be Used

The collected data will reflect the learners’ prior or existing knowledge of cultural competence and incorporating culturally competent care in patient-centered care. Therefore, the data will play a critical role in lesson development. Therefore, one of the uses of the collected data will be to formulate the lesson objectives, as the answers to the questions will reveal the areas of focus for the lesson (Billings& Halstead, 2019). The data will also be key in developing the content to teach, as cultural competence is a wide topic that may need to be divided into specific parts depending on the learners’ needs. Another use of the collected data will be to help target and use the right teaching strategies, which can help maximize knowledge acquisition so that the learners can learn the content to the best of their ability.

References

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing e-book: A Guide for Faculty. Elsevier Health Sciences.

Koch, A., Ritz, M., Morrow, A., Grier, K., & McMillian-Bohler, J. M. (2021). Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients. Nurse Education In Practice, 54, 103123.https://doi.org/10.1016/j.nepr.2021.103123

Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139–142. https://doi.org/10.1016/j.teln.2020.10.007

Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), 378–388. https://doi.org/10.1016/j.profnurs.2018.07.007

Appendices

Appendix A: Instructor Satisfaction Survey

1. Were the questions asked by the students satisfactorily answered by the course instructor?
2. On a scale of 1-5, how well were you motivated to take part in the lesson? Please use 1 if you did not feel any motivation, 2 for a bit motivated, 3 for motivated, 4 for well motivated, and 5 for extremely motivated.
3. Did the teaching methods used help you understand the concepts taught?
4. Were the learning outcomes and expectations clearly explained?
5. Were the learning materials supplied important in increasing your knowledge related to the topic covered?
6. How well did the lesson improve your understanding of the provision of culturally competent care for patient-centered care?
7. Would you recommend this lesson and its contents to students who were not in this class?
8. Can you highly recommend, recommend, or not recommend the instructor to other students?
9. Do you believe this subject matter should regularly be taught?
10. What are some of the challenges you faced in this course?

Appendix B: Learning Needs Assessment

The Needs Assessment Questions

The following needs assessment questions will be used to assess the learning needs of the target population regarding incorporating cultural competence in patient-centered care.

1. Do you know what cultural competence is?
2. Why do you think cultural competence is important in nursing?
3. What is your view on cultural diversity?
4. Have you ever attended to a patient with a completely different culture from yours?
5. Why should you be sensitive when handling patients from a different culture?
6. Do you think it is important to incorporate cultural competence in patient care?
7. Why is cultural competence important in patient-centered care?
8. What are some of the factors that impact culturally competent care?
9. How can you rate your cultural competence on a scale of 1 to 10?
10. Do you have any stereotypical attitude towards any race?
11. Do you have a sense of your ethnic, cultural, and racial identity and how that is viewed by others with whom you differ?