There is need for a content outline in the teaching for the objectives to be achieved. For example, patient knows how the canister and the medication fit together. The other content of teaching for the other objective is the correct technique in delivering the medication (Beaucage and Nesbitt, n.d.). The content of teaching is directly associated to the type and intricacy of the two objectives (Bastable, 2013). To teach the objective, I will use the one-to-one instruction to teach about the metered dose inhaler device. This will be a face-to-face delivery of the inhaler device information. This method allows the nurse and patient to communicate information, viewpoints, and feelings. This gives the nurse a chance to explain and not …show more content…
This will give a visual picture of how the inhaler work and how to use the inhaler. Video will help learner implanting visual memories, and stimulating the feels of seeing and hearing in a way of triggering more permanent learning. The nurses must make sure the demonstration resources must be suitable and accurate for the intended patient (Bastable, 2013). To evaluate the objectives is by post-testing and observation of return demonstration. First, the patient must inform how the medication fit into the canister. Then, the patient shows how to use the proper techniques in giving the medication. The nurses evaluate how the learners delivered the desired outcomes to see if the learner succeeded the anticipations of the learning (Bastable, 2013). In this case, patient would know how to put the medication in the canister and inform how it works. Then, patient will be able to perform the administration of the inhaler for himself/herself by holding the inhaler upright between forefinger and thumb, inserting the mouthpiece into the mouth with sealing the lips around it and beginning to inhale while pressing down the pump (Beaucage and Nesbitt, n.d.). Definitely, all these learning techniques can be taught using social media. People learn more information by going on the Internet. Especially, YouTube has so many videos, basically about everything. Also, any information can be quickly reached to worldwide audience
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Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).
Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.
We decided to use this method to convey the information, because the nurses on this floor are very busy taking care of sick patients. We felt it would be more convenient for them to look at the information, while they had a minute or two to themselves. To evaluate whether the teaching was effective, we created an evaluation sheet for the nurses to fill out. Some of the questions ask were: if the information was relevant to them in practice, how well the poster displayed the teaching data, how well the poster explained the need for injection rotation and to rate the overall teaching. Most of the nurses answered that they felt like the information was useful to them. However, there were a few that said the information was not that useful to them on that particular floor. The nurses, who did not feel the information was useful to them, thought the information would have been more useful to nurses on a regular floor such as the Medical
Developing my skills on assessment and intervention of asthmatic patient particularly an adult has been very challenging but rewarding. My learning style was
If the patient may become upset or nurse must ask intimate questions, I find an empty room, wait until the patient’s roommate has left for a while, or use an empty treatment room or office. For instance, one-to-one instruction method is one of teaching method that I can use in my teaching because it can be tailored to patient learning needs and focused on a patient's specific self-management plan. For example, patient learns how to inject insulin effectively through one-to-one instruction. It also provides an opportunity for both the nurse and the patient to communicate knowledge, idea, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well.
1. The nurse teaches a patient with chronic bronchitis about a new prescription for Advair
For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation. Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical
The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision
Hi Daryl, Lusia, Latrida thank you all for reading and paying attention to my presentation. Lusia I truly agree with your scripting as “I want to make sure I have explained it correctly” ..is the teach back questionnaire tip which I added to my appendix ,I didn’t use that in the presentation .Those teach back tips actually eliminates patients anxiety during the educational section as well gives a rational for the questioning about the topic .Latrida ,as of your question for CADD pump the instruction from company is the instruction manual ,that is too much information for the user may be as a programmer we could use that ,for patient education we use our education center provided concise education materials and video watch for the patient .My
This essay will explore a needs orientated approach to the care that is delivered to a patient and examine the significance of the use of models and frameworks in the nursing process. It is intended to identify a patient with biopsychosocial needs that requires nursing intervention. Their holistic plan of care will then be critiqued in relation to the nursing model and framework utilised by the nursing staff.
According to Healthy People 2012 there are more then 800,000 new cases of diabetes each year, with the numbers on the rise. With this in mind, Healthy People 2012 has identified diabetes as their number five focus area. In order to reach their goal of improving the quality of life for people with diabetes they have identified diabetes teaching as their number one objective. Furthermore, in order to reduce the number of complications of diabetes, Healthy People 2012 has identified foot ulcers as their ninth objective. Through patient education Healthy People 2012 hopes to reduce the number of foot ulcers in people with diabetes, as diabetes is the number one cause of nontraumatic amputations in the United States. In order to
This patient obviously did not receive even basic education on how to use her inhaler since she is seen using it like a perfume rather than inhaling the medication into her lungs. As a nurse, it is imperative to teach patients how to properly administer their medication. Especially if it is a rescue medication, such as an inhaler for asthma attacks, insulin to control blood glucose levels, or an EpiPen to control a type I hypersensitivity allergic reaction, to name a few. I believe the best teaching strategy to use for this situation would be the demonstration/return demonstration, or “show back” method. The purpose of this strategy is to teach your patient a new skill (Lewis, 2014, p. 56). The nurse can then ensure the patient truly understands
The teaching plan can be tailored to the needs of the patients who will be attending the classes. It can be tailored to the patient’s abilities, developmental stage and learning styles. The teaching plan can be a combination of lecture format, handouts, videos, powerpoint presentations, demonstrations and group discussion. The fee charged for the teaching program has to be determined by the person, group or facility offering the teaching program. Many insurances do not reimburse for this type of education. This has to be taken into consideration with the intended audience.
The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).