Vark

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).

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

The learning needs assessment performed by the RN indicates that the patient is lacking sufficient understanding related to his disease. The patient completed a copy of the VARK questionnaire. The information obtained from this assessment indicated the patient’s primary preferred learning style was visual with kinesthetic secondary. The nurse and the patient together discuss the issues and agree that the patient needs additional information and teaching in specific areas and set the learning objectives noted in the Teaching Plan (see Table I.). Redman (2007) states the following:

bridge between what is in the student’s mind to the structures of the contents to be learned. Therefore the systematic organization of the contents and the meaningful delivery of the lecture is very important for effective learning. The nurse should formulate lecture adapting various steps such as; plan the body of the lecture (appropriate content/relevant to the topic), provides examples

The characteristics of my job will require focusing on the advantages and the disadvantages of one-to-one instruction and that of demonstration and return demonstration. Group discussions, team-based learning, cooperative learning, and seminars are instructional areas for which I can recommend my patients to attend. One-on-one instruction allows the exchange of information between the nurse and patient with regards to the characteristics of the patient, behavioral objectives, educator skills, and selection of appropriate teaching material (Bastable, 2014, p. 509). The communication skills are vital for nursing to create a relationship with the patient that would create an environment conducive to teach. Demonstration and return demonstration allows a nurse to show how to perform particular skills and evaluate the reacceptance of the skill by observing the patient perform it with minimal assistance (Bastable, 2014, p. 483). These instructional methods are stretched out over the course of the patient’s stay and are not the sole focus of teaching only at discharge. I take advantage of teaching moments throughout the shift to help plan for an effective final discharge instructions. This hand on approach allows teaching moments to have a positive affect on clients when presented with written material and information upon

However, before a nurse is able to begin teaching her client's she must assess the client's readiness to learn, including their previous knowledge, educational background and cognitive level. For example, an older client's ability to read and comprehend can be influenced by their cognition, vision and hearing status. Therefore, when teaching this population you may need to speak louder, slower and clearer and maybe even use educational material at a lower reading level. For optimal comprehension and compliance, educational material should be written at a sixth grade or lower reading level and include illustrations and pictures (Safeer & Keenan, 2005). In addition, it's important to create an environment which is conducive to learn, one that’s quiet, well lit, warm and

By involving the clients at the beginning of the lesson, the nurse will immediately be encouraging classroom discussion and interaction. The teaching session should include a PowerPoint presentation for the visual learners as well as an interactive, “hands-on” portion for the kinesthetic learners among the class (Ruxton & Derbyshire, 2014). The nurse can bring a variety of canned foods, prepackaged meals, and other grocery items for the clients to examine nutrition labels and learn how to look for unit prices. When discussing portion size, the nurse could show the students simple tricks to measure by, like using the sizes of the clients’ fist to determine their portion size for lean meat. The nurse could also show pictures of properly proportioned meals to give a visual representation of how meals should look in terms of vegetables, fruits, grains, protein, and dairy (Ruxton & Derbyshire, 2014). It is important that the nurse continually encourages the clients that even if their meals do not look like the meals displayed in pictures, their effort to eat at least one vegetable or fruit each day is a step in the right

Connection helps with the whole nursing process. When teaching a patient, you need to make sure the patient is comfortable and ready to learn. A lot goes into teaching a patient, you must provide different ways of learning. For example, some people are visual learners, and some prefer to read. It is important to know their education level. It is easy to find information for different learners at different education level. Be aware of different sensory deficit a patient may have. This includes hearing and eyesight. Since my patient got distracted easy and had glasses. I showed her how to do work the incentive spirometry. Teaching a patient takes time, as a nurse you will have to spend more time than usual with a patient to ensure the teaching has

A concept map will be the visual representation of how a student is thinking about the a patient case or scenario. Similarities to case studies are noted in that students are looking at all of the patient's medical aspects, but the student is not provided with the information like case studies, but must gather their own information. Students will need to observe for abnormalities while conducting a patient assessment and obtaining information through chart review. The student works through the nursing process and discovers the coordination of the multiple aspects of the patient's case. Individual components such as diagnostic tests, assessment findings, patient symptoms, physician orders, and nursing components are then displayed on a poster board to show the collaboration of each of these and how they are interrelated. The student will then identify priority nursing diagnosis, establish patient goals, and then outline nursing interventions with their rationales to show the entirety of the nursing

Fleming & Mills (1992) developed the VARK questionnaire as “a technique that would focus students’ attention on ways they address information” (Fleming & Mills, 1992, “The Catalyst”, para. 1). The questionnaire consists of 13 multiple-choice questions used to determine students’ learning preference. The goal of each question is to place a reader in a situation they have experienced before and ask for their preferred action (Fleming & Mills, 1992). Based on the answers provided, the VARK identifies a learning preference, which can include one of the four styles: visual, aural, read/write, or kinesthetic (Fleming & Mills, 1992).

When providing patient education to a patient who visually impaired, the nurse must assess learning style, face the patient when speaking and speak directly to them and always assess the patient

Just as Group education visual teaching is also considered to be a cost-effective method of teaching patients who do not speak the predominant language. In addition to the use of Interactive multimedia strategies which incorporates in-line exercises to detect any knowledge deficits, provided prompt feedback, and confirmed patient understanding in real time. (Zeena Engelke, 2016) Lecturing is another strategy use within the clinical setting and is an efficient way to share subject matter with a large audience, and certainly has a long tradition and continued relevance in nursing education. This strategy goes hand in hand with the cognitive learning

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).

Offering the educational material in different ways for our patients is a must. Providing education to patients in a manner that is meaningful, in simple terms, and at a reading level that suits them will help patients retain the knowledge longer. By giving patients a large amount of material at one time is not an effective way of learning. To learn and maintain this knowledge the information will need to be provided in stages and at the time the patient

Rather than giving lecture to achieve these three objectives, I wanted to explore their clinical experiences of seeing the head injury patient in ED first. It should start with interaction and giving them opportunity to recall their knowledge and experience. This has two distinct advantages one is that I would have opportunity of knowing about the learners, what stage they are and what they need to learn at this stage without giving them any extra information and secondly after their recall, they have opportunity to build on their existing knowledge.