Teaching Plan Criteria For Pressure Relieving Techniques For Nursing Students

Teaching Plan

Criteria

Rationale

· The Topic

Pressure relieving techniques

Pressure ulcers can be painful, can cause discomfort, can deteriorate the quality of life, can increase the number of rental dynamic bed days and increase the wound management costs and hence education regarding the pressure relieving techniques are required.

· Identified learning Objectives/Outcomes

The nursing students will name the appropriate techniques, understand the importance of the pressure relieving techniques, and demonstrate the use of appropriate methods for pressure relieving.

Levels

Knowledge- Recognises the ability of the students to use the techniques of memorisation.

Comprehension- Students will be able to understand important information and put idea of others in to their own words.

Application- students will be able to apply the knowledge in to practice, in various situations (Armstrong, 2016).

Synthesis- Students would be able to collect various pieces of information and develop a patient specific care plan.

Evaluation- students will be able to contrast, criticize, justify and weigh their own plan with someone else’s plan (Armstrong, 2016).

The target audience, number of participants and their level of education/understanding

The target audience for this teaching are the nursing students.

50 students at a time are taken for the teaching procedure.

All the audiences are the first year students of nursing and possess basic knowledge regarding assessment of the vital signs, assisting the patient in simple tasks. They have knowledge regarding the pressure ulcers but have limited knowledge regarding the techniques like tilting, leaning forward, independent push-ups, tilting, shifting of weight.  

Student nurse are the ones, who would graduate and complete their degree to become a registered nurse and they should have a comprehensive knowledge regarding the pressure injuries and techniques associated to relive pressures.

This is necessary as pressure ulcer is a serious issue in case of elderly patients and deteriorate the quality of life of these patients.

· The context/environment of where it will be delivered and any issues related to that

The education would be provided in a clinical setting where the students would be presented to original patients to have a clear about the actual problems.

It is necessary because hand on experiences with real patients would help a nurse to identify the difference between teaching and real life practices. The patients can sometimes act as active participants in the student learning process (Suikkala et al., 2013). They can often facilitate their learning by sharing their knowledge with the student nurses and provide encouraging feedback. Furthermore the learners should be feel psychologically and emotionally safe. A healthy learning environment would enable the student to feel at ease while asking questions, answering questions.

· Learning theory applied/underpinning the session

Maslow’s Hierarchy of Needs and its relation with learning.

Maslow’s hierarchy of needs involves the five levels-

Esteem- Development of self-esteem among the students can be done by reinforcing a positive learning behaviour in the nurse students.

Belongingness –Learners should be valued as individuals as it is this education that would later on help the nurses to respect their patient, while working in actual clinical settings (Burleson & Thoron, 2014).  

Safety-In terms of the safety needs several factors can be provided to the students for making the learners feel safe. Such as ensuring safety while dealing with nursing equipment or prevent health care related health risks.

Physiological – It has to be mentioned that teachers cannot fulfil the physiological needs of the nursing students like food, shelter, clothing, sleep. If the basic needs are not met then then the learners would not be able to focus on learning.

Maslow’s theory in learning mainly involves four hierarchy of needs.

· Teaching strategy or strategies to be employed in the content delivery

Flipped classroom method or problem based learning and high fidelity simulation can be used teach the students (Hultquist, 2016).

· Flipped approach in teaching refers to the preparation of the ambience before entering the actual context, such as asking the learners to watch a video content before climbing into the actual lesson (Orlich et al., 2012).

· Problem based learning is a student centred approach where the student will be able to learn about the topic by understanding and solving problems.

· Work based learning- Work based learning would provide the opportunity to the students to learn through hands on activities (Orlich et al., 2012).

· High fidelity simulation involves the construction of clinical scenarios for developing teamwork, competence, confident and critical thinking among the nursing students (Reece & Walker, 2016).

· Teacher activities during delivery

Lecture, audio/visual teaching, directs, explain, restate, questions, compare and demonstrate (Hultquist, 2016).  

These are the ways by which a teacher would deliver the ideas to the students. It not only helps the students to clarify the concepts but also to establish important association between the concepts (Tulbure, 2012).

· Materials needed in preparation

Audio-visual aids, teaching materials, mannequins and in some cases they can be made to visit original clinical settings (Hultquist, 2016).

Audio-visual instructions and use of proper teaching materials makes learning permanent (Ashaver & Igyuve, 2013).t. It helps to add realms to the descriptions and explanation provided and also grows interest in the learner (Tulbure, 2012).

· How students will be prepared for the session

The students will be informed a day before the topic to be discussed.

Before the starting of the class an audio-visual can be used for arousing motivation in the students.

A five staged plan can be used to while starting the session:-

· Getting the learners ready to learn

· Presenting new material

· Debriefing the engagement

· Preparing for the next session.

 Preparing the students prior to the teaching helps to create the ambience of teaching and also saves time that is used in introducing the subject. A proper preparation helps the students to remain prepared with their questions and analyse the answers.

· Methods of evaluating the session

Feedback from both the learners and the teachers.

Student assessment

Feedback from both the students and the learners helps to understand the extent of learning by the students and about the extent to which the teachers are meeting their teaching goals.

Assessment would help the teacher to understand the level of knowledge of the students.