Teaching our fellow peers about therapeutically applying both heat and cold in the healthcare setting constituted two main elements. First, we had to conduct research ourselves, and then we planned how to best educate our fellow classmates on this newly-found information. We conducted a short survey to better understand our classmates’ knowledge of our topic before we prepared our presentation. We found that five out of six students stated they already knew how to therapeutically apply both heat and cold as related to healthcare. Nearly all of the students stated they did not comprehend the importance nor understand the precautions warranted by using these methods. Our class consists of young adults who have taken prerequisites for the School of Nursing, which includes Anatomy and Physiology, thus, they had the necessary background to understand the physiology we included in our presentation. Our classmates already had a preexisting knowledge of vasodilation, vasoconstriction, and the inflammatory response, so we did not explain those concepts; rather, we used them to describe how the two therapies affect the human body. Having our classmates take this …show more content…
We decided the most efficient way to approach our teaching segment would be to show a presentation, provide role-play scenarios, and play an interactive quiz at the end, which contributed to both to the cognitive and affective learning domains. Incorporating the students in a hypothetical scenario for each therapy during the presentation helped to instill knowledge, and involve psychomotor learning. We incorporated three different domains of learning to effectively communicate important points and to engage multiple learning
It will seek to demonstrate the appropriateness in supporting the patient and their family, whilst reflecting upon personal experience, and how literature may influence the healing effectiveness. The factors that enhance and inhibit the learning environment will be explored and suggested techniques to improve clinical learning will also be discussed. Finally the nurse-patient learning relationship will be explored along with the application of teaching and learning strategies will be examined.
Together with the patient care, patient teaching is also important to increase patient satisfaction, ensure continuity of care, promote patient’s compliance to the treatment and care plan. Nurses have responsibilities to assess patients’ educational needs to design an appropriate plan and interventions. Overcoming the existing obstacles in teaching and patient’s learning ability will bring about the success of a patient education. The application of cognitive and humanistic learning theories will help health care professionals in general, or nurses in particularly to reach the predefined goals of the teaching process.
The scripted role-play assisted me in building my confidence in talking to patients. It helped me practice on my communications skills. Also, it gave me a general idea of what type of patients that I may encounter in practice. This exercise helped me in a way that I can reflect on my actions. It help me identify the areas I need to improve on such as: my posture during assessment with the client, body language, and avoiding words that was being said repeatedly for example the word “uhhm”.
Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamentals of nursing: The art and science of nursing care (7th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
As I reflect on the two videos, I would like to share a statement from the American Academy of Ambulatory Care Nursing (AAACN) web site. The society has the following statement regarding support of the initiatives:
When I scheduled the class Persuasive Communications, I had no particular interest in the subject matter; I just needed to finish the general education requirement for a second writing course. It fit my schedule and sounded reasonably interesting, but I did not think I would gain much from it. It was a general education class after all, and would not be very high on my priority list. Now that the semester is almost over and the class work is complete (albeit after this paper), I feel as if I gained a lot from this class. The class’s main objective was to expand our skills as writers, but it served in teaching us many other things that hold value in our education and future careers.
The clinical experience helped me with a deeper understanding of all facets of nursing care. I found it thought-provoking how information from patient’s questionnaires and open-ended interview techniques are used to build a teaching plan. In the past, I have used the information assembled from handouts for patient teaching. Today’s patient-centered teaching is taking education strategies and thinking outside the box to make sure patient learning is occurring. In the past, we didn’t consider whether the patient learned information taught. Open-ended questions and assessing the knowledge of illness those patients already know help educators convey the concepts and focus on knowledge that patient need to learn. Patient-centered teaching uses a holistic nursing approach to teach the learner. As an educator, I realize there are gaps of knowledge for what patients are taught and what patients learned. According to Bastable (2014), new evidence supports the roles of nursing educators in promoting patient-centered teaching (p.16). The patient–centered teaching approaches help fill these gaps in knowledge and educate patients to make sure learning is occurring.
In role-playing, the students represent the experiences known as the characters. According to Zenobia (2012), role-playing is an effective strategy for gaining competency and develop reasoning. Educators should have embraced role playing because it is an innovative approach to teaching and can meet student’s needs. Moreover, role-playing can help the learners to increase their communication skills with patients and facilitate cultural awareness. The only barrier to this instructional strategy is stage fright. On the other hand, one positive to role-playing is it offers instant feedback to the
Second, Cognitive Therapy is built around the idea that a therapist serves as a teacher for the patient, “The task of the cognitive-behavioral therapist is to act as a diagnostician, educator, and consultant who assesses distorted or deficient cognitive activities and dysfunctional behavior patterns and works with the client to design learning experiences that remediate dysfunctional cognition, behavior, and affective patterns” (Kendall, 1985), rather than having a warm, close and personal relationship which is an active element in REBT.
In the counselling setting, it’s to be noted that the VAK model maintains that every client has a distinct style of absorbing information. They will normally demonstrate one or a blend of the styles, the three styles being visual, auditory and kinesthetic. A dominantly visual learner will absorb and retain information successfully when it is presented in films, pictures, displays, diagrams, lists and charts. Auditory learners process and absorb information by talking to themselves mentally, listening to spoken word, songs, radio, podcasts, verbal instructions, lectures or group discussions. While kinesthetic learners process and absorb information through bodily sensations such as touching, feeling, practical experiences and role playing. Counsellors will find it beneficial to identify what kind of learner the client is and adapt their counselling approach to their client’s respective learning style. This will not only make the client feel supported and empowered but will potentially help increase the rate of the change process within the client. Identifying the client’s style of absorbing information can also be useful when harnessed as a therapeutic approach. When the client is experiencing an overload of a particular sensation or emotion triggered by the discussion or experience of an issue, helping the client to focus on another
Nurse Educators may have the opportunity to choose their setting, however, more often the setting is dictated by their institutions. Instructional methods and materials can include vast varieties. These will be dependent on the setting, the individual learner, the institution, resources available to the educator, topic being presented, and the Educator. Bastable (2014), provides an expansive list of some of the more common instructional methods: lecture, group discussion. one-to-one instruction, demonstration, return demonstration, gaming, simulation, role playing, role modeling, and self-instruction. It is beneficial to note that all of these instructional methods come with both advantages and limitations which educators should take into consideration. Once the instructional method is determined the instructional materials will need to be considered. Examples of instructional materials include pamphlets, books, audiotapes, CDs, videotapes, DVDs, worksheets, video learning, and more (Bastable, 2014). As previously discussed for instructional methods, instructional materials also come with their advantages and disadvantages. Therefore, both instructional methods and materials should be evaluated. Lastly, evaluations can be both formative and/or summative and are essential in the evaluation of the students
The image of a pastor entering the pulpit from among the pews in the sanctuary described by Long is one that resonates with me, because it is genuinely where I am entering from. Perhaps it is to be expected when someone answers the call to ministry later in life, but I approach homiletics as a member of the body of Christ first and foremost. Experience as a member of the congregation and a Member in Discernment have taught me that the pastor has many responsibilities, but good, solid preaching is of the greatest import.
. Most of my career has been in community nursing providing care in the patient’s home. This opportunity has allowed me to be a teacher and encourage health promotion. This can be very challenging due to issues with literacy and the patient’s readiness for change. This course has exposed me to the many different learning theories that have been developed and how to effectively assess the in order to develop and implement an effective teaching plan. Teaching strategies and plans must be specific to the learner and barriers need to be identified early so they can be overcome to promote better outcomes
Although students were not allowed in the recovery unit, I was able to talk to one of the recovery nurses. I learned that a nurse’s duty of care includes monitoring the patient’s vital signs and level of consciousness, and maintaining airway patency. Assessing pain and the effectiveness of pain management is also necessary. Once patients are transferred to the surgical ward, the goal is to assist in the recovery process, as well as providing referral details and education on care required when the patient returns home (Hamlin, 2010).
My parents arrived in the United States hoping for a better future not for themselves, but for the baby they carried in their arms. We would often move from relatives ' houses since my parents couldn’t afford renting an apartment themselves. We were fortunate enough to have caring relatives who didn 't mind us living with them since they knew the hardships we were going through. I grew up in a household where only Spanish was spoken given that both my parents didn’t speak any English at all. When I was in kindergarten, my teacher was afraid that I would be behind the rest of my classmates, given that I only spoke Spanish fluently. I was fortunate to receive free tutoring from my kindergarten teacher. We would often read books together until