Justification In Nursing

Justification

In the literature, wealth of evidence suggest that patient complaints should be use as instrument for developing strategies to improve quality of care and customer satisfaction within healthcare organisations (Hiivala et al., 2015; Hsieh, 2009). However, some studies revealed that many patients or their family do not make a complaint even though they want to due to some reasons such as not knowing where or how to complain (Treanor, 2014). Therefore, nurses have a crucial role in educating the patient about the processes involved in making a complaint that will help in preventing adverse events and improving patient’s care (Levin & Hopkins, 2014). This paper will justify the lesson plan prepared by group of nurses who job share

the role of advocating the patient about the processes involved in making a complaint. By exploring relevant academic literature, this paper will then provide rationale each part of the lesson plan.
The aim of the teaching session is to educate the patient about the processes involved in making a complaint within Queensland public hospital.

Aim is an important part of the teaching process because it will assist nurses in designing the teaching plan content and will help the patient a clearer understanding of what they will expect to learn after the teaching session (Jame, 2015). To be able to become effective in educating the patient, nurses should have an understanding the characteristics of their patient. Therefore, assessing the learning needs of the patient will help to identify the gap between what the patients know and need to learn (Pearson, 2011). According to Beagley (2011), nurses should understand the principle of adult learning, as the adult learners are self-directed individual and they are highly motivated to learn, thus it will influence the teaching outcome. Additionally, the venue is important factor to consider which poor lighting, noise level and room temperature can distract teaching process (Knox, 2011). Furthermore, effective patient education requires learning resources such as videos and brochures because it will helps the teaching session become more interactive and will provide references of new knowledge (Ashton & Oemann, 2014). Once the context data are identified, the nurses can begin to develop the content of the lesson plan. The content should be relevant to the subject matter in terms of the lesson plan objectives and teaching activities which some studies suggest that the choice of teaching strategy will depend on the content of the topic (Ashton & Oermann, 2014; Adam,

2015).
The learning outcomes are crucial parts in a teaching session which focuses on what the patient learnt. By using Bloom’s taxonomy learning objective principles, nurses develop critical thinking skills in delivering teaching session which encourages the participants to demonstrate what they learnt as a result of the teachings (Adam, 2015). Questioning the patients about their understanding of the topic is the best way to identify if the learning outcomes have been achieved (Jager & Wynia, 2012). Additionally, evaluation and assessment are essential aspects to reflect on teaching session which it provides feedback to judge the value of the session (Adams, 2015).
In conclusion, nurses have a crucial position in providing education to their patient. Nurses transfer knowledge to their patient by adopting instructional principle such as Bloom’s taxonomy which provide a structured idea on developing a lesson plan. Finally, I contributed 30% equally to the lesson plan and presentation.