Teaching Plan (Coursework Sample)

PART A: TEACHING PLAN
Lesson plan proforma 471
Context
Venue: Treatment room in acute medical and surgical ward
Number of learners/clients: One student nurse on his clinical placement
Learner/client characteristics: A student nurse Nguyen, he is on his third year clinical placement under supervision. He is 23 years old student nurse with expectation he has some practical and theoretical knowledge about gentamycin IV infusion from previous clinical experience
Time available: 30 minutes practical teaching session to develop student skills for IV infusion of gentamycin drug
Learning objectives/outcomes
By the end of the lesson the student should be able to:
* Assess a patient before administration of intravenous gentamycin.
* Understand and apply the protocol of administration of intravenous gentamycin
* Comprehend and evaluate the practicalities of intravenous gentamycin administration
* Evaluate the quality and safety in administration of gentamycin intravenously
* Understand and apply the hospital policies and procedure during drug administrations
* Able to demonstrate the right use of iv therapy equipment’s including iv infusing pump
* Confidently demonstrate the 7 rights of drug use
* Confidently demonstrate how to dilute and which solution required for dilution of gentamycin
* Able to provide rationale about gentamycin and dosage if required
* Safely demonstrate iv infusion of gentamycin to patients
Content
* Complete physical examination of the patient. General and local examination, including patient’s previous history and medication chart.
* Protocol in administration of intravenous gentamycin
* Exclusion and inclusion criteria for patients with regards to IV gentamycin
* Clinical pharmacology of intravenous gentamycin
* Indications and usage of gentamycin
* Contraindications
* Adverse reactions and over dosage
* Dosage and administration
* Patient counseling information
Resources
I would need the following resources:
* Two patients from the ward who are on gentamycin medication
* IV therapy equipment’s which includes syringes, vial access needle, refill-needle, kidney-dish,labels and hand gloves, alcohol wipes, stock of gentamycin injection and saline ampules ,water ampules in treatment room
* Literature about how to dilute gentamycin injection with water or sterile saline
* IV infusion pump demonstration and dose set up information
* Demonstration of priming iv line,
* The hospital’s policies and procedure information sheet related to IV antibiotic drugs
* Drug calculation formulas including iv pump drop factor calculation
* Literature about gentamycin injection ,drug book, computer to access MIMS online, practical experience of iv gentamycin injection under supervision
* User guide and instruction set for IV infusion pump machine.
Assessment
The assessment will involve a practical supervision of all the taught and demonstrated elements. There will not be a written assessment. However, as the student safely demonstrates the gentamycin IV infusion to patients and he will be required to explain the rationale behind whatever action he takes. It will be a better way to gauge the student’s comprehension and understanding. Besides, it will boost the student’s confidence if he does the correct thing as had been demonstrated by the tutor. Lastly, I would encourage questions from the student in case there was a concept he/she did not understand.
Bibliography
Brian , C., Jessica, S., & Anthony, N. (2012). Influence of Clinical Experience and Productivity on Emergency Medicine Faculty Teaching Scores. Journal of Graduate Medical Education, 23, 434–437.
Clare , D; Clinton, G. (2014). Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC Medical Education , 14,20. doi:10.1186/1472-6920-14-20.
Conigliaro , R; Stratton , T. (2010). Assessing the quality of clinical teaching: a preliminary study. Medical Education , 44(4),379-86. doi: 10.1111/j.1365-2923.2009.03612.x.
Delany , C; Bragge, P. ( 2009). A study of physiotherapy students' and clinical educators' perceptions of learning and teaching. The Medical Teacher , 402-11.Devi , V; Upadhye , P; Ram , P; Menezes , R. (2013). Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology. Indian Journal of Pharmacology , 45(6), 587-92. doi: 10.4103/0253-7613.121369.
Irene, P; Vanessa , G; Filipa , R ; Raquel , M; Margarida , F; Raquel, P; Susana , S ; Raquel , R; Ivone, C; Rui , M. (2014). Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients. BMC Medical Education , 14,92. doi:10.1186/1472-6920-14-92.
Part B Justification of teaching plan2271
Clinical teaching is a method of instruction that is used in bedside, operating theatre, clinics and in general practitioners (GP) practices. It is a form of instruction that is used by health instructors to students or other professional colleagues. Clinical teaching plays a very vital role in imparting knowledge and skills in medicine, nursing and other related disciplines in patient care and management. Different instructors prefer different methods of instruction; however, there is need for a justification of whichever teaching plan that one adopts. This essay will be to attempt to justify the teaching plan adopted in Part A using the adult learning theory. There are six tenets of adult learning theory which state that adults are internally motivated; adults bring experiences and knowledge to a new learning environment; are goal oriented; relevancy oriented; practical and like to be respected. Each section of the teaching plan have a systematic approach that will include-context, learning objectives/outcomes, content, resources and assessment in that order. By the end of the paper, the reader will have an in-depth understanding of the justification of the teaching plan supported by scholarly literature.
In order for a clinical teaching to achieve its objectives, the context has to be appropriate. Preparation on the part of the student and the educator is key to achieving this objective. The plan is aimed at building on the students reserve knowledge on the administration of gentamycin intravenously. Atkinson, Aijawi and Cooling (2011) observe that clinical reasoning is based on some background knowledge, cognition and is dependent on the context. Clinical trainers are an integral part of this learning process as they help the trainees to think like clinicians (Atkninson, Aijawi & Cooling, 2011, p.177). They add that different skills are developed at different rates depending on content and context. The adult learning theory states that adults bring new knowledge and experience to a learning environment. It is a practical demonstration session by the educator to student nurse Nguyen who is 23 years old and is in his clinical placement. It is one of the course requirements towards the attainment of the bachelor’s degree in nursing.
Adults bring knowledge and experience to a learning context (Taylor & hamdy, 2013, p. 1567). The educator will identify Nguyen’s background or expertise. To ensure clarity in information exchange and to know the student deficiencies educator will engage with the student nurse actively. This will help educator to set out the objectives and the goals of the session. Meenakshi et al (2013) observe that knowledge is passed effectively in a teacher-driven content delivery method. Clinical students learn best in a simulation process and it boosts their confidence while motivating them at the same time (Meenakshi et al., 2013, p.20). In this session, the educator will read out the objectives of the session and afterwards issue a copy to the student nurse Nguyen to read and to internalize by himself. The student needs to know how to assess a patient before the administration of intravenous gentamycin. He needs to understand the protocol of intravenous administration of gentamycin and its application. Finally, he should comprehend and evaluate the practicalities involved in its administration and demonstrate the right use of IV therapy equipment’s including IV infusing pump.
Student nurse Nguyen will need to evaluate the quality and safety of intravenous administration of gentamycin. The educator will assess whether this has been achieved and be able to scale the student’s knowledge and competence. Jennifer et al (2012) observe that learning by clinical experience is the cornerstone of acquisition of knowledge in medicine. It is a deliberate practice that involves the student in attention, concentration and a repetition of already known skills to perfection. The skills gained are in communication, diagnostic and in physical examination (Jennifer et al., 2012, p. 527).
One of the tenets of the adult learning theory explains that people learn by building on previously acquired knowledge and experience. The content, in this case, is based on nurse student Nguyen’s background knowledge and little experience on intravenous administration of drugs, in particular, gentamycin. Brian, Jessica and Antony (2012) agree that for an effective clinical teaching, the content should be focused and specific. Knowledge dissemination meets its objectives best when the student’s knowledge deficits are identified and understood (Delany, 2009, p. 590).
Adults are motivated when they understand the objectives of a learning process they are engaged in. This sits well with one of the principles of motivation in the adult learning theory. After the objectives...