NUR-665E Practicum Lesson Plan Discussions

Discussion 1: Learner-Centered Learning.

The learner-centered approach to learning is a special method of teaching in which the student becomes the focus of teaching. The learner is an active participant who develops learning goals based on what they understand and from real-life issues, thus helping develop learners’ independence.

Lesson Plan Discussions

Because learners are allowed to choose what they learn, how and when they learn, and how their assessments should be done, students become more active in such learning arrangements (Emery et al., 2021). On the other hand, teachers provide the necessary materials and skills to help the learners achieve their goals while addressing individual learners’ needs as each learner has their own pace.

Besides, constructivist learning theory is employed, which enables learners to use new information and prior experiences to construct meaning while developing skills that enhance decision-making which is essential in solving problems.

Furthermore, because of the interactive nature of learners` centered learning, learners feel motivated, become persistent, acquire skills, and can use them to improve their creativity and helps them in their daily activities. Therefore, teachers should be quick to understand each learner`s needs and the necessary resources to ensure learners’ success. All these are in line with blooms taxonomy.

Because blooms taxonomy provides a stepwise learning process in which the subsequent learning experience is built from the previous issue, it can be used in coming up with objectives and learning outcomes of a course (Barari et al., 2020). This current course will focus on post-interventional patient recovery care.

One of the objectives requires learners to provide care to an unconscious patient. A successful outcome would be demonstrated by the ability of learners to offer holistic care to the unconscious patient until they gain consciousness. Specific details of the care would include oxygen administration, checking and recording vitals, ensuring patency of the way by intubation, relieving pain, and preventing nausea and vomiting.

NUR-665E Practicum Lesson Plan Discussions References

  • Barari, N., RezaeiZadeh, M., Khorasani, A., & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1739078
  • Emery, N., Maher, J. M., & Ebert-May, D. (2021). Environmental influences and individual characteristics that affect learner-centered teaching practices. PloS One, 16(4), e0250760. https://doi.org/10.1371/journal.pone.0250760

Discussion 2: Curriculum Designs

By definition, curriculum design is simply a deliberate organization that guides course activity as well as the delivery of learning. Using a specific design ensures that the teachers cover the requirements required to achieve goals. Notably, three main curriculum designs exist, including subject-centered, learners-centered, and problem-centered designs (Cranney et al., 2020).

Subject-centered design is the most common design in various institutions and tends to focus on specific subjects such as biology and mathematics. Instructors come up with a list of subjects while providing some examples of how each subject should be tackled. Essentially, learners are trained to memorize specific subjects and be able to reproduce the same during an examination. Unfortunately, most students who are unable to grasp and reproduce the contents of a specific subject feel demotivated and fall behind. No individual learning plan is put in place.

On the contrary, the learner-centered design allows for active participation of students concerning student goals, needs, and interests. Students are not regarded as uniform; therefore, a specific is developed to suit every learner while allowing learners to choose the activities, teaching and learning experience they desire, and learning objectives (Cranney et al., 2020).

On the other hand, teachers locate resources required by learners to achieve their goals. Consequently, learners become empowered with various skills that suit their interests. However, balancing individual patient needs to achieve the desired outcomes can be daunting.

Last but not least, problem-centered learning focuses on equipping learners with skills and knowledge to interact with problems while coming up with a solution. Essentially, this model allows learners to interact will real-life situations and skills that ensure authentic learning necessary to be transferred in real life (Emery et al., 2021). Because learners are equipped with problem-solving skills, this model allows for innovation, creativity, and collaboration necessary for better outcomes and future discoveries.

NUR-665E Practicum Lesson Plan Discussions References

  • Cranney, J., Morris, S., Krebs-Lazendic, L., & Hutton-Bedbrook, K. (2020). Back to the education future—evidence-based student-centered approaches to online curriculum design and delivery. In Tertiary Online Teaching and Learning (pp. 119–128). Springer Singapore. https://doi.org/10.1007/978-981-15-8928-7_10
  • Emery, N., Maher, J. M., & Ebert-May, D. (2021). Environmental influences and individual characteristics that affect learner-centered teaching practices. PloS One, 16(4), e0250760. https://doi.org/10.1371/journal.pone.0250760

Lesson Plan Assessment Description

The purpose of this assignment is to create a lesson plan to be delivered in the practicum setting. Educators frequently administer a survey to obtain feedback from their learners, like the GCU end of-course surveys (EOCS). This allows for stakeholder involvement and collaboration. You will develop a short survey for your students to complete following the presentation of the lesson plan. This instructor satisfaction survey needs to be included in Appendix A of the “NUR-665E Practicum Lesson Plan Template.”

NUR-665E Practicum Lesson Plan Template

Please note, this lesson plan will be implemented in the practicum setting. Complete the practicum lesson plan outline below. The lesson plan must be completed using this template.

1. Description of the Topic, Practicum Setting, and Learners

  1. Topic: Cardiac Drip Titration- only Nitroglycerine, Dobutamine, Cardene, and Amiodarone. A brief discussion on Tikosyn medication will also be included.
  2. Practicum setting: Intermediate Medical Unit in an Acute Hospital setting
  3. Learners: IMU Nurses

 2. Lesson Outcomes (Include additional outcomes as needed.)

         By the end of this lesson, each learner should be able to:

  1. Understand the indications, nursing assessment, and nursing intervention for each drip, including nitroglycerine, Dobutamine, Cardene, and Amiodarone
  2. Understand the EBP titration guideline for each drip.
  3. Describe the nursing assessment, nursing intervention, and mechanism of action of Tikosyn
  4. Interpret the information on the table regarding dosages, effects on heart rate and effects on BP for each of the 4 included drips.

3. Evidence-Based Teaching Strategies (Describe the strategies you will use to teach the content and address the diverse learning styles of the students. Include additional strategies as needed.)

  1. Feedback: giving feedback is a teaching strategy different from praise. During feedback, the learner is informed about how they performed in a particular task and how they can improve (Ghasemi et al., 2020). Through feedback, learners can understand what they did well, where they are, and what to do to improve. This approach helps in boosting learners’ performance. As an educator, feedback will help me in planning for the next course of teaching based on the learner’s improvement. Learners are also able to reflect on their learning and adopt various activities that will help in improving their performance.
  2. Questioning to check for understanding: Asking questions is a form of a teaching strategy that enhances the active participation of learners. Questions can be posed before teaching to assess learners’ prior knowledge and some after teaching a lesson to understand the learner’s comprehension and level of understanding (Ghasemi et al., 2020). While teaching my learners, I will include questions at the end of every learning concept to assess learners’ understanding. A random sampling of learners will ensure that every learner has an equal opportunity to participate in the class activity. I will use simple and well-organized PowerPoint presentations to enhance learners’ understanding.

4. Content Outline (Outline the content that will be covered in the lesson. Include the timeframe for each activity. Add additional bullet points as needed.)

  • Opening activities:
  •  Introduction and attracting learner`s attention (3 minutes): I will start the lesson by introducing myself while using a loud and confident voice. I will tell my learners about myself, including my name, education, position, and interests. I will provide my contact for learners to reach me at any time.
  • Share learning objectives with learners (5 minutes): I will share the broad and specific learning objectives. I will also include the sources of content. I will also state the standards of engagement and rules in class, including the dos and don`ts.
  • Teaching and learning activities:
  • Present content of the lesson (15 minutes): Assess what learners already know about cardiac drip titration, including their previous interactions with different titrations. Inform learners about indication, nursing assessment, and nursing interventions for various cardiac titrations. I will also include the EBP guidelines for different titrations.
  • Eliciting Performance (15 minutes): I will demonstrate how different cardiac drips are provided and then divide learners to perform role-playing. Case studies will guide the roles played by every group who will write down their responses.
  • Closing activities:
  • Give feedback and allow questions (5 minutes): I will assess the answers provided and give feedback to learners. I will also allow learners to ask questions in areas they need clarification.
  • Give assignments and schedule the next class (5 minutes): At the end of it, I will provide learners with writing assignments on the current lesson and some reading materials to prepare for the next class. The schedule for the next class with learners will follow and mark the end of the presentation.

5. Evaluations (How will the students demonstrate what they have learned?)

  1. Formative evaluation(s): formative assessment is a continuous type of assessment happening in class during the lesson or in the course of a unit (Li et al., 2020). These assessments help monitor student progress through ongoing feedback that help student identify their strength and weaknesses. Learners and teachers also identify areas of improvement. I will engage learners during class through questions, give assignments, encourage self-assessment, and provide pop Quizzes to assess learners’ progress and demonstrate what they have learned.
  2. Summative evaluation(s): Summative assessments are used to evaluate what learners have achieved at the end of a unit, program, or course (Massey et al., 2022). Summative assessments can take various forms, including projects, exams, experiments, portfolios, and presentations. Summative assessments help teachers to measure learners’ understandings, achievements, and skills at the end of a course. Students can also reflect on their strengths, weakness, and progress through summative assessments. For this topic, learners will demonstrate their understanding by sitting an exam and demonstrating practical skills.

6. Instructor satisfaction survey (Briefly describe the outcome of your instructor satisfaction survey and include the survey in Appendix A).

Based on the instructor satisfaction survey, progress in learning was evident. Most students were satisfied with the learning as the content was provided concisely and straightforwardly. Learners grasped most of the knowledge shared and were satisfied with the teaching strategies employed by the teacher. Learners acknowledged the rigorous process the teacher took to prepare adequately for the lesson to deliver precise content. Learners were also impressed that they could easily reach the instructor at any time.

7. Learning needs assessment (Include the learning needs assessment in Appendix B).

Student nurses are trained to attain the best knowledge and develop skills that will help them care for patients in the future. They have specific needs and expectations for their learning. Therefore, nurse educators must assess their learners and identify their learning needs to enable them to meet the needs of learners. Understanding learning needs also helps educators to prepare adequately and incorporate the best teaching strategies that enhance learning outcomes and improve learner satisfaction. I always assess my students and conduct learning needs assessments to help me in preparation for my lesson and delivery of teaching to satisfy my learners.

NUR-665E Practicum Lesson Plan Discussions References

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Li L., Cong X., & Wu L.-L. (2020). Application and enlightenment of formative assessment in the innovation and development of higher education in basic medical science. Sheng li xue bao [Acta physiologica Sinica], 72(6), 743–750. https://pubmed.ncbi.nlm.nih.gov/33349832/

Massey, S., Chadha, R., Campbell, D., & Rodgers, C. (2022). The predictive strength of the End of Curriculum exam. The Journal of Physician Assistant Education: The Official Journal of the Physician Assistant Education Association, 33(1), 59–63. https://doi.org/10.1097/JPA.0000000000000407

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