NURS FPX 6105 Assessment 3:  Teaching Strategies Essay

NURS FPX 6105 Assessment 3:  Teaching Strategies Essay

NURS FPX 6105 Assessment 3:  Teaching Strategies Essay

Teaching Strategies Sample 

Identifying learning objectives and adopting appropriate teaching methodologies that match learners’ needs and preferences are essential components of effective teaching. This is especially critical when teaching palliative care, a specialist discipline that necessitates a thorough grasp of patients’ physical, emotional, and spiritual requirements toward the end of life. Educators must carefully examine their audience and pick suitable teaching methodologies to ensure learners obtain the information and skills required to offer successful palliative care. This essay will identify and analyze teaching methodologies suited for a palliative care course, review the assumptions underlying these strategies, and evaluate which strategies are most appropriate for the learners. By employing these strategies, educators can foster an inclusive and effective learning environment that encourages student engagement, growth, and success.

Learning Outcomes for Palliative Care Course

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Palliative care is a professional healthcare course that focuses on relieving pain and suffering in individuals with a terminal disease or condition. Palliative care courses are intended to assist healthcare professionals and caregivers develop the information, skills, and attitudes required to offer patients and their families high-quality palliative care. Improved communication skills, increased symptom management abilities, and a better grasp of the holistic approach to treatment are common learning outcomes for palliative care courses.

Improved communication skills are one of the key learning outcomes of palliative care training. Communication is essential in palliative care because it encompasses delicate themes such as end-of-life decisions, advance care planning, and the patient’s emotional and spiritual needs. According to Thrane (2020), palliative care training programs are designed to provide healthcare professionals and caregivers with the communication skills needed to conduct productive and compassionate interactions with patients and their families. This involves learning to listen actively, give emotional support, and address patients’ and their loved ones’ concerns and fears.

Another vital learning outcome of the palliative care program is improved symptom management skills. Patients in palliative care frequently endure a variety of physical and psychological symptoms, such as pain, nausea, anxiety, and sadness. Palliative care courses assist healthcare professionals and caregivers in developing the knowledge and skills needed to treat these symptoms successfully. This might include learning about various drugs and therapies that can be used to relieve pain and other symptoms, as well as establishing methods for managing complicated problems that necessitate a multidisciplinary approach. Palliative care courses seek to encourage a comprehensive approach to treatment in addition to communication and symptom control (Thrane, 2020). This entails acknowledging that palliative care entails addressing not only a patient’s physical symptoms of sickness but also their emotional, social, and spiritual needs. Palliative care training programs should contain lessons on grief support, end-of-life rituals, and cultural concerns in treatment. Palliative care courses enable healthcare professionals and caregivers to deliver compassionate and patient-centered care tailored to the individual requirements of each patient and family by fostering a holistic approach to care.

Consequently, a palliative care course must seek to enhance ethical and legal issues in patient care as an outcome. This might involve learning about medical ethical concepts like respect for patient autonomy and beneficence, as well as legal problems linked to end-of-life care, like advance directives and euthanasia(Gellis et al., 2019). Healthcare workers and caregivers may guarantee that they are delivering care that is ethical and lawful by gaining a good awareness of these concerns. Grief assistance is also a learning outcome. Learners should be able to discuss the grieving and bereavement process and give support to patients and families during this difficult period. Learners should grasp the value of multidisciplinary care in palliative care and be able to work successfully as part of a team that includes doctors, nurses, social workers, and other healthcare professionals.

The Assumptions upon Which the Creation of the Palliative Care Objectives and Learning Outcomes Are Based

The development of palliative care objectives and learning outcomes is based on the belief that healthcare professionals have a responsibility to offer compassionate, patient-centered care to those suffering from terminal diseases, as stated by Kyamulabi et al. (2021). This assumption is based on the ethical concept of beneficence, which compels healthcare practitioners to behave in their patient’s best interests and enhance their well-being. Furthermore, the learning objectives are founded on the concept that standard medical approaches to end-of-life care may not always address the complicated requirements of patients and families confronting critical diseases. Palliative care is a multidisciplinary approach that takes into account not just medical symptoms but also psychological, social, and spiritual requirements. Palliative care can improve the quality of life for patients and families by addressing these needs and guiding them through the painful process of dying.

In addition, specialized training is required for healthcare workers to offer high-quality palliative care. Palliative care requires distinct abilities and knowledge, including symptom management, communication, ethics, and multidisciplinary cooperation. By assigning particular learning objectives and outcomes, palliative care education may guarantee that healthcare workers have the required skills and knowledge to offer competent and compassionate care to patients and families (Nilsson et al., 2022). Overall, the development of palliative care objectives and learning outcomes assumes that the needs of patients and families suffering life-limiting diseases should be emphasized. Palliative care education stresses the significance of patient-centered treatment, which entails listening to and respecting patients’ and families’ wishes and beliefs. Palliative care education can assist healthcare personnel in providing care that is consistent with the aspirations and values of the persons they serve by emphasizing the needs of patients and families.

Teaching Strategies to Be Used In Palliative Care Courses Which Are a Good Fit for Learner Population, Course Topic, Outcomes, and Content

As a nurse educator, I must choose teaching tactics that are appropriate for the learner of a palliative care course. The effective instructional techniques for palliative care that is appropriate for the learners, outcomes, and content are:

In case-based learning, learners are presented with a challenging patient case and asked to apply their knowledge and abilities to construct a treatment plan. This technique is useful in teaching palliative care because it helps learners to experience the real-world applicability of the topics they are learning (Sistermans, 2020). Case-based learning in palliative care entails providing learners with a patient scenario that has complicated symptom treatment demands, ethical issues, and communication problems. Learners might collaborate in small groups to create a care plan, which they can then submit to the broader group for discussion. Case-based learning is an effective teaching technique for a palliative care course because it helps students understand how the principles they learn are applied in the real world. It also allows students to develop critical thinking and decision-making abilities in a secure and supportive setting. This teaching technique is especially successful for students who like hands-on learning and benefit from working in groups. Case-based learning may also be utilized to cover various palliative care themes simultaneously, such as symptom management, ethical issues, and communication difficulties. This teaching technique may be tailored to match the requirements of many learners, including those with varying learning styles and degrees of expertise.

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Role-playing is a teaching approach in which students take on different roles and practice communication and decision-making abilities. Role-playing is an important teaching strategy to be utilized in a palliative care course to teach students how to conduct uncomfortable talks with patients and families regarding end-of-life care (Gorski et al., 2022). Learners can practice addressing prognosis, objectives of treatment, and advance care planning by acting out the roles of a patient, family member, and healthcare practitioner. Role-playing allows students to practice these abilities in a safe and supportive atmosphere, which can help them feel more confident when confronted with comparable circumstances in real life. Role-playing is also an effective teaching approach for palliative care courses because it allows students to practice communication and decision-making skills in a secure and supportive setting. As stated by Gorski et al. (2022), role-playing helps students to practice skills in a realistic and relevant way, which can help them feel more secure when faced with comparable circumstances in reality. This teaching method is especially useful for students who are hesitant to engage in tough talks or who lack confidence in their communication abilities. Role-playing can also be utilized to address specific communication issues in palliative care, such as addressing prognosis, objectives of care, and advance care planning.

In simulation, students practice skills in a realistic, simulated setting. Simulation might be utilized in a palliative care course to educate students on how to manage complicated symptoms like pain and dyspnea. In a realistic patient setting, students might practice delivering drugs, modifying doses, and monitoring for adverse effects. According to Wang and Yuan (2022), simulation lets students practice skills in a secure and controlled setting, making them feel better equipped to address these complicated symptoms in the real world.

Teaching methodologies for palliative care offer advantages. These approaches are learner-centered and encourage active engagement, which can improve content learning and retention. They also allow students to practice using their knowledge and abilities in a realistic and relevant setting, which can help them feel better prepared for the challenges of palliative care. Furthermore, both case-based learning and role-playing may be customized to match the requirements of many learners, including those with varying learning styles and levels of expertise.

Evidence-Based Strategies for Managing Potential Barriers to Learning in a Classroom

Addressing possible learning obstacles is an important component of teaching since it can impede learners from fully engaging in the learning process and attaining their goals. Evidence-based solutions for overcoming possible learning obstacles in the classroom include:

  1. Establishing a good and supporting classroom atmosphere in which a positive and supportive classroom environment helps lower anxiety and tension while also providing a safe space for students to express questions and engage in class (Hepburn & Beamish, 2019). This may be accomplished by setting clear expectations, employing positive reinforcement, and developing connections with learners.
  2. Differentiating instruction is also a strategy for overcoming possible learning obstacles, and it is the process of modifying instructional methodologies and resources to match the various requirements of learners. These include trying out new teaching approaches, giving more resources, and providing an opportunity for personalized education (Griful-Freixenet et al., 2020).
  3. The formative assessment uses continuous feedback to monitor and change training depending on student needs (Qadir et al., 2020). Quizzes, polls, and other evaluation tools can be used to identify areas where learners require further help or teaching, thus aiding in overcoming possible learning obstacles.

These strategies were chosen with the assumption that individual learners have varied learning requirements and preferences and that a one-size-fits-all approach to teaching is ineffective. Furthermore, internal factors such as fear and lack of confidence and external factors such as restricted access to resources are impediments to learning and that successful teaching must address both. The assumption behind creating a good and supportive classroom atmosphere is that learners are more likely to participate in learning when they feel secure and supported, according to Sointu et al. (2023). These approaches also imply that learners are more willing to take risks and ask questions when they believe their efforts are recognized and appreciated.

Differentiating instruction implies that students have varied learning styles, needs, and preferences and that successful training must account for these variances. This technique also implies that learners are more likely to participate in learning when their needs are addressed and they feel they have control over their learning (Griful-Freixenet et al., 2020). Simultaneously, implementing formative assessment presupposes that learners benefit from continuous feedback and that successful teaching entails monitoring and changing training depending on learner requirements. This technique also implies that learners are more likely to participate in learning when they believe their progress is being recorded and focused feedback is being provided.

Conclusion

Effective teaching entails identifying learning goals and adopting appropriate teaching approaches that correspond to learners’ requirements and preferences. Case-based learning and role-playing are useful ways for teaching palliative care because they allow students to apply their knowledge and abilities in a realistic and relevant way. Furthermore, addressing possible learning impediments is a crucial element of effective teaching, and evidence-based tactics such as providing a positive and supportive classroom climate, differentiating instruction, and employing formative assessment can assist in addressing these barriers. By following these techniques, educators may build an inclusive and effective learning environment that encourages all learners’ engagement, growth, and success.

 References

Gellis, Z. D., Kim, E., Hadley, D., Packel, L., Poon, C., Forciea, M. A., Bradway, C., Streim, J., Seman, J., Hayden, T., & Johnson, J. (2019). Evaluation of interprofessional health care team communication simulation in geriatric palliative care. Gerontology & Geriatrics Education, 40(1), 30–42. https://doi.org/10.1080/02701960.2018.1505617

Gorski, S., Prokop-Dorner, A., Pers, M., Stalmach-Przygoda, A., Malecki, Ł., Cebula, G., & Bombeke, K. (2022). The use of simulated patients is more effective than student role-playing in fostering patient-centred attitudes during communication skills training: A mixed method study. BioMed Research International, 2022, 1498692. https://doi.org/10.1155/2022/1498692

Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29(100306), 100306. https://doi.org/10.1016/j.edurev.2019.100306

Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia : A review of research. Australian Journal of Teacher Education, 44(2), 82–98. https://doi.org/10.3316/aeipt.222839

Kyamulabi, W., Nyairo, M., & Kiama, E. (2021). The role of a nurse in patient-centered approach in palliative care – A literature review. https://www.theseus.fi/handle/10024/499241

Nilsson, S., Gibson, J., Paterson, C., & Crookes, P. (2022). Evidence-informed generalist palliative care content for undergraduate nursing curriculum: An integrative review. Nurse Education in Practice, 64(103447), 103447. https://doi.org/10.1016/j.nepr.2022.103447

Qadir, J., Taha, A.-E., Yau, K.-L. A., Ponciano, J., Hussain, S., Al-Fuqaha, A., & Imran, M. (2020). Leveraging the force of formative assessment and feedback for effective engineering education. 2020 ASEE Virtual Annual Conference Content Access Proceedings.

Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6

Sointu, E., Hyypiä, M., Lambert, M. C., Hirsto, L., Saarelainen, M., & Valtonen, T. (2023). Preliminary evidence of key factors in successful flipping: predicting positive student experiences in flipped classrooms. Higher Education, 85(3), 503–520. https://doi.org/10.1007/s10734-022-00848-2

Thrane, S. E. (2020). Online palliative and end-of-life care education for undergraduate nurses. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 36(1), 42–46. https://doi.org/10.1016/j.profnurs.2019.07.002

Wang, Y., & Yuan, H. (2022). Nursing undergraduates’ experiences of a simulation-centred educational program in hospice care in Macao: A qualitative research. International Journal of Nursing Sciences, 9(4), 504–511. https://doi.org/10.1016/j.ijnss.2022.09.005

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Assessment 3 Instructions: Teaching Strategies
• PRINT
• Create a 5-7 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Introduction
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
o Explain how selected strategies will help to maintain diverse learners’ motivation.
o Explain how selected strategies will help overcome learning barriers in the anticipated audience.
• Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
o Evaluate appropriate teaching strategies for an educational topic and audience.
• Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
o Describe learning outcomes for a course.
• Competency 4: Integrate best practices for classroom management
o Describe evidence-based strategies for managing potential barriers to learning in a classroom.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5–7 page report on teaching strategies you can apply in the course you are designing.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
• How will you, as an instructor, determine what content should be included in a course and what should be left out?
• Which teaching strategies best fit your own philosophy of teaching within the confines of the environment you are most likely going to be teaching in?
• What are some of the current best instructional practices in both a traditional environment and an online environment? Which best practices apply to both environments? Which practices are unique to their specific area?
Instructions
• Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
• Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
• Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 5–7 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least two scholarly articles in your plan.
• Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
o Explain how selected strategies will help to maintain diverse learners’ motivation.
o Explain how selected strategies will help overcome learning barriers in the anticipated audience.
• Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
o Evaluate appropriate teaching strategies for an educational topic and audience.
• Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
o Describe learning outcomes for a course.
• Competency 4: Integrate best practices for classroom management
o Describe evidence-based strategies for managing potential barriers to learning in a classroom.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

Teaching Strategies Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe learning outcomes for a course. Does not describe learning outcomes for a course. Incompletely describes learning outcomes for a course. Describes learning outcomes for a course. Describes learning outcomes for a course; identifies assumption upon which the creation of the objectives are based.
Evaluate appropriate teaching strategies for an educational topic and audience. Does not evaluate appropriate teaching strategies for an educational topic and audience. Identifies inappropriate teaching strategies for an educational topic and audience. Evaluates appropriate teaching strategies for an educational topic and audience. Evaluates appropriate teaching strategies for an educational topic and audience; identifies areas of uncertainty, knowledge gaps, and/or additional information that would provide additional clarity to the evaluation.
Describe evidence-based strategies for managing potential barriers to learning in a classroom. Does not describe evidence-based strategies for managing potential barriers to learning in a classroom. Incompletely describes evidence-based strategies for managing potential barriers to learning in a classroom. Describes evidence-based strategies for managing potential barriers to learning in a classroom. Describes evidence-based strategies for managing potential barriers to learning in a classroom; identifies assumptions by which those strategies were selected.
Explain how selected strategies will help overcome learning barriers in the anticipated audience. Does not explain how selected strategies will help overcome learning barriers in the anticipated audience. Incorrectly explains how selected strategies will help overcome learning barriers in the anticipated audience. Explains how selected strategies will help overcome learning barriers in the anticipated audience. Explains how selected strategies will help overcome learning barriers in the anticipated audience; bases explanation on current peer-reviewed literature.
Explain how selected strategies will help to maintain diverse learners’ motivation. Does not explain how selected strategies will help to maintain diverse learners’ motivation. Incorrectly explains how selected strategies will help to maintain diverse learners’ motivation. Explains how selected strategies will help to maintain diverse learners’ motivation. Explains how selected strategies will help to maintain diverse learners’ motivation; bases explanation on current peer-reviewed literature.
Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting. Does not support a position with effective written communication; uses incorrect spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports a position with ineffective written communication, with incorrect spelling, grammar, punctuation and mechanics, or APA style and formatting. Supports a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports a position with effective, professional-quality written communication; uses correct spelling, grammar, punctuation and mechanics, and APA style and formatting, free of errors.

 

 

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