Posted: December 2nd, 2022

Nurse Educator Lesson plan

Nurse Educator Lesson plan

Instructional Strategies

Instructional Strategies
Setting Educational Theory Application to Learning Instructional Strategy
Academic (ASN)
Educational theory – it is the umbrella theory for a number of theories that are used in the education sector to improve learning (Glaesser, 2019). The theory focuses on the purpose, application, and interpretation of learning. Learning provides students with skills that focus on problem solving in the Lecture is one of the instructional strategies used in the nursing education. Educators can use diverse strategies such as incorporating technology such as PowerPoint presentations (Cheng et al., 2019).
Academic (BSN)
Educational theory – the theory is crucial in ensuring practitioners can design quality methods to deliver the knowledge to students (Glaesser, 2019). Application of educational theory is crucial in enhancing educational systems planning in the nursing learning process. The nurses learn on the process of effective decision making to achieve patient goals.
9 Online courses is an instructional strategy that is applicable to learners from remote locations. Students can take additional classes to enhance their skills such as communication (Cheng et al., 2019).
Academic (MSN)
Learning theory – learning theory describes how students absorb, retain, and process knowledge. Cognitive, emotional, and environmental, and prior experience can affect how students absorb knowledge (Bower, 2019).
The learning theory guides practitioners in developing course outlines for nurses and create a favorable environment in the classroom. It guides the educational systems for diverse learning goals. Direct instruction is applied in the nursing field to provide learning to the students. For example, lecturers can use lecturing, didactic questioning, power point presentation (Ogunleye, 2019).
Academic (NP)

Learning theory – the focus is effective since it encourages students to take active role in the acquisition of knowledge (Bower, 2019). Students should not be passive in the acquisition of knowledge. Nursing practitioners apply the knowledge by assessing patients, diagnosing conditions, interpreting results, and developing treatment plans for their patients. Individual study is an approach effective in providing learning. Educators are present to guide the students in the learning process (Ogunleye, 2019). Professors give students assignments such as essay, repot, project ( help with nursing paper writing from experts with MSN & DNP degrees), journal
Direct Patient Teaching Educational theory – One of the benefits is that it helps an instructor to determine the best way to deliver the knowledge (Glaesser, 2019).
Nurses educate patients on the diverse needs and goals of the treatment process. Practitioners seek to achieve the optimal goal of offering quality care. Practitioners can use diverse educational materials to teach patients about their lifestyles. Some of the materials include brochures and one-on-one teaching (Rim & Shin, 2021).
Nursing Homes Learning theory – learning theory is crucial in the learning process since it helps in making informed choices on the delivery of information to different learners (Bower, 2019).
Practitioners in nursing homes deal with diverse populations. Provision of care requires cultural competence and learning from the diverse ethnic groups and patient needs. Nursing homes can healthcare technology to provide learning. The technologies include patient portals, lab results, and medical history to offer learning to the patients (Rim & Shin, 2021).
Hospitals
Learning theory – learning theory suggests that students should take active part in the learning process (Bower, 2019). The learning process involves a process of discovery. Nurses experience different patients suffering from diverse health conditions. The real-life experience provide high-impact learning. Nurses learn and apply the knowledge they acquire. Teach-back is an effective instructional strategy to enhance the comprehension of health information. The approach helps patients to synthesize the information (Timbrell, 2017). Teach-back method improves the level of adherence to treatment plans.
Community Health Learning theory – the theory is effective in community since it encourages patients and practitioners to take a collaborative problem-solving approach (Bower, 2019).
Nurses gain a real-world experience while providing care to communities. Problem-based learning involves analyzing real case studies, asking questions, and asking the audience to suggest solutions (Timbrell, 2017). The approach helps communities and students to analyze situations and change their unhealthy behavior.
Primary Care Office
Learning theory – students and practitioners can use the approach to debate about the healthcare practices and the evidence-based approaches they should embrace (Bower, 2019). Nurses come into direct contact with individual patients. Practitioners should work together with the patients to achieve a specific goal such as recovery and patient satisfaction. Learners or the public can use concept mapping to identify missing knowledge or gaps that increase the risk poor health outcomes (Timbrell, 2017).

References
Bower, M. (2019). Technology‐mediated learning theory. British Journal of Educational Technology, 50(3), 1035-1048.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1), 70-85.
Ogunleye, B. O. (2019). Effects of concrete-representational-abstract instructional strategy on chemistry performance of students with mathematics learning difficulties in Ogun State, Nigeria. KIU Journal of Education, 14(2), 135-151.
Rim, D., & Shin, H. (2021). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today, 96, 104624.
Timbrell, J. (2017). Instructional storytelling: application of the clinical judgment model in nursing. Journal of Nursing Education, 56(5), 305-308.

Nurse Educator Lesson plan
Nursing Program
Code: CO1
Unit: Introduction to Communication Skills for Nurses
Instructors Name and Contact Information:
Instructor’s name: Chelsy Thompson
Contact: Phone number 720-218-0876 or Email – cthompson142@gcu.edu
Students can book appointments during office working hours and days.
Description: The purpose of the lesson is to help the students to communicate effectively with patients to understand their concerns, experiences, and opinions. The lesson will elaborate on the use of verbal and non-verbal communication techniques. The students will learn how to communicate with other learners, instructors, and a healthcare team.
Lesson Plan and Study Guide
Lesson Time: Approximately 2 hours for every lesson (Additional 30 minutes for self-study may be required to enhance personal knowledge, ask questions, or discuss concepts). Every lesson should take 2 hours 30 minutes. The time for other activities such as exams, weekly quizzes, class participation, and completion of assignments may vary depending on the guiding template.
Textbook/Source:
1. Bach, S., & Grant, A. (2015): Communication and interpersonal skills in nursing.
2. Webb, L. (Ed.). (2019): Communication Skills in Nursing Practice.
3. Abdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017): Therapeutic communication in nursing students: A Walker & Avant concept analysis.
• Students can use additional materials such as peer-reviewed journals from the university’s online library. The additional materials will expand the knowledge of students.
Teaching Method: Lecture notes, handouts, internet sources, and videos.
Supplemental Learning Materials, Resources, and Activities: Handouts and film – Managing Stress through Humor and Choice and group discussions.
Assessment Method: Exams, weekly quizzes, class participation, and completion of assignments. The Assessment process will use a standard rubric for all students to ensure fairness. Exams will contribute to 75 percent of the grading while students will earn 25 percent by completing quizzes, assignments, and class participation. The university grading policy will be used to maintain the quality of learning. Students who submit plagiarized work will face disciplinary action. Student participation will be measured using their online engagement in answering questions and responding to other students.
Instructional Strategies
Lectures are necessary to impart knowledge to learners. Lectures can take place in the classroom or on online platforms. Lectures utilize a structured method of delivering knowledge to the student. The approach is common for students at the bachelor level. As students upgrade to other levels such as masters and doctorate, they embrace project ( help with nursing paper writing from experts with MSN & DNP degrees)-based or group-based learning. A professor will provide the basics while the learners will take time to research and explore the course’s advanced concepts.
Online courses are delivered by educators who reach out to remote students and impart knowledge. The learner will receive weekly tests and assignments to measure their ability to absorb the content. Students should take regular tests to examine if they are absorbing the content they have been learning.
Direct instruction is important since it involves instruction, lecturing, and PowerPoint instructions. Students can acquire knowledge through direct instruction in class or through online platforms. Professionals can use diverse modes of delivering the instruction, including class activities and case scenarios that broaden the course’s comprehension.
An individual study is recommended since educators cannot provide all the knowledge to learners. The study will help them acquire the knowledge they require to enhance their practice as professionals.
Practitioners can use diverse educational materials to teach patients, such as brochures and one-on-one teaching, which encourages learners to meet with their instructor. The instruction strategy takes place in a learning environment such as a classroom or laboratory. The educator will use a structured method to deliver knowledge to the students. Learners should be attentive, take notes, and ask questions to enhance the quality of their understanding. Healthcare technology can include lab results, patient data, and medical history.
Teach-back is a method that encourages students to go through the learning process. It encourages learners to synthesize the information they have learned. The learning process takes place in different dynamics, making it important for students to revise their notes. It develops an analytical mind among the learners.
Problem-based learning is another instructional method that focuses on the weaknesses and problems in the healthcare sector. Learners have a responsibility to identify the problems and developing possible solutions. For example, workers’ burnout is a problem that requires a solution. The case study can be used for learning purposes to enhance understanding of the dynamics of healthcare systems.
Concept mapping is important as an instructional strategy since it helps instructors and learners to identify gaps in the learning process. The learning process can experience gaps that can undermine the quality of learning. Concept mapping is crucial to ensure the provision of comprehensive knowledge.
Objectives:
At the completion of this unit, students will be able to:
1. Define key terms in communication in the healthcare practice
2. Identify and discuss the components of the communication process
3. Communicate effectively in the nursing practice and challenges associated with the communication process in nursing
4. Discuss the role of an assertive style of communication and other methods that are less preferable in nursing
5. Understand the role of establishing a therapeutic relationship with patients
6. Identify the various communication techniques
7. Identify and discuss the factors that affect communication
8. Discuss the barriers to effective communication and how to overcome them
9. Identify and use the components of effective interviewing of patients despite their communication challenges
10. How to use verbal communication with patients and nurses
11. How to use non-verbal cues in communication among nurses and patients
12. Identify the non-verbal cues that can be misleading due to different interpretations among people from diverse backgrounds.
13. Discuss the role of communication in a healthcare team and how it improves the quality of care
Clinical Objectives
At the end of this course students will be able to demonstrate:
1. Effective communication with the patients, family, instructor, healthcare team, and fellow students while utilizing effective communication techniques both verbal and non-verbal.
2. How to apply effective therapeutic techniques in the communication process both with patients and the healthcare team.
3. Ability to communicate with patients seeking healthcare yet they speak another language other than the provider’s primary language through a translator.
4. Ability to communicate with patients with special communication challenges to enhance understanding of their healthcare and medical interventions.
5. Avoid the common errors in communication that can undermine the ability to collect quality information from patients or share accurate information with a healthcare team.
6. Communicating to a healthcare team, patients, and family using verbal, non-verbal, and written communication.
Environment: The lesson is designed to be taught in class to ensure students understand the theoretical approaches to communication. The educator will use examples such as the film to demonstrate the communication. Students will use groups to simulate the healthcare environment. Students will visit a healthcare facility to experience real communication taking place among nurses and between patients and healthcare practitioners.
Materials needed: Students require materials such as exercise books, textbooks, and computers to enhance their learning process and boost memory
Feedback: Students who have questions about the course can contact the professor or ask questions in class. Feedback is healthy to encourage critical thinking and expand the comprehension of the concepts.
Submitted by: Chelsy Thompson
Contact: Phone number 720-218-0876 or Email – cthompson142@gcu.edu
Referencing: Students to use APA 7th edition to reference their assignments and exams. The references below are for the primary materials students will use in class.
References
Abdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017). Therapeutic communication in nursing students: A Walker & Avant concept analysis. Electronic physician, 9(8), 4968–4977. https://doi.org/10.19082/4968
Bach, S., & Grant, A. (2015). Communication and interpersonal skills in nursing. Learning Matters.
Webb, L. (Ed.). (2019). Communication Skills in Nursing Practice. SAGE Publications Limited.

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