Posted: December 2nd, 2022

Practicum Lesson Plan

Practicum Lesson Plan
Practicum Setting and Population
The practicum teaching will occur at the Mother and Child health clinic. The learning is important to ensure the participants experience safe and effective delivery. The program will target individuals who are having their first babies. First-time mothers are the main target of the information. The selection will identify the mothers will less than two weeks since they delivered. The focus of targeting the population is to achieve a specific target of educating the first-time mothers on evidence-based practices.
Lesson Outcomes
The lesson outcome is to enhance the skills of carrying out post-natal care for both the mother and the newborn. The care should be for both the mother and the newborn to ensure recovery and preventing complications among the infants. For instance, adherence to the immunization schedule will safeguard the health of a child and prevent the risk of complications such as polio (Edwards et al., 2021).
The second learning outcome is to enhance the skills of a student to develop effective communication skills. Expressing oneself to an audience improves the ability to communicate effectively (Edwards et al., 2021).
The third objective is to ensure a student can engage the mother in a lovely and caring manner. Communication is effective to ensure proper learning of the needs of the child and parent (Edwards et al., 2021).
The fourth objective is to ensure the mothers have an effective method to learn and share information with other expectant mothers.
The overall outcome is to help a mother to take action to safeguard the welfare of a child. Some of the practice areas include breastfeeding, danger signs for both the mother and the child, hygiene, and immunization (Edwards et al., 2021). The learning outcome is to help a mother take care of the child efficiently.
Teaching Strategies with Research-Based Rationale
The teaching strategies are effective methods to convey information to the target audience. One of the teaching strategies is demonstrating which involves using practical examples to portray what the target audience should do. For example, nursing mothers need to learn how to position their newborn babies (Howarth & Swain, 2019). Demonstrating how to hold newborn babies is effective to avoid mistakes due to lack of knowledge or misinformation. Another example is that first-time mothers need to learn about latching. Latching is effective since it helps the children to feed properly without discomfort.
The second strategy is to use visualization such as pictures to demonstrate the steps that the mothers should follow while taking care of the infants (Howarth & Swain, 2019). For example, pictures of breastfeeding will be necessary to ensure they educate first-time mothers.
The third strategy is to use inquiry-based learning which will ask first-time mothers critical questions about the approach of taking care of the babies. The approach is effective to ensure a person can assess if the mothers are learning the essential information (Howarth & Swain, 2019).
A professional will reinforce the information by addressing areas the first time mothers did not understand.
The inquiry-based learning will involve questions on breastfeeding, danger signs for both the mother and the child, breastfeeding, hygiene, and immunization.
Addressing Different Learning Styles
The practicum lesson plan will use different methods of learning to boost the quality of positive outcomes. For instance, the lesson will use various approaches that will improve long-term memory. Some of the learning styles will include visualization, charts, and videos, leaflets, and inquiry-based learning (Palsson et al., 2018). It will be vital to acknowledge that people learning using different styles. For example, the charts will enhance long-term memory. A chart depicting a mother holding a baby during breastfeeding will help demystify wrong perspectives on breastfeeding.
During the practicum, it will be effective to confirm if the participants understand the information presented to them. The best approach to assess the level of learning is to ask questions. It comprises asking first-time mothers to present information based on what they have learned. The presentation will involve asking questions to identify cases of mothers who did not understand critical information such as breastfeeding styles (Palsson et al., 2018). Holding the babies during breastfeeding is critical for the comfort of a baby and the mother.
Outline of the Content in the Lesson Plan
The lesson plan will cover the areas identified in the lesson outcomes. The areas to cover will include breastfeeding, danger signs for both the mother and the child, breastfeeding, hygiene, and immunization (Palsson et al., 2018).
Breastfeeding – the issues include anticipating a baby’s desire, allowing the child to determine the frequency and length of breastfeeding, finding the right positions, and taking care of the skin.
Danger signs for both the mother and the child – the mother should take action in case of danger signs such as lack of desire to breastfeed, high temperature, fever, and persistent crying.
Hygiene – mothers should learn the sensitivity of a baby and understand how to maintain hygiene to avoid contamination.
Immunization – mothers will learn the immunization schedule such as the immunization after birth, after three, six, nine, and twelve months. The learning should cover the importance of immunization and the types of diseases it prevents in a child. The learning is intended to improve adherence to the immunization schedule.

References
Edwards, R., Cragg, B., Dunn, S., & Peterson, W. E. (2021). The breastfeeding and early motherhood experiences of older first-time mothers: A constructivist grounded theory study. Midwifery, 96, 102945.
Howarth, A. M., & Swain, N. R. (2019). Skills-based childbirth preparation increases childbirth self-efficacy for first time mothers. Midwifery, 70, 100-105.
Palsson, P., Kvist, L. J., Ekelin, M., Hallström, I. K., & Persson, E. K. (2018). “I didn’t know what to ask about”: first-time mothers’ conceptions of prenatal preparation for the early parenthood period. The Journal of perinatal education, 27(3), 163-174.

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