NOTE: Please do NOT remove any of the text on this form. Do NOT use any other form but this one. Fill it in and submit in its entirety to aid in its grading.
Your Name: Date:
Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population.
- This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project.
|Patient Teaching Plan|
|State the topic you have selected for your Teaching Project. (Please select from the list provided in the Teaching Project guidelines located in Module 4.)
Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.
|Palliative Care/Hospice Care The topic which I have selected for this project is about teaching palliative care/hospice care. As advocates, educators as well as caregivers it important for nurses to know the differences which exist between hospice and palliative care to ensure families and patients are receiving proper care and appropriate services at all times The topic of Palliative Care is quite important since it leads to improve of life throughout the process of treatment of serious sickness by provision of spiritual, emotional, and practical support. For the case of Hospice care is kind of palliative care which majorly focuses on the symptoms elimination when a person is living will critical illness towards the end of life approach (National Hospice and Palliative Care Organization, 2012).
|Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool.||My plan is to educate a small group of undergraduate students in the faculty of nursing using the Visual Teaching tool in the importance of understanding ethical considerations and differences between patient hospice and palliative care|
|What are some potential learning barriers for this population of learners? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.)||Some of the learning barriers to the students are inclusive of lack of willingness and motivation, insufficient knowledge academically; lack of self-confidence and lack of ability to expressing their knowledge is simple words for the patient to be capable to understand. The students for nursing are most the times working under pressure and stress which has resulted to restlessness and fatigue which might make them lack interest in my teachings|
|Describe how you could develop your Visual Teaching Tool in a way that will address these potential barriers.||Visual aids such as PowerPoint have great impact on the retaining of information by students. It is worth noting that word can be just hard and abstract which makes it difficult to retain information while visual tools are quite more engaging and aids students in recalling the information presented more easily. Preparation of the physical environment: The present atmosphere need to nonthreatening, absence of distractions and any external interruptions. I will ensure that that there is adequate lighting and space, the available chairs makes the student’s comfortable, privacy and good ventilation as well will put into consideration.|
|Where do you plan to utilize your Visual Teaching Tool? (Examples: primary care clinic, health fair, school, etc…)||My main intention Is to use my visual teaching tool in school. The populations which I have selected are nursing students within my faculty. I will use the visual tool in helping the nursing students about the difference which exist between palliative and hospice cares so that they can help their families with the same skill and knowledge they will have attained at the end of the plan.|
|Will you be teaching one-on-one, in small groups, or to a large crowd?||I am planning to teach in a small group. I have selected choosing this method of teaching since it helping covering a wider population in a short period of time. In addition, small groups are easy to manage as compared to huge crowds. Therefore, I have opted for small groups since it is quite effective it will consume a lot of time as when compared to teach one person at a time and a large crowd.|
|Write three specific learning objectives your visual teaching tool will address. Example: At the end of this education, the learner will be able to list 3 benefits of regular physical activity.||1.At the end of this teaching lesson, the students will be in position of defining palliative care and description of issues related to ethics in palliative care|
|2.At the end of this teaching lesson, the students be in a better position of defining hospice care and identification of when patient is in a situation of hospice care|
|3. At the end of this teaching lesson, the students will be capable of explaining the differences and similarities between hospice and palliative care.|
|Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.||The hospice versus palliative care topic can be quite confusing concept to the students and they might not be in a better position knowing which kind of questions to ask. Guided by the reciprocal peer questioning gives students open ended questions towards generation of focused discussion in setting of small group. There generic prompts of the questions which will aid the students generating questions which related to the content and context of the topic (Keeley, 2008). I will give out a mini-lecture while using my Visual Aid Tool and provision of a list of open-ended questions to gauge where my teaching was successful. Following are some of the selected questions which will encourage synthesis, contrast and comparison to me made and hypothetical contextual testing of the content delivered (Keeley, 2008). Provided an explanation why….? What is the central idea of the ……? What are key conclusions which can be drawn from or about….? What is the difference which can derive between ….and ….? What is the similarity which can be drawn from…and….? What is the example of……..? What could happen if….? Students will then be given to a couple of time to prepare individually a number of content-specific quizzes or questions which will be guided and helped by the open-ended questions. The student then will group themselves and take turns in asking their prepared questions and discussing what could be the possible responses or answers (Keeley, 2008).|
|List any references used to create this Teaching Plan in APA format. (Hanging indent not required.) Remember to also use in-text citations within this document, when appropriate (Author, year).||Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.) Keeley, P. (2008) Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin Press PDF: http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Questioning/guided-reciprocal-peer-questioing.pdf
National Hospice and Palliative Care Organization (2012). NHPCO facts and figures: hospice care in America, http://www.nhpco.org/sites/default/files/public/ Statistics_Research