Please use 3 references below
The educational topic I have chosen for licensed nurses, student nurses, and patient/caregivers will address the immediate educational needs of the hospitalized patient who is newly diagnosed with diabetes. My organization shifted its focus from staffing diabetic educators in the hospital setting to only utilizing the educators in the outpatient setting. This shift to the bedside nurse of initial diabetic patient education has created challenges in having the dedicated time at the bedside, tools, and resources. I chose this to topic to address the gap of knowledge and to support nursing professionals and nursing students in ensuring the patient can teach back the basic survival skills in diabetes management at discharge.
Licensed nurse learner characteristic – Medical-surgical bedside nurses demonstrate the learner characteristic of acquiring clinical knowledge through practice to become content experts. In Malcolm Knowles’ work he identified the key points related to adult learners were self- direction, use of new learning to build on previous experiences, relevance of learning to real-world application and addressing identified problems, and intrinsic motivation for learning (Dickerson, 2017). Adults prefer to learn in the moment. The education will be integrated into their current workflow and influenced by their current gap ensuring the diabetic understands the basic survival skills.
Student nurse learner characteristic – The novice new to the practice environment focuses on concrete behaviors and expectations and needs to know the rules and requirements of the professional role (Dickerson, 2017). Chunta et al. (2021) note Generation Z students are favorable to online learning, these digital natives are often adept and skilled technology users. Because of their comfort, skill, and continual technology consumption, Generation Z students frequently interact, sometimes exclusively, in the digital world (Chunta et al., 2021). These online tendencies attribute to a shorter attention span in the learner. The success for this generation is to be disciplined and motivated with the educational presentation. This generation is socially focused, however, can also be socially limited in their face-to-face communication skills. The educator may use simulation video case presentations of a patient with signs and symptoms or U-tube videos to attract the student with short-targeted learning. To cater to the changing needs and expectations of the millennials many academicians are changing their instructional approach and creating new learning environments (Kulkarni et al., 2022)
Patient learner characteristic – The disability of mental illness creates the need for unique and individualized methods for teaching the patient. The nurse will need to complete a full assessment to determine whether the patient has a cognitive impairment or inappropriate behavior as well as to assess their level of anxiety (Bastable, 2019). Prior to creating the lesson plan, it is essential to have a full understanding of the level to which the patient can read and understand the written language. When people with disabilities are encountered in health and illness settings, nurses are responsible for adapting their teaching strategies to help them learn about health, illness, treatment, and care (Bastable, 2019). Methods of instruction for those with mental illness suggested by Bastable (2022) include teaching by using small and brief words, repeat information, use mnemonics, write down important information by placing it on index cards and use simple drawings or symbols in short and frequent sessions.
Competency 4 from the Alliance for Disability in Health Care Education (2019) establishes the need for the input of professionals from multiple disciplines is often required to address the complex health needs of patients with disabilities in various health and community support systems. The nurse assesses the need for collaboration with established therapists or psychiatrists to assist the patient in promoting independence and positivity to self-manage the diabetes. Ethically, the patient with mental illness has the right to have their healthcare needs supported in an individualized method free of stigma and discrimination.
References
Alliance for Disability in Health Care Education, (2019). Core competencies on disability in health care education. https://nisonger.osu.edu/wp-content/uploads/2019/08/post-census-Core-Competencies-on-Disability_8.5.19.pdf
Bastable, S. B. (2019). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. (5th ed.). Jones & Bartlett Learning
Chunta, K., Shellenbarger, T., & Chicca, J. (2021). Generation Z students in the online environment: Strategies for nurse educators. Nurse Educator, 46(2), 87–91.
Dickerson, P. S. (2017). Core Curriculum for Nursing Professional Development. (5th ed.). Association for Nursing Professional Development
Kulkarni, B., Banerjee, R., & Raghunathan, R. (2022). Why students should be taught differently: Learner characteristics, learning styles and simulation performance. Simulation & Gaming, 53(1), 56–74. https://doi.org/10.1177/10468781211065809
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