Lesson Plan - Nurses
The context in which the lesson plan will be implemented will be a classroom setting with nursing students attending a graduate level course in nursing. The classroom does not necessarily have to be a physical classroom but can be taught in a clinical environment as well. The lesson plan can also be adapted to small groups or large classroom sizes. For this particular paper, the lesson plan is geared towards a large classroom environment with at least 20 graduate student nurses between the ages of 21 and 43 years old. The lesson topic is one that is defined by both the use of motor skills and the implementation of technology, as well as cognitive recognition of the capabilities of a Personal Digital Assistant (PDA) when used to create, modify, maintain and transmit an Electronic Patient Record (EPR).
Learning objectives
There are a number of different learning objectives that this lesson plan seeks to meet. The study seeks to define an educational learning objective, an instructional learning objective and a behavioral learning objective. One recent study determined that "how physicians are evaluated throughout their careers and how training programs are accredited has shifted from demonstrating what we teach and what we are learning to demonstrating the achievement of competence" (Hauer, Quill, 2011, p. 503). The Hauer and Quill study seems to acknowledge that no longer are educational objectives simply tied to the subject being taught or learned, now a display of competence is necessary in order to determine whether the educational objective has been reached.
Keeping this in mind, the educational objective for this study is to determine whether the students are competent in entering patient data into a PDA in order to create, modify, change and transmit an EPR.
The instructional objective of the study is to provide the necessary activities and resources to the students in order to gain the knowledge to show an achievement of competence with the PDA (at least regarding the EMR). The instructional objectives for this study will be implemented through the use of Blooms Taxonomy which consists of tools that assist students in cognitive, affective and psychomotor skills, or in more simplistic terms; "the learners should have acquired new skills, knowledge, and/or attitudes" (Bloom's, 2010) after an instructional event. Most experts believe that the instructional objectives need to be defined as 'the first step to enhance learning' (Sharma, Sastri, Ahluwalia, 2010, p. 171). For this study, the new skill(s) that will be gained through the instructional event is the psychomotor skill of physically entering the information. The new knowledge gained will be how to create and transmit the information to the necessary medical professionals.
Finally the behavioral learning objective for this lesson is that the student(s) will be able to walk through the entire process of entering or changing information in the PDA to create or modify a new or existing EMR. As one expert most eloquently wrote "The learner's changed behavior is evaluated after the completion of the session to demonstrate that learning took place" (Wittmann-Price, Fasolka, 2010, p. 233). It is projected that all students should be capable of achieving all three learning objectives.
Learner Types
There are a number of learning types for students that any lesson plan must consider when attempting to be an effective tool in the educational environment. The three most common types of learning styles include auditory, visual and kinesthetic.
An auditory learner likes to listen intently and can usually acquire knowledge by reading aloud (to themselves or to others). When they are bored they will usually talk to others and are very good at remembering through self-verbalization.
The visual learner will usually take detailed notes and they like to sit in the front of a classroom in order to view what is taking place. They will often visualize the assignment by closing their eyes, which they also do to recall items and events. They also find passive surroundings to be ideal. They learn well through illustrations and presentations that use color and will oftentimes use rich language both verbally and in written form.
The kinesthetic learner is someone who enjoys a hands-on approach. These students speak with their hands, find reasons to move around when they are bored. The enjoy activities such as cooking, construction, engineering and art. They also like to sit near the door or an open space and are uncomfortable in classroom, especially if the classrooms have no capacity of hands-on experiences. They need to be active and take frequent breaks. Most individuals have one dominant learning style, but almost all students can also learn through the use of all three learning styles.
Teaching strategies...
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