Postpartum Nursing Teaching Project Evaluation

Postpartum Nursing Teaching Project Evaluation

By providing a well-researched and patient-centered plan of instruction, the teaching project provides excellent instruction materials for the learner. In order to clarify the teaching project for the teacher and the learner, the project lists specific cognitive, affective, and psychomotor goals clearly and concisely. These goals consist of learning how to recognize and deal with postpartum symptoms, learning how to breastfeed and loose weight in a healthy and comfortable way, and learning how to express and adapt to the stressors and feelings of new motherhood. The clear and concise statement of these goals, in addition to the identification of specific goals within these categories, allows both teacher and learner to prepare for the instructional session and evaluate the outcome of the session. Furthermore, because the stated goals include physical teaching in addition to the encouraging of continued self-learning through resources, the goals could clearly be accomplished and measured in a short time period of 20 to 45 minute, while still remaining active in the student's life and relevant in her mind.

In addition to an excellent identification and statement of goals during the teaching project, the text of the project comfortably explains how the teaching and learner might meet those goals through practical application. For instance, the presentation includes breastfeeding modeling, written literature, and suggestions about getting involved in support groups, which are actions that support cognitive, affective, and psychomotor goals. In order to facilitate the learner's achievement of these goals through the previously listed actions and other instructional programming, the program insures that the patient feel comfortable both physically and emotionally and that her personal and cultural background, including her learning style, are taken into consideration. To further assist the learner in attaining the stated goals, the program is organized in a logical manner that places information and modeling before self-attempts. Additionally, by maintaining a positive attitude about the learner's cultural background, feelings, and learning style, the program increases the chances of success. Finally, the program clearly presents both goals and actions associated with successfully completing the program, and the teacher was able to work with the learner by identifying the learner's emotional cues. For example, the learner was upbeat, suggesting that she was enthusiastic about learning and new motherhood, so the teacher provided materials accordingly, keeping the same upbeat attitude. Thus, the overall presentation of the program is an excellent source of resource and patient-centered learning.