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¶ … nursing development class. The theme of Stroke and brain injury will be continued to be used in order to highlight how an instructive class may be developed, instituted and assessed. This essay will discuss the learning objectives and present their delivery in a form that outlines basic teaching and learning principles that reflect the essence of healing and the professional medical community.
Class Need Assessment
Evaluating the learning for this class will come in different stages. The first half of the class is based on the cognitive and basic knowledge skills that nurses need to have to identify the important factors dealing with stroke. This knowledge can be assessed with a simple testing procedure that quizzes the student on their knowledge using multiple choice questions and answers. The second half of the instruction is more hands on and requires the students to perform their job in a simulated activity of treatment. This role playing assessment allows for timely feedback and denotes the advantages of group learning by having everyone in the class participate in the activity.
The following class's learner objectives are based on this schedule of events:
Content Outline -- Session I
Time Frame
Presenter
Learning Resources
Anatomy of the Brain
30 min
Me
Slide show presentation/lecture.
Stroke Basics
30 min
Nurse Katie
Slide show presentation, short film.
Treating Strokes
30 min
Me
Lecture / practical demonstration with stroke victim.
Session 2: Afternoon
Nurses and Caring
30 min
Nurse Katie
Lecture.
Practical Exercises
90 min
Me, Nurse Katie
Class room, role playing exercises, discussion...
The learning domain for this objective is cognitive This objective will be obtained through a 30 minute slide presentation. The topic of the slide presentation will be "Anatomy of the Brain." This activity will be lecture based and provide the 10 nursing students in the class a baseline level of information that is necessary to treating victims of strokes and helping them in their healing efforts. This corresponds in Bloom's taxonomy as knowledge. A useful teaching strategy for this objective is simply using lecture as a means of communication. This step represents the basic information and data that needs to be expressed for the nurses to have an idea about the topic.
Objective 2:
Learner Objective
Time Frame
Teaching Strategy
Evaluation Method
Identify the anatomical and physiological changes associated with strokes
30 min
Using analogy with short film and case studies.
Questions / Answers.
The second learning objective designed for this class is identifying the anatomic and physiological changes and alterations to the body that happens when someone has experienced a stroke. This learning objective is both affective and cognitive as it impels students to both feel and know what the stroke victim is experiencing and what courses of actions may be taken in this initial stage. This learning objective will be delivered by Nurse…
References
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., ... & Warren, J. (2007). Quality and safety education for nurses. Nursing outlook, 55(3), 122-131.
Hanger, H.C., Walker, G., Paterson, L.A., McBride, S., & Sainsbury, R. (1998). What do patients and their carers want to know about stroke? A two-year follow-up study. Clinical rehabilitation, 12(1), 45-52.
Mant, J., Carter, J., Wade, D.T., & Winner, S. (1998). The impact of an information pack on patients with stroke and their carers: a randomized controlled trial. Clinical Rehabilitation, 12(6), 465-476.
Rodgers, H., Bond, S., & Curless, R. (2001). Inadequacies in the provision of information to stroke patients and their families. Age and ageing, 30(2), 129-133.
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