Bedside Handoff Nursing Education Lesson Plan

Introduction

In response to a learning needs assessment at a university medical center, this lesson plan addresses the highest-priority educational need identified among the nursing staff. Staff at the center range from Nursing Assistants to Registered Nurses. A sample of 20 RNs and four LPNs were included in the assessment. The target audience for the lesson includes RNs, LPNs, and Nursing Assistants at the medical center.

While generally useful traits such as leadership and communication were identified as areas for improvement, this lesson plan focuses on more specific procedural knowledge needs. The majority of surveyed RNs, for example, noted an absence of adequate knowledge regarding orthopedic and neurological procedures, and identified a high level of need for training to improve their competency in these areas. The need for continuing education in terms of professional services provided was also rated as high.

Educational Need and Rationale

For this reason, the highest-priority educational need was identified as training on bedside handoff. The unit will serve as a pilot for this training focus. Bedside handoff is a critically important component of nursing care, and additional training on this topic is therefore a high priority for making the nursing program more effective.

In light of the above, the goals of the lesson include highlighting key aspects of bedside handoff and providing learners with both theoretical and practical knowledge regarding best nursing practices within this topic.

Goals, Learner Outcomes, and Learning Objectives

In terms of learner outcomes, it is expected that learners will become well-versed in the theories behind bedside handoff. They will also be able to apply what they have learned through role-play exercises, which will form the practical component of the learning session. In their professional lives, learners are expected to apply this knowledge directly to their practice with patients at the medical center.

The instructional design model to be used is the ADDIE Model, which includes five components:

Instructional Design Model, Learner Characteristics, and Learning Theory

In terms of learner characteristics, Hayden (2009, p. 40) notes that these are important influencing factors in the educational process. Ability, motivation, and desire to learn are three major factors that influence learning and can affect the effectiveness of any learning intervention. Although the majority of survey participants indicated a need for the planned intervention, it is also important to assess the motivation and readiness of any audience members who were not part of the original survey.

Ability is another important factor that will influence the success of the learning intervention. The level of existing knowledge and skill should be adequately assessed so that the lesson is sufficiently challenging while remaining accessible to all participants.

Culture, ethnicity, age, and socioeconomic status can also influence learning. Since the group addressed in this lesson are colleagues in a workplace that requires specific assigned tasks, it is not expected that culture, ethnicity, or income level will be significant concerns. Age, however, may influence the willingness or ability of some participants to benefit optimally from the session. This factor can be mitigated by assessing the willingness of individual participants and, in cases of reluctance, exploring what modifications might make the session more acceptable to them.

It is expected that the group will work well together, as they are already employed in the same environment and have developed a workplace culture conducive to professional effectiveness.

The educational theory guiding this lesson plan is adult education theory. Since all participants are adults with a defined educational level and professional background, content can be tailored to their particular abilities and needs. According to Vandeveer (2009, p. 193), adults in the learning environment are self-directed and problem-centered, with a genuine need to learn useful and applicable information.

In recognition of this, the lesson is designed in response to needs identified among the adult professionals at the medical center. It is expected that they will find the content on bedside handoff directly relevant, as it relates closely to their daily work with patients.

Conclusion

In conclusion, the benefits of the lesson are expected on multiple levels. First, professional staff at the medical center will gain the information and knowledge they identified as needed. Second, personnel will be encouraged to critically evaluate both themselves and each other — a reflective practice transferable to their daily professional work. Finally, personnel will be stimulated to conduct independent research and take responsibility for their own future development and learning.