Provision of Evidence Based Learning Essay Paper

Teaching Experience 1. Purpose: To document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives. a. Demonstrate ability to thoroughly assess the learning styles of an individual or family using given developmental or cultural models. b. Demonstrate ability to anticipate learning needs based on developmental or cultural assessments. c. Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes. d. Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes. e. Support rationales for teaching plan using teaching and learning theories from required readings with references 2. Nursing Competencies: a. Provision of Evidence Based Learning Essay Paper

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Immunization schedule for the newborn Newborn care f. g. h. i. Post op cesarean section care Post vaginal delivery care Breastfeeding Postpartum depression CASE STUDY – Labor / Maternal Infection Admission Diagnosis Labor Demographics Anna is a 20-year-old, Caucasian, G1P1, who just delivered a post term baby via emergency Primary Csection due to Chorioamnionitis and fetal decelerations. Upon admission, she reported uterine contractions, flu-like symptoms, and “leaking off and on for a few days”. Her medical records indicate that she is GBS positive. Anna is a smoker and has a history of using marijuana, however she reports not using marijuana after she found out she was pregnant when she was 12 weeks. She is not married however she has a boyfriend who was incarcerated during her 2nd trimester. Her boyfriend is also the baby’s father. She did not finish high school and is not employed. She currently lives in a small apartment with her mom who is divorced. She did not receive prenatal care until her third trimester. Course: NURS 316L TEACHING EXPERIENCE PROJECT GUIDELINES & RUBRIC 1. PURPOSE: To document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives. a. Demonstrate ability to thoroughly assess the learning styles of an individual or family using given developmental or cultural models. b. Demonstrate ability to anticipate learning needs based on developmental or cultural assessments. c. Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes. d. Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes. e. Support rationales for teaching plan using teaching and learning theories from required readings with references 2. NURSING COMPETENCIES: a. Provision of Evidence Based Learning Essay Paper

Assessing and identifying developmental, cultural, and socioeconomic factors affecting a client. b. Providing evidence-based health information and teaching based on developmental, cultural, and socioeconomic factors affecting a client or family c. Integrating teaching/learning activities into client interactions based on developmental, cultural, and socioeconomic factors affecting a client or family. d. Incorporating health promotion and teaching into the plan of care based on developmental, cultural, and socioeconomic factors affecting a family or client. 3. PLAN: submitted to the clinical instructor during the teaching experience. Your clinical instructor must approve the topic. a. b. c. d. e. Develop nursing diagnosis (NANDA) Develop two (2) learning objectives State methodology (teaching methods) Provide and utilize teaching aids e) State needed resources 4. This write-up should be 2-3 pages to follow the Teaching Experience Rubric. 5. SUGGESTED TOPICS FOR TEACHING PLAN: a. b. c. d. e. f. g. h. i. Mother’s with infants who have hyperbilirubinemia Maternal and neonatal infection Care of the Mother and Infant with Substance Abuse Problems Immunization schedule for the newborn Newborn care Post op cesarean section care Post vaginal delivery care Breastfeeding Postpartum depression Page 1 of 3 Course: NURS 316L TEACHING EXPERIENCE PROJECT GUIDELINES & RUBRIC TEACHING EXPERIENCE RUBRIC NAME: DATE: TOPIC: COURSE: START TIME: Criteria Comprehensive Assessment Patient Learning Needs Assessment Organization/ Evidence-based Information Page 2 of 3 END TIME: 4  Clear and concise discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs  Clear and comprehensive patient assessment data to support a deficient knowledge nursing diagnosis.  Clear and complete assessment of learner (patient /family), teaching needs, and special learning needs, if present.  Clear identification of patient’s strengths and weaknesses relevant to learning needs.  Open and closing remarks that capture patient’s attention.  Clear and correct 3  Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs.  Vague and incomplete patient assessment data to support deficient knowledge nursing diagnosis. 2  Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs. 1-0  No discussion of patient’s admission diagnosis, demographic data and anticipated learning needs.  No comprehensive patient assessment data to support deficient knowledge.  Incomplete assessment  Incomplete assessment of learner (patient of learner (patient and/or family), teaching and/or family), teaching needs, and special needs, and special learning needs, if learning needs, if present. present.  Incomplete identification of patient’s strengths and weaknesses relevant to learning needs.  Open or closing  Open or closing remarks displayed. remarks displayed.  Vague/incorrect  Vague/incorrect teaching objectives. teaching objectives  No assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.  No discussion of patient’s strengths and weaknesses relevant to learning needs  No open or closing remarks displayed.  No teaching objective stated. Score Course: NURS 316L TEACHING EXPERIENCE PROJECT GUIDELINES & RUBRIC Criteria Body Language Voice Learning Evaluation 4 statement of 2 teaching objectives.  Clear and organized presentation of evidence-based patient teaching. Provision of Evidence Based Learning Essay Paper

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 Direct eye contact and appropriate gestures/movements during teaching.  Relaxed, self-confident nature and no mistake during teaching.  Use of clear speech and inflection, maintains the interest of the learner.  Clear/appropriate evaluation of patient’s response and effectiveness/ineffectiv e ness of teaching.  Reflective analysis of teaching including discussion of strengths and weaknesses. 2 1-0 Poor or disorganized  presentation of teaching from inappropriate sources.  Minimal eye contact and little movement or descriptive gesture during teaching.  Mild tension, lack of self-confidence and difficulty recovering from mistakes.  Some level of inflection and clarity during delivery.  Minimal eye contact and little movement or descriptive gesture during teaching.  No eye contact and inappropriate gestures during teaching.  Tension and nervousness obvious, trouble recovering from mistakes.  Monotone voice with some inflection of delivery   Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.  Vague reflective analysis of teaching including discussion of strengths and weaknesses.  Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.  Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.  Vague reflective analysis of teaching including discussion of strengths and weaknesses. Provision of Evidence Based Learning Essay Paper

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