Plan for Lesson about Substance Addiction - Term Paper Example

?Running head: Lesson plan Lesson Plan Lesson Plan Part I A. Teaching/learning context: Assessing patients with substance addiction canmake patients put up defenses, making them deceptive about information pertaining to their substance addiction. Students biased against substance abusers would not be able to accurately and efficiently assess substance abusers. Learners: Nursing students, college, 2 hours B. Assessing students I would assess the students by asking them to answer a questionnaire which seeks to determine what they believe substance abuse is, how substance abusers behave, and why they behave that way. This questionnaire would also ask them how they would assess these substance abusers. C. Needs Assessment After assessing the students, I was able to determine that the students do not have adequate skills and knowledge on proper assessment techniques for substance abuse patients. In reviewing their skills and knowledge, I found out that the students were likely to apply the same interview and assessment techniques they applied to other patients. I found out that they did not have the right interview skills to carry out an effective assessment and interview process for alcoholic or drug-addicted patients. I therefore found out they also had biases and inaccurate preconceived notions about substance abusers. A majority of them thought that substance abusers can easily choose to quit their addiction but choose not to; some of them believe that these abusers do not deserve medical help or attention and they are just a drain to the medical community. These are biases which would likely affect their assessment of substance abusers, reducing their motivation towards making an extra effort for the patients. I therefore saw a need for the students to know more about substance abuse, about barriers to communication among substance abusers, about how to get past these barriers to communication, and about how to efficiently carry out open-ended and close-ended interviews with these patients. D. Content After considering these qualities from the students, I started to conceptualize a lesson plan which would teach the students a more unbiased view of substance abusers, which would allow them to understand what substance abusers are going through, and which would open their minds to the more factual and accurate views of substance abusers. I started to conceptualize the lesson plan based on the need to teach the students how to get past the patient’s defenses and how to accurately establish an assessment of the patients, their habits, their addiction, their needs, and their general health status. A. Lesson Objectives 1. The students will be able to carry out a substance abuse assessment (psychomotor) Rationale After the lesson, the students will be able to carry out a proper and thorough assessment of a drug and alcohol addicted individual in a classroom scenario where they are able to learn proper assessment procedures and carry out practice interviews with potential patients. Domain This is of the psychomotor domain because the objective involves physical movement, coordination, and the use of motor-skill applications (Seidel, et.al., 2007). There is also recognition of the fact that the development of these skills calls for practice and is evaluated in terms of speed, distance, and techniques of execution. It also belongs to the psychomotor domain because it refers to perception and detecting non-verbal cues from the patients. It refers to the readiness to act and it includes the mental, physical and the emotional sets. There is a guided response seen in this objective as the student now learns to imitate and to carry out trial and error. The objective also takes on a more complex and overt response which involves movement patterns, performing without hesitation, and automatic performance. The objective is also focused on adaptation – where the skills are well developed and the individual can now modify the patterns to fit special requirements (Morrison, et.al., 2009). In this case, the student is able to apply what he has learned in the formal lecture atmosphere into a more practical, emotional, and physical setting. 2. The students will be able to express his feelings about drug and alcohol addicted individuals (cognitive). Rationale After the lesson, the students will be able to voice out their opinions about drug and alcohol abusers in an intimate small group setting where the student is free to share her opinions about substance addiction and the difficulties she expects in dealing with such patients. Domain This objective belongs to the cognitive domain because it is related to knowledge and the establishment of intellectual skills (Morrison, et.al., 2009). It also includes the recollection and recognition of special facts, as well as concepts which assist in the development of intellectual abilities and skills. It belongs to the cognitive domain because it responds to phenomena through the active participation of the learners. It reacts to a particular phenomenon and the learning outcomes focus on compliance in terms of responding, the willingness to respond, and the satisfaction of responding (Gonzales, 2009). This domain is seen in this learning objective as it assists the students in participating in classroom discussions, giving presentations, questioning new ideas, and practicing such ideas. III. More important objective I believe that this objective is more important of the two objectives because I believe that by speaking and expressing to the class about substance abuse and how they feel about it would give me a glimpse into their lives and their minds – and where their biases and opinions come from. This objective would help me to ‘know’ my audience and to determine how I can stir their mindsets and notions about substance abuse towards more productive and more objective grounds. I believe that by knowing my audience I would be able to know the gaps of knowledge they have, as well as the proper tools I can use to achieve the objectives of the lesson. Part B. A. Content (Rationale and Background) The purpose of this nursing lesson on assessing substance abuse patients is to teach students how to accurately and efficiently assess patient’s alcohol or drug addiction. It is also meant to teach the students the possible problems they may meet in assessing these patients – problems which may include refusal to cooperate, deception in details of addiction, and denial. Students will be able to identify these problems in the patients they are assessing and to identify their emotional reactions to these problems. Students would have read about substance addiction, specifically, drug and alcohol abuse as well as its symptoms, diagnosis, and interventions. Many of these students would have had firsthand encounters with drinking and alcohol abuse through a family member or a friend, and in some cases, even themselves. In order to be effective nurses, it is important for the students to carry out accurate and effective assessments of their patients. Assessing these patients is however not as easy as assessing all other patients. Substance abuse patients have a wall of defenses before them and the fact that students may also view these patients as difficult and unworthy of care may be affect the accuracy and the efficacy of the assessment process (Crothers and Dorrian, 2011). B. Types of learners Types of learners may be met: visual learners, auditory learners, read-write learners C. Strategies of teaching: Visual learners: include demonstrations via visually pleasing materials, including computer simulations and role playing (Materna, 2007). Also includes taped assessment interviews of substance abusers showing possible scenarios of defensiveness, deception, anger, and the possible triggers to these emotions. Also, role playing where scenarios and question and answer situations would be carried out with other students and health professionals. Auditory learners: include discussions of the strategies with the students through organized conversations with students using a list and plans of care (Hopper, 2009). Read-write learners: include the writing of key-words in the board and then to ask them to write down what they feel is relevant to the learning process; multiple type examinations and interviews would also be conducted with these students (Baldwin, 2007). Books, journals, and articles discussing assessment techniques and processes for substance abusers shall be assigned to these students. Compilation of recommended close-ended and open-ended questionnaires applicable to substance abusers shall also be assigned to them D. Concepts Substance abusers can be difficult individuals to deal with because most of them want to protect their habits as long as they can and they do not take kindly to people who would want them to be rid of their habits (Day, et.al., 2009). They can therefore be difficult to assess because they may be in denial about their habits; they may be uncooperative in sharing details about their habits, and they may be deceptive or they may lie about their habits. And yet, accurate assessment of these patients is important in order to establish the level of their addiction; the possible dangers they have already acquired from their habits; and the current health issues which they are now experiencing which are attributable to their addiction. E. Procedures 1. Introduction and Motivation I would tell the students that today we would be discussing about the assessment of individuals addicted to drugs and alcohol I would explain to students that they would be prompted to learn different barriers in assessing uncooperative patients and how to overcome such barriers to communication Review possible barriers students might encounter in dealing with substance abusers 2. Lesson Body I would ask students to come up with examples or possible techniques in getting through barriers to communication with substance abuse patients. I would ask the class to discuss how they would apply these techniques I would ask them to role-play it in class. I would allow the students to critique each technique and to suggest better ways of interviewing and assessing substance abuse patients. I would then show them clips of interviews with patients with substance abuse issues, present them first with the uncooperative response from the patient, and then ask them how they would make the patient more responsive. I would then present them with information from books and journals about the different techniques suggested by experts on how to assess uncooperative patients. I would link the suggestions they made as well as their role-playing with the theories and techniques suggested by experts. 3. Closure I would point out the different gaps in their techniques, the issues which may arise from said techniques, as well as the possible benefits of their suggested techniques. I would ask them again to role-play how they would deal now with their uncooperative patients after listening to the lectures and classroom discussions, and after having different techniques be critiqued by the class. Answer any questions which students may have VI. Evaluation The student’s ability to understand the lesson and the techniques of the assessment process will be assessed informally through the role-playing and through a classroom discussion. The initial evaluation shall be carried out after the lecture, and the second evaluation shall be carried out after the second round of role-playing. Works Cited Baldwin, A. (2007). The community college experience plus. New York: Pearson Hall Crothers, C. & Dorrian, J. (2011). Determinants of Nurses' Attitudes toward the Care of Patients with Alcohol Problems. ISRN Nursing, volume 2011, pp. 1-11 Day, R., Paul, P., & Williams, B. (2009). Brunner and Suddarth's Textbook of Canadian Medical-Surgical Nursing. Massachusetts: Lippincott Gonzales, J. (2009). Conflicts, Disputes, and Tensions Between Identity Groups: What Modern School Leaders Should Know. USA: Information Age Publishing Hopper, C. (2009). Practicing College Learning Strategies. California: Cengage Learning Materna, L. (2007). Jump start the adult learner: how to engage and motivate adults using brain- compatible strategies. California: Sage Morrison, G., Ross, S., Kemp, J., & Kalman, H. (2009). Designing Effective Instruction, New Jersey: John Wiley and Sons Seidel, R., Kett, A., & Perencevich, K. (2007). From principles of learning to strategies for instruction: with, Workbook companion: a needs-based focus on high school adolescents, New York: Springer. Read More

 

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