Application-Lesson Planning - Needs Assessment and Learning Objectives - Speech or Presentation Example

Application-Lesson Planning: Needs assessment and Learning Objectives Application-Lesson Planning: Needs assessment and Learning Objectives It is at the teaching session or individual lesson that clinical teachers ought to incorporate the learning needs of their students with defined learning objectives. When preparing learning objectives for nurses, it is imperative to consider the level and numbers of learners, the type of expected learning (skills, behavior, knowledge), learning and teaching methods, access to patient, clinical skills models, questioning techniques and method of administration. The initial steps in nurse teaching process involves assessing what the patient know, what needs and wants to learn and the appropriate teaching practices to be integrated. Determining learning needs, learning readiness and preferred learning styles are fundamental requirements in the nursing learning process (Lindh et al., 2010). Developing learning objectives among nursing students should focus on inculcating attainable, specific, short term and measurable short term statements. For instance, a patient diagnosed with diabetes, the focus will be on how to regulate blood glucose levels between 71 and 150 mg/dl. Achieving this goal a time may be overwhelming unless this process is broken down into objectives, which lead up to the anticipated results. Further, deciding the appropriate learning objectives requires the understanding of different domain of learning. The three distinct learning domains include psychomotor, cognitive and affective all of which are expounded in the categorization of taxonomy (Lindh et al., 2010). The cognitive domain is about learning new knowledge, the psychomotor domain entails learning new skills while the affective domain is centered on adopting new attitudes and values. Oral Medication Administration: Context of the Lessons (the Learners, Setting, and Length of Lesson) Oral medication administration is part of the enteral administration methods. These methods involve administration of medication through the digestive system (Rosdahl & Kowalski, 2008). This involves the uptake of medication in a number of ways such as oral, buccally (through the cheeks), and via gastrointestinal tubes. The essence of this class will be to discuss the method of oral administration of medicine to patients. The class will look into the methods employed when oral medical administration is being used. The class will be expected to fully grasp the intricate details that have to be followed when the drugs are administered orally. This will include practical lessons where the nursing students will actually administer the drugs on patients who are in a clinical setting. As a general learning experience, the class will go through all the enteral administration methods. This is basically aimed at broadening the scope of understanding, as well as, knowledge of the students. Basically each lesson will go for forty munities while practical will be elongated for one hour. In the beginning, the class will cover the introduction and definitions of terms within the oral medical administration. It will also seek to broaden the knowledge of the students through brief discussion sessions. This will help to tell whether the students are managing to internalize the concepts. The lesson will predominantly be held in lecture halls where the students will interact with patients. However, as the lesson progresses into advanced levels especially into half of the lesson, it will actually be an opportunity for the students to observer the oral medical administration being conducted on the patients. At the rear end of the lesson, students will have a chance to administer basic/simple procedures with close supervision from the tutor. Assessment of the Student’s Needs, Knowledge and Skills The method of assessment to be employed will focus on establishing the mind set that the students have. Firstly, it will be important to identify the learning targets to be assessed. This includes the objectives and outcomes of the lesson (Oermann, 2009). It is apparent that when the educator outlines learning targets, it is highly likely that the assessment will be effective. This is correct because it will enable me as an educator to evaluate knowledge, value, skills, or performance to be assessed in advance thus easing the work. The next method will involve matching the assessment technique to the learning target. This will be followed by providing feedback to students about their progress. This will help me in determining the instruction needed to improve the performance of every student. However, I will also incorporate multiple assessment techniques. This will ensure that I maximize on gathering information on whether the objectives will have been met. The results of this assessment will help identify specific needs of each student. As a result, it will be prominent to look at past performance records of students. This will, allow me to know where to focus my attention on, to ensure that past errors doe not recur. This will involve the need to look at several pressing questions that will be indispensable in the next lesson planning. There is a need to focus on four guiding questions: what learning will be achieved, expected changes in behavior and patterns, achievability of the objectives and the cost-benefit analysis of the projected solutions (Rouda & Kusy, 1995). Due to the need to avert a repeat of previous mistakes, these lessons will be inducted into the lesson plan. With the main method of instructions being direct teaching, the main focus will involve ensuring that sufficient time is allocated to these areas. This means that these issues will be given due consideration so that the students can comprehend them well. Content of the lesson As previously stated, the main topic is that of oral medical administration. This topic will encompass the concept of oral medical administration, its advantages and disadvantages. The concept of oral medication while being economical to apply, there will be some short comings. One of the shot comings is that of the taste of the medicine (Lindh et al., 2010). This will be a problem especially with children who will refuse to take in the medication. The lesson will equally cover the methods of intake of the medicine. Some of these methods include medicine cups, medicine drops and the water cups (Lindh et al., 2010). These are the three most commonly applied equipments for oral medical administration. There will also be the focus of important factors like time for medicine intake as well as ratios to apply, for example, when a cocktail of pills is being administered (Lindh et al., 2010). All these are aspects that this topic that will be addressed and allow students to understand. Proposed Type of Learning and Desired Objectives This class will apply a combined strategy of cognitive and affective learning. Cognitive learning can be defined as the learning that results from watching, touching or experiencing things (Martin & Brigg, 1986). Conversely, affective learning is learning that incorporates self-concept, inspiration, values, self-esteem, need achievement, creativity, curiosity, and personal growth (Martin & Briggs, 1986). This class will, therefore, apply the two methods of learning since it is a predominantly adult dominated class and it is apparent that the two methods will appeal to them. When the emotional aspect of the students is combined with the perception, it will be in a position to provide positive results. As far as goals are concerned, this class will seek to achieve two major things. One of these is the understanding of the topic’s concepts by the students, and this will be measured through various lesson assessments and practical performance. The other objective is to have a group of students who will have a positive attitude to oral medication. The Rationale for these Objectives The reason for having these two objectives is to ensure that the students comprehend what they learn. This is because the students will in the future practice the nursing skills on their own. To this end, the students must have an understanding of the concepts at play and the value of their skills. On the other hand, the students will be required to have a positive attitude towards the issues at hand since having a negative attitude will be a danger to the patients that they will be treating, and that cannot be allowed to happen. Of the two objectives, the most important would be the acquisition of skills. This is important because regardless of the attitude, the person handling the patient must know what they are doing to the patient’s safety. Conclusion Having evaluated this method of study, this writer finds that it has the best effect in getting the message through to the students. This notion is directed at the level of participation by the learners in the learning process. It is imperative that the students be taught using this method since it will guarantee that they become competent since it will test them through written and spoken methods. The result is that the students get to have an open mind that they are prepared to learn new things and eventually this will make them better nurses once they start practicing the profession. References ASTD. (2005). Instructional Systems Development: Information Life Line: Tips Tools and Intelligence for Trainers. Alexandria: ASTD Press. Lindh, W. Q., Pooler, M. S., Tamparo, C. D. & Dahl, B. M. (2010). Delmar’s Comprehensive Medical Assisting: Administrative and Clinical Competencies. New York: Delmar Cengage Learning. Martin, B. L. & Briggs, L. J. (1986). The affective and Cognitive Domains: Integration for Instruction and Research. New Jersey: Education Technologies Publications, Inc. Oermann, M. H. (2009). Evaluation and testing in nursing education. New York, NY: Springer. Rosdahl, C. B. & Kowalski, M. T. (2008). Textbook to Basic Nursing. Philadelphia: Wolters Kluwer Health/ Lippincott Williams & Wilkins. Rouda, R. H. & Kusy Jr., M. E. (1995). Development of Human Resources: Needs Assesment: The First Step. Retrieved on 05 Oct 2012 from: http://alumnus.caltech.edu/~rouda/T2_NA.html Read More