NURBN3018 Teaching Learning and Leadership for Clinical Practice

Question: Discuss about the NURBN3018 Teaching Learning and Leadership for Clinical Practice. Answer: Introduction The teaching plan in this case will be applied to guide students to perform the task on how to check temperature. Through this plan, students will be able to apply teaching theories so as to understand the approaches applied by the peer teacher and the teacher. The most significant theory that students need to understand in the teaching plan is called education psychology theory. It focus on understanding clinical environment for nursing skills on how to check temperature thereby recommending the skills required to overcome the problem. Aims To introduce students to strategies and techniques in planning, implementation and assessing education in nursing practice under a topic, How to Check Temperature. The students will be able to understand the role of a nurse in clinical practice, understand the applicability of theories and leadership styles in clinical practices (Kanungo Manuel, 2014). The students will achieve skills in clinical practice so as to conducts physical medical examination on how to check temperature. Learning Objectives To ensure students are able to use apparatus in clinical practice to check temperature. To demonstrate physical examination skills in nursing so as to check temperature. Lesson Outline, Stages and Resources The importance of checking temperature for health purpose. Physical examination skills in nursing. How to interpret results on temperature checked. From clinical practice point of view, the students will be required to respond to the following questions regarding to checking temperature. What are the causes of unstable body temperature? What are the effects of unstable body temperature to patients? Do you know any patients who recovered from unstable body temperature? If a patient recovered from unstable body temperature, which clinical procedures did the nurse applied as a treatment? Teaching Methods The teacher intends to apply peer teaching aspects. The teacher will apply practical approach through physical examination to check temperature. Timeframe As indicated in table 1, each activity will be allocated sufficient time so as to enhance delivery of teaching theories and styles required in clinical practice environment. Learning Resources Record book to fill results Laboratory safety tools Apparatus to check temperature Teaching Allocation In this case, the teacher will introduce clinical concepts and nursing approaches required to facilitate the process of checking temperature. Peer teacher will also demonstrate how to conduct a physical extermination so as to check temperature. Conclusion Reflection on skills acquired in nursing on how to check temperature. Questions for clarification. Table 1 Topic How to check temperature Lesson objective To help students to understand clinical practices as a skill that use nursing concepts. This will enable them to understand strategies and techniques in planning and implementation in clinical practices. Session length 15 minutes Number of students 15 Resources required Record book to fill results Laboratory safety tools Apparatus to check temperature. Learners characteristics Students have desire to learn concepts in clinical practices. They desire to do research on nursing concepts. They are quick learners. Approach and modality They will conduct physical examination by use of apparatus so as to check temperature. They will present findings via PowerPoint presentation. Sequence Activity type Approach/Modality Time Notes / rationale 1 Welcome and introduction Teacher led, auditory 2 minutes The teacher led introduction and outline the aims in relation to clinical practice so as to introduce students to strategies and techniques in planning, implementation and assessing education in nursing practice under a topic, How to check temperature. 2 Peer teaching in clinical practice on how to check temperature Peer teacher led, auditory 3 minutes One of the students take the stage and teach others on how to check temperature. The peer teacher demonstrates on how to check temperature using clinical practice terms and apparatus. 3 Reflection from peer teaching on how to check temperature Group reflection 5 minutes Other students reflect on styles and theories used by peer teacher. They are allowed to ask questions to achieve skills in clinical practice so as to conducts physical medical examination on how to check temperature. 4 Show Teacher led - visual 3 minutes The teacher provide students with apparatus used to check temperatures and students are allowed to use them as form of physical extermination in clinical practices. 5 Evaluation Teacher led discussion 2 minutes The teacher asks students on skills necessary to check temperature from nursing point of view. Evaluation Considerations The main focus in this section relates to target audience on the teaching plan. The students learning clinical practices are the main audience. We consider their character, habits, age group and their learning capacity. These attributes are very important to a student aiming to study clinical practices. Character The concept of clinical practices in nursing has a wide medical foundation. Therefore, the students should have high morals so as to fully express empathy to patients (Arnold, 2010). The student need to learn how to relate with patients when checking their body temperatures. Good characters will motivate students toward the journey of clinical practices. Habits The students need to follow all ethical consideration. Clinical nursing practice require individuals with upright ethics and moral codes of conduct. This will help the student to understand the requirements for becoming a clinical nurse. Habits for ethical consideration include privacy of patients data (Richard, 2013). This will promote a comprehensive relationship between the nurse and patients when checking temperature. Age group Most of the students are between 18 and 22 years of age. They are in the process of achieving elementary education. Learning capacity Clinical practice requires students with excellent learning capacity. The students should ability to perform medical examination procedures (McGregor, 2012). Again, they should have ability to relate with patients, collection of data, observation skills, recoding information, and analysis of data, interpretation and presentation of results. Conclusion The students are able to learn skills in clinical practice on how to check on temperature. Through the teaching plan, the students understand the importance of checking temperature on patients. The students are able to relate the current study to previous experience on temperature changes in patients (Arnold, 2010). Many of the students have observed patients with unstable temperatures and the effects of ranging body temperature. Therefore, through this study, they can advise on how to check temperature because they know the importance of maintaining a stable body temperature. This study also help the student to perform first aid to patients experiencing unstable body temperatures. References Arnold, J. (2010). Coaching Skills for Leaders in the Workplace: How to Develop, Motivate and Get the Best from Your Staff. How to Books. Kanungo, R.N., Manuel, M. (2014). Work Motivation: Models for Developing Countries. Sage Publication put. Marylene, G. (2014). The Oxford Handbook of Work Engagement, Motivation and Self-Determination Theory. OUP USA. Maslow, A.H. (2013). A Theory of Human Motivation. Start publishing LLC. McGregor, D. (2012). The Human Side of Enterprise. New Yolk, 21. Richard, A. (2013). Job Satisfaction from Herzbergs Two Factor Theory Perspective. Grin publishing. Ryan, R.M., Deci, EL. (2017). Self-Determination Theory: Basic Psychological Need in Motivation, development and Wellness. The Guilford press. Thomas, K.W. (2009). Intrinsic Motivation: What Really Drives Employees Engagement. Berret-Koehler publishers.