Teaching Experience for a Patient

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. 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. Develop nursing diagnosis (NANDA)

b. Develop two (2) learning objectives

c. State methodology (teaching methods)

d. Provide and utilize teaching aids e)

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. Mother’s with infants who have hyperbilirubinemia

b. Maternal and neonatal infection

c. Care of the Mother and Infant with Substance Abuse Problems

d. Immunization schedule for the newborn

e. Newborn care

f. Post op cesarean section care

g. Post vaginal delivery care

h. Breastfeeding

Course Number and Name

Course: NURS 316L

TEACHING EXPERIENCE PROJECT GUIDELINES & RUBRIC

i. Postpartum depression

Revision Date: Month, Year (i.e. February, 2010) Page 1

Page 1 of 3

TEACHING EXPERIENCE RUBRIC

NAME: DATE:

TOPIC:COURSE:

START TIME: END TIME:

Criteria4321-0ScoreComprehensiveAssessment· Clear and concisediscussion of patient’s admission diagnosis, demographic data,and anticipated learning needs· Clear and comprehensive patient assessment data to support a deficient knowledge nursing diagnosis.· 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.· Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs.· No discussion of patient’s admission diagnosis, demographic data and anticipated learning needs.· No comprehensive patient assessment data to support deficient knowledge.Patient LearningNeedsAssessment· Clear and completeassessment of learner (patient/family), teaching needs, and special learning needs, if present.· Clear identification of patient’s strengths and weaknesses relevant to learning needs.· Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.· Incomplete identification of patient’s strengths and weaknesses relevant to learning needs.· Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.· No assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.· No discussion ofpatient’s strengths and weaknesses relevant to learning needsOrganization/Evidence-basedInformation· Open and closing remarks that capture patient’s attention.· Clear and correct statement of 2 teaching objectives.· Clear and organized presentation of evidence-based patient teaching.· Open or closing remarks displayed.· Vague/incorrect teaching objectives.· Vague/disorganized presentation of evidence-based patient teaching· Open or closing remarks displayed.· Vague/incorrect teaching objectives· No open or closing remarks displayed.· No teaching objective stated.· Poor or disorganized presentation of teaching from inappropriate sources.Body Language· Direct eye contact and appropriate gestures/movements during teaching.· Relaxed, self-confident nature and no mistake during teaching.· Minimal eye contact and little movement or descriptive gesture during teaching.· Mild tension, lack of self-confidence and difficulty recovering from mistakes.· 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.Voice· Use of clear speech and inflection, maintains the interest of the learner.· Some level of inflection and clarity during delivery.· Monotone voice with some inflection ofdelivery· Monotone voice consistently.Learning Evaluation· Clear/appropriate evaluation of patient’s response and effectiveness/ineffective ness of teaching.· Reflective analysis of teaching including discussion of strengths and weaknesses.· Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.· Vague reflective analysis of teaching including discussion of strengths and weaknesses.