APA  format 2 pages long 3 references 1 from walden university library

 

The Importance of Alignment and Congruence

When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.

One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.

To prepare:

• Review Chapter 5, “The Classic Components of the Curriculum: Developing a Curriculum Plan,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
• Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
• Examine the chapter titles and overviews of Chapters 2, 5, 7, 8 and 9 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
• Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.

 

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APA format  1 page long 3 references 1 for the discussion below and 1 from walden university library

 

Team Project Description

            We are the Southeast Region, and our group members consist of Jessica Wise, Danita Farley, Hope Bechard, Courtney Bodiford, and Amy Stierwalt. We are working on a pain management program for pediatric nurses at Moses Cone Hospital (MCH) in Greensboro, North Carolina. One of our group members works at this facility and helped us to decide on this topic, because she has recognized this as a knowledge deficit in the pediatric arena. In healthcare settings with no pediatric pain education training for pediatric nursing staff, it has been found that children are not adequately treated for pain (Ramira, Instone, & Clark, 2016).  The purpose of this educational training program is to improve nurses’ assessment and management of pediatric pain within the pediatric arena at MCH.  This can assist pediatric nursing staff in monitoring, assessing, treating, and documenting comfort and pain levels consistently across all pediatric units. Measurable outcomes would include a patient satisfaction score increase by 90 percent regarding pediatric pain management during their hospitalization or Emergency Department (ED) visit.

Organizational Framework, Mission/Vision/Philosophy

The curriculum development was guided by the organizational framework of Knowles’ Adult Learning Theory and Kirkpatrick’s Learning Evaluation Model. The use of an eclectic theory model allowed us to develop a program that “most accurately reflects the faculty’s beliefs about the practice and discipline of nursing” (Billings & Halstead, 2016, p. 106). The Knowles’ theory allows adult learners to build upon the knowledge and experience they already have. It also has six elements that include self-directedness, need to know, use of experience in learning, readiness to learn, orientation to learning, and internal motivation (Chang, 2010).  The Kirkpatrick Model has four levels: reaction, learning, behavior, and results (Billings & Halstead, 2016, p. 191). The use of these two models has allowed us to create a plan that is well rounded and meshes well with the mission, vision, and philosophy of MCH.

The mission of MCH is that “we serve our communities by preventing illness, restoring health and providing comfort, through exceptional people delivering exceptional care” (Cone Health, n.d., para 2 ). The mission helped guide us in development in that it is a gold standard at MCH to ensure we make our patients comfortable, no matter the age. The vision of MCH is to “be a national leader in delivering measurably superior healthcare” (Cone Health, n.d., para 3). This vision is important to us as we want our nurses to be educated and prepared for any pediatric pain issue that could arise. We also want our nurses to be recognized for their hard work by knowing that they are the best around. The philosophy of our program at MCH is a mixture of providing quality, innovation, teamwork, service, integrity, and compassion to all patients.

The MCH Pediatric Pain Program will have five sessions. The first and second session will be completed in the classroom as they will review the physiology of pain and causes of and factors affecting pain. The third session will discuss the techniques and tools for assessing pain. The fourth session will cover pharmacological and non-pharmacological treatment options for pediatric patients. The fifth session will review the pediatric pain order set. After these sessions, the nurse should feel competent and prepared to care for the needs of a pediatric patient with pain.

            The five sessions are:

Session 1: Physiology of Pain

• This lecture session will allow nurses to explore the definitions/concepts of pain, pain tolerance and pain threshold. The differences between acute and chronic pain will be described. The session will also review pain mechanisms both peripherally and centrally including the gate control theory (Kozier et al., 2010).
• Learning objectives: 

Nursing staff will:

•  Describe the differences between acute and chronic pain to be able to document and treat pain appropriately.
• State the definition of pain, pain tolerance and pain threshold.
• Differentiate between the presentations of pediatric pain as the child develops from newborn to adult.

Session 2: Causes of and Factors Affecting Pain

• This lecture and discussion session will explore common pain states including invasive procedures, burns, end of life care, postoperative, chronic disease, and cancer pain (Hockenberry & Wilson, 2011). This session will help nurses to understand their patient’s response to pain via the sympathetic and parasympathetic nervous system. Factors affecting pain including cultural values, the developmental stage, environment, past painful experiences and meaning of pain will also be discussed (Kozier et al., 2010).
• Learning objectives:  

Nursing staff will:

• Assess potential factors contributing to their patient’s pain.
• Explain the sympathetic and parasympathetic nervous system and how it responds to pain in the body.

Session 3: Assessment Techniques and Tools 

• This lecture, discussion, and role play session will provide students with the skills to choose an age-appropriate assessment scale (Hockenberry & Wilson, 2011). The acronym of PQRSTU will be taught to students to assess all aspects of pain. This session will review appropriate reassessment of pain guidelines (Kozier et al., 2010).
• Learning Objectives:

Nursing staff will:

• Describe the commonly used pain assessment scales.
• Demonstrate a pain assessment on patients of differing developmental milestones.
• State how often they should re-assess pain for documentation standards.

Session 4: Evidence-based non-pharmacological and pharmacological treatment options

• This lecture and skills lab session will describe both pharmacological and non-pharmacological treatment options for pain. This session will review common side effects and how to monitor for them when using treatment options (Hockenberry & Wilson, 2011). Nurses will have the opportunity to practice using all pain treatment options available at Moses Cone (MCH) including the buzzy bee, j-tips, PO, subcutaneous, and IV injections, and patient-controlled analgesia.
• Learning Objectives: 

Nursing staff will:

• Choose the appropriate therapy for the patient based on pain assessment and doctors’ orders.
• Demonstrate the appropriate administration of pain therapy.
• Compare treatment options to choose which is best for their patient.

Session 5: Session 5 Pediatric Pain Order Set Review

• This session will allow students time to become familiar with the new pain order set that will be used by the physicians. One of our pediatric physicians will be present to answer questions.
• Learning Objectives: 

Nursing staff will:

• Understand how to use the order set to treat pain in their pediatric patients.
• Learn to evaluate the pediatric pain order set to be able to recognize any errors.

References

Barry, M.A., Goldsworthy, S., & Goodridge, D. (2010). Medical-surgical nursing in Canada (2nd  ed.). Toronto, ON: Elsevier

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed). St. Louis, MO: Elsevier.

Chang, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and Learning.  Journal of Adult Learning, 39(2): 25-35. Retrieved from https://files.eric.ed.gov/fulltext/EJ930244.pdf.

Cone Health. (n.d.).Welcome to Cone Health Orientation. Retrieved from https://www.conehealth.com/app/files/public/32/doc-clinical-observation-Welcome-to- Cone-Health-Orientation.pdf

Hockenberry, M.J., & Wilson, D. (2011). Wong’s nursing care of infants and children (9th ed.).  St. Louis, MO: Elsevier

Ramira, M. L., Instone, S., & Clark, M. J. (2016, January-February). Pediatric Pain Management: An Evidence-Based Approach. Pediatric Nursing, 42(1), 39-49. Retrieved from the Walden Library databases.

 

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APA format 1 page long 3 refernces please use refences from post.

Due 9/12/19 at 9am EST

 

Promoting Learner-Centered Lessons in the Online Environment

The Online Environment

     The online learning environment can be very beneficial, you can still do many of the usual classroom activities in a more convenient and comfortable setting. Despite the obvious convenience of on-line courses, some students or participants may not find on-line learning an easy task to comply to. According to Ma, Han, Yang, and Cheng (2015) online training comes with its own particular characteristics, which can jeopardize (or limit) the success of the training (Ma, Han, Yang, & Cheng, 2015). I adapted my lesson for the online environment by present the information in the form of a power point presentation, in which student can navigate on their own. I also provided students with a discussion board that acts as a form of communication between students and the class instructor. Being considerate of the information that is contained in this lesson, I would make the on line experience self-paced with checkpoints that would allow the student to examine their strengths and weaknesses. With each successful completion of the student’s learning objectives, a check your knowledge (quiz) will be provided to the students/ participants. Knowledge checks is a great tool that the students/ participants can utilize so that he or she can understand what area they need to focus more on. Knowledge checks can also help the instructor evaluate the student’s understanding. According to Roll and Winne (2015) checkpoints are planned, informal pauses in the lesson when the teacher assesses all students’ understanding through an oral, physical, or written response (Roll & Winne, 2015).

Classroom Management

     Because of the type of lesson that will be presented in the on-lune learning environment, two greatest management concerns as an instructor would include technical difficulties and encouraging collaboration amongst the students/ participants. Regardless of what type of information presented within the on-line classroom, technical difficulties can put a halt on the entire lesson and class. Technical problems deserve their own mention because when they occur they can have an immediate, massive impact on students. Collaboration amongst the students/ participants is exceptionally important because this a way of learning from each other. According to Johnson and Cooke (2016) interaction among students has been found to be the single most important element of successful online education (Johnson & Cooke, 2016).

Lesson Plan (On-Line Version)

Lesson Plan #2.doc 

Reference

Johnson, M. & Cooke, A. (2016). An ecological model of student interaction in online learning environments. In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses. IGI Global, 1-28.

Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 26-34.

Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 7-12.

 

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Please follow assignment directions and need no plagiarism please, the college utilizes Turnit, and has to be less than 25% Thank you so kindly.

 

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