APA format 1 page 3 references one from the discussion below 1 from walden university library.  Due 10/4/2019 ASAP

 

Lesson Title: Medication Administration Checkoff

The selected video demonstrates how to correctly administer medication using the 5 Medication Rights.

Intended Audience: Pre-licensure nursing students

Objectives:

• The student will demonstrate how to successfully administer medications at the bedside.
• The student will educate the patient about their medications.
• The student will explain safety precautions to patient.
• The student will document medications given on MAR
• The student will re-assess patient after medication administration

A key strategy in nursing education is to help students connect class time with clinical time (Bristol, n.d.). A significant aspect of this is bringing clinical to class. The video mentioned above, can be used to prepare the learners for the on-site clinical lab as students are able to view the video as many times as needed to familiarize themselves with the content presented. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them (Next Thought Studios, n.d.). As students review medication administration in their textbooks, they can view the video as a visual to see how to correctly perform a med pass. When the students arrive to class, they are prepared for the skill review and check off. This concept mirrors the flipped classroom approach. “Students gain first-exposure learning prior to class and focus on the processing part of learning in class” (Andrew, n.d.).

When the students arrive to class, the instructor would do a brief overview of the lesson and state the objectives. The students will be given an opportunity to asks any questions they may have about the video or textbook content. They will then role play giving medications at bedside. During checkoffs with the instructors, the students will demonstrate how to correctly give medications as well as explain the rationale about each step during the role playing. The instructor could also have the students record their own video administering medications in class as a way to evaluate the students.

Overall, the referenced video is a good video to use to demonstrate how to correctly administer medications.

Andrew, S. (n.d.). The flipped classroom: preparing students for in-class learning with online activities. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/2.2_presentation_slides_-_final_for_ae_website_-_.pdf

Bristol, T. (n.d.). Help student learn how to learn with clinical skills videos. Retrieved from https://evolve.elsevier.com/education/nursetim/videos-help-students-learn-how-to-learn-with-clinical-skills/

Next Thought Studios. (n.d.). Why videos are important in education. Retrieved from https://www.nextthoughtstudios.com/video-production-blog/2017/1/31/why-videos-are-important-in-education

Nurse Buff Nursing Humor & Lifestyle Blog. (2019). Medication administration checkoff. Retrieved from https://www.nursebuff.com/nursing-skills-video/

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APA format 1 page 3 references 1 from Walden University Library

 

As a nurse educator, it is critical for curriculum to have ongoing evaluation, development and redesign, so that the learner can better understand the content and skills presented (Keating & DeBoor, 2016). Curriculum alignment and congruence aids in this goal. Alignment of a specific curriculum is obtained by the congruence of three educational components: curriculum, instruction, and, assessment (Leitzel & Vogler, 1994).

Strategies

            One strategy used to maintain alignment in curriculum is simulation. Simulations are used to supplement real life scenarios (Billings & Hallstead, 2016). A multisite study was conducted on simulations and the results in 2014 showed that measured outcomes were met up to 50 percent of the time when simulations were used. (Lippincott Nursing Education Blog, 2017). Alexander et al. (2015), notes that outcomes can be achieved by having the appropriated number of trained educators during the simulation times, and that the simulations are in line with the set design model already in place. This would be appropriate in the southeastern project because it would allow the learner to choose the time and possibly the place for when he or she would like to learn.

            A second strategy that aids in curriculum alignment and congruency is making sure the philosophy of the program matches the mission, vision, and values of the institution (Billings & Hallstead, 2016). Because most faculty members will have his or her own beliefs about their school of nursing, the philosophy must be aligned to keep all educators united in their teaching.

                                                                                                           References

Alexander, M., Durham, C. F., Hooper, J. I., Jeffries, P. R., Goldman, N., Kardong-Edgren, S., . . .Tillman, C. (2015). NCSBN simulation guidelines for prelicensure nursing programs.      Journal of Nursing Regulation, 6(3), 39-41. doi:10.1016/S2155-8256(15)30783-3

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

Keating, S.  B., & DeBoor, S. S.  (Ed.). (2018). Curriculum development and evaluation in nursing (4th ed.). New York, NY:  Springer.

Leitzel, T. C., & Vogler, D. E. (1994). Curriculum Alignment: Theory to Practice. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED371812&site=eds-live&scope=site

Lippincott Nursing Education Blog. (2017, March 1). Curriculum Alignment: The why, the what, the how [Web log post]. Retrieved from http://nursingeducation.lww.com/blog.entry.html/2017/03/01/curriculum_alignment-9Xl7.html

 

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follow the directions for the assignment Please use 3 references fro Walden University Library.  Due April 6, 2018 at 10pm EST

Assignment:Application: Asthma Management

 

Assignment: Application: Asthma Management

Chronic asthma and acute asthma exacerbation are respiratory disorders that affect children and adults. Advanced practice nurses often assist physicians in providing treatment to patients with these disorders. Sometimes, patients require immediate treatment, making it is essential to recognize and distinguish minor asthma symptoms from serious, life-threatening symptoms. Since symptoms and attacks are often induced by a trigger, nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients. Some approaches work better than others, depending on individual patient factors. One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To prepare:

• Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
• Consider drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients.
• Think about the impact these drugs might have on patients, including adults and children.
• Review Chapter 25 of the Arcangelo text. Reflect on using the stepwise approach to asthma treatment and management. Consider how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.
• Think about how to educate patients to develop a plan for medication adherence. Consider how the plan might differ based on the patient’s age.

By Day 7

Write a 2- to 3-page paper that addresses the following:

• Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Then, explain the changes in the arterial blood-gas patterns during an exacerbation.
• Describe long-term control and quick-relief drugs used to treat asthma in patients.
• Explain the impact these drugs might have on adults and children.
• Explain the stepwise approach to asthma treatment and management and how this approach assists health care providers and patients in gaining and maintaining control of the disease.
• Explain how you would help patients develop a plan for medication adherence, including how the plan might differ based on the patient’s age.

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

 

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Me    5 posts   Re: Topic 6 DQ 2  Great work Rebecca, also In the last few years, the nursing industry has experiences high rates of nurse turnover which has caused significant nursing shortage globally. Graduate nurses are also leaving there jobs just after one year of employment. Healthcare organizations need to find new ways of dealing with this crisis. One of the best solutions to this problem is the development of a unit–based preceptor program to help healthcare organization orient new nurses in their workplace successfully (Ke, Kuo & Hung, 2017). Preceptors would help new nurse to acquire the skills needed to deliver their duties effectively. This would also help them create strong relationships with the existing workforce which is essential in the healthcare system. The preceptors should also assess the new hire’s skills (Vihos, Myrick & Yonge, 2019). This is intended to help the preceptors determine the new nurse’s strengths and weakness in the orientation process. A good preceptor program improves competency critical thinking, job satisfaction and ultimately reduces the rate of nurse turn over.  References  Ke, Y., Kuo, C., & Hung, C. (2017). The effects of nursing preceptorship on new nurses’ competence, professional socialization, job satisfaction and retention: A systematic review. Journal of Advanced Nursing, 73(10), 2296-2305.  Vihos, J., Myrick, F., & Yonge, O. (2019). Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship. Canadian Journal of Nursing Research, 51(2), 63-71.

 

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APA format 1 page long 3 references one from walden university library

 

 

Curriculum and Program Design

            During this week’s discussion, I will examine how and why nurse educators create individual learning objectives and end-of-program outcomes.  I will first post a list of meaningful, measurable learning objectives that I have constructed and a thorough description of my learning activity.  Then I will explain how this activity aligns to the learning objectives and justify how each of those objectives can be used to measure student, staff, or patient learning.

Scenario Selection

            Scenario number three involves nursing students.  As a registered nurse I know how important it is for the students to develop effective leadership skills, and that becoming a leader in the nursing progression involves the ability to effectively manage colleagues who initiate conflict in the workplace.  I have realized that I need to engage students in a learning activity with learning objectives that will increase their acumen in managing conflict situations in the workplace.  Learning objectives identify the learning that is being achieves as well as setting clear expectations for the learners (Laureate Education, 2012a). 

Learning Objectives

            When coming up with learning objectives, the educator should keep in mind that limiting the number of objectives helps guide the instructor in organizing the training (Nemec & Bussema, 2010).  These should have outcomes that are specific, measurable, achievable, realistic, and time bound (McKimm & Swanwick, 2009).  The first learning objective is for students to identify potential problems that might occur in the workplace with confrontational colleagues.  The next objective is to explain how to appropriately manage the conflict in a non-confrontational approach.  The final learning objective is for each student to be comfortable approaching colleagues if this situation erupts.

Learning Activity

            As a future-nursing instructor, I feel that the best activity for this situation is to act out potential conflicts.  I would take a group of nursing students and each one would have an opportunity to be the nurse leader.  I would come up with situations prior to meeting with the students, write them on a piece of paper that I would fold up and one at a time each student will pick a scenario hand it to another student who will act it, and the original student will identify the conflict and respond to the situation.  I think the element of surprise is important because in a real life situation a leader will not have time to think of how to respond to conflict situations. 

            This team-based learning, allows their peers to learn from each other’s mistakes (Billings & Halstead, 2016).  This activity aligns with the learning objectives by making students feel comfortable identifying and responding to conflicts, how to manage confrontation, and feeling comfortable approaching colleagues.  At the end of the activity, the students will have a debriefing explaining what they could have done differently in the future, as well as giving advise to other students in their scenarios. 

References

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

            ed.). St. Louis, MO: Elsevier.

Laureate Educations, Inc. (Executive Producer). (2012a). Crafting learning

            objectives. Baltimore, MD: Author.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of

            Hospital Medicine, 70(7), 406–409.

           

 

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