APA format 1 page long 3 references please use one at end of discussion post and one from walden university library

 

Crafting Meaningful and Measurable Learning Objectives

            Prior planning for a lesson is essential for successful student learning. Allotting time to strategically plan for the lesson and formulate lesson plan objectives helps guide the lesson. As a result, students are able to grasp new knowledge. Shank (2005, para 4) explains that well-written learning objectives describe, in specific, measurable, and observable terms, the skills students are expected to exhibit as a result of instruction. Furthermore, learning objectives should contain an action verb that will show the skill that learner will be able to perform after the lesson is presented. Bloom’s Taxonomy is important in instructional design. It’s cognitive, behavior, and effective domains of learning have been remodeled into action verbs to align with the activity of learning that results in remembering, understanding, applying, analyzing, evaluating, and creating (Bristol & Zerwekh, 2011, pg. 26).

Learning Need

Donning sterile gloves is a skill that all first semester nursing students must be able to successfully perform. Being able to maintain sterility is crucial in order to avoid contamination that can potentially cause infection.

            Learning Objectives:

• Students will properly demonstrate how to don and remove sterile gloves.
• After completing the sterile glove power point, students will be able to verbalize methods to maintain sterility.

Evaluating Effectiveness of Skill Taught

 In the skills lab, students will demonstrate proper technique for donning and removing sterile gloves by performing these activities in the presence of their clinical instructor. Also, the students will explain to the instructor ways to maintain sterility. The learning objectives will be met when the student is able to properly don and remove sterile gloves without contamination, and correctly verbalize methods to maintain sterility. Direct assessment involves any tasks or activities that require students to demonstrate directly what they have learned (Colorado College, n.d.). Meaningful learning has been achieved once students have successfully completed the aforementioned learning objectives.

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA:  F. A. Davis Company.

Colorado College. (n.d.). Demonstrating learning. Retrieved 2 September 2019 from https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/demonstrating-learning/

Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 1). Online Classroom, 4-7.

 

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APA format3 pages 3 references Can you use one of  the references from the discussion Please have done by Saturday November 2, 2019 @ 7pm EST

 

Main Discussion.  Examination is the most standard method for assessing a student’s learning. Online examinations are developed two ways. First, it can be created in a Microsoft Word document and uploaded to the course or secondly, the test questions can be generated within a learning management system (LMS) using the provided means (Bristol, 2011). The challenge in writing multiple choice questions is creating a reasonable measure of the learner’s knowledge while not providing clues within a question as opposed to its content. The use of deception as the way to increase difficulty should be avoided. One thing about multiple-choice questions is that the answer is present for the learners to decipher. (Dickinson, 2019). The lesson plan that I used to create multiple choice questions covers the different colors that are used to identify IV catheter gauges and the contents of an IV start pack.  I have never created multiple choice questions for a test or used the technology needed to do so. It was difficult at first to create queries that covered the objectives at the same time and not to include the answer to the question within the question. I also had to make a conscious effort not the put the correct answer to the questions in the C or D position. Another challenge was finding a website that I was comfortable with using and one that I could easily navigate to create my multiple-choice test. Survey monkey is a free online survey that has the capability for quizzes. The survey tool is used frequently on my job to poll employees on current issues.

Link to quiz.

https://www.surveymonkey.com/r/ZGV6J88

References

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.

Dickinson, M. (2019). The thing about multiple-choice tests. Learning Solution Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests

Survey Monkey. (n.d). Retrieved October 29, 2019, from http://www.surveymonkey.com

Name:

Michelle Frierson

Screencast Title:

Intravenous needle catheter selection and IV therapy guidelines

Environment:

(on-site, online, or hybrid)

This lesson is intended for the hybrid environment. Student nurses and novice nurses will watch this screencast before engaging in on-site intravenous (IV) needle selection for IV starts

Screencast Goal:

This screencast will increase the awareness on the importance of IV catheter size selection depending on the intended use and/or patient population and IV therapy guidelines.

Description of Screencast lesson:

This screen cast is directed toward nursing students and novice nurses. The different sizes of IV catheters based on color and the supplies needed will be reviewed. The participants will participate by watching a short video immediately after screencast on IV catheters and therapy guidelines, answer 10 questions at the end of the lesson, print certificate of completion and bring certificate to skill lab for competency checkoff.

Learning Objectives

At the end of this lesson students and nurses will be able to

• Identify the different sizes of IV catheters based on color
• Verbalize uses for different catheter sizes
• Identify supplies needed for IV starts
• Document appropriately
• Demonstrate at least 80% competency on post test on IV catheter sizes, usage, and therapy guidelines
• Demonstrate an IV start in an on-site skills lab

,

Quiz

1. Match the gauge IV catheter with the appropriate color

          _____24-gauge                         pink

          _____22-gauge                         yellow

          _____20-gauge                         blue

          _____18-Gauge                        green

     2. What two gauges of IV catheters are commonly used during           

    for rapid fluid administration?

1. 24 gauge and 22 gauge
2. 18 gauge and 20 gauge
3. 20 gauge and 24 gauge
4. 22 gauge and 20 gauge

           3. Select the appropriate list of supplies found in an IV start Kit.

               A. extension set, tape, and 20-gauge catheter

               B. Sterile dressing, tape, tourniquet, gauze pad, extension set, and

                    chlorhexidine swab

               C. extension set, chlorhexidine swab, tape, and gauze pad

               D. tourniquet, sterile dressing, and extension set

Identify at Least One in Each Area

Pre-Licensure QSEN Competencies

Integrated Processes

Clinical Relationships

1. Patient-centered care  

2. Teamwork and collaboration  

3. Evidence-based practice (EBP)

4. Quality Improvement (QI)

5. Safety

6. Informatics 

1. Nursing process

2. Caring

3. Communication and documentation

4. Teaching/ Learning

1. Varied sources of data

2. Similar options

3. Prioritization

4. Teaching

5. Notes: ­­­­­­­­­­­­ ______________

Rationale:

Rationale:

Rationale:

It is important to understand the evidence behind the appropriate size selection of IV catheters to decrease the number of IV infiltrations.

When initiating an IV therapy nursing staff must asses the patient appropriately, the intended use of the IV, select the appropriate size of the IV catheter, and document appropriately.

Nursing staff must prioritize  care to include assessing the IV site or sites for redness and/or swelling

Script

Actions on Screen

Audio/Narrative

Power Point: Title Screen

Introduction of the Lesson on IV catheter selection and therapy guidelines

Power Point: Question

Why is it important to select the appropriate size IV catheter?

• Give rationale

Power Point: Learning Objectives

State learning objectives

Power Point: Different IV Catheter Sizes

Show pictures of the different catheters

Power Point: Starting an IV

Power Point: Documenting

Identify supplies needed to start an IV

What to document after starting an IV

Power Point: Final thoughts on IV catheter selection and IV supplies

Explain the main point of the lesson

Power Point: Points to Remember

• Have students to watch the video on starting an IV
• Remind students to print certificate of completion and sign up for skill lab checkoff

Evaluate and Revise

If I were to recreate my Screencast, I would: 

First, I would make sure that the slides correspond with the lesson as it is discussed. I would include a slide for the 14-gauge catheter, 16- gauge catheter, and the supplies inside the IV start kit. The slide for the IV catheters would include the front of the packaging along with the backside of the packaging. The time of the screencast would not exceed five minutes.

 

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APA format 3 references please use 2 from the discussion post 1 page long

 

Simulated Learning Experiences

                Simulation learning provides students the opportunity to practice and master their skills in a structured setting.  Students who engage in simulation learning activities demonstrate both personal and professional growth (Swanson, Schaeffer-Fraase, & Riggins, 2019).  The purpose of this discussion is to describe a previous learning experience and to explain how simulation learning would enhance my learning experience and would more effectively achieve the same objectives. 

Nursing Education in 1984

                My nursing school did not incorporate simulation centers or structured skills labs in their curriculum.  Instead, we learned our skills on live people – either a classmate or a hospitalized patient. I learned how to give injections and perform venipunctures on my classmates.  However, the first time I inserted a foley catheter or a nasogastric tube was on a patient.  Even worse, as nursing students, we were assigned relatively stable patients during our clinical rotations.  While it is logical to assign a stable patient to a student, this practice ensured nursing students were unable to learn their learning skills before entering the profession.  As a result of this educational approach, I did not learn how to start an IV, prepare and hang IV solutions, draw blood, connect a patient to telemetry, perform wound care or any of the other essential nursing skills until I was on the job.  This complete lack of preparation for my role as a nurse created a steep learning curve.  However, I was not alone in my struggles as the clinical education I received was typical of nursing school at that time.

Retroactively Improving Nursing Education in 1984

                Simulation learning using mannequins was introduced in 1911 when a life-sized doll was made to teach nurses how to turn, transfer, and dress patients (Aebersold, 2016).  Just three years later, in 1914, the mannequin was upgraded to allow nurses to learn injection skills (Aebersold, 2016).  However, even though these mannequins were introduced over 70 years before I entered nursing school, the nursing schools in my area had yet to include simulation learning in their curriculum.  I entered the nursing profession fully aware that I did not possess the skills I needed to provide quality patient care.  Students who engage in simulation learning are provided the opportunity to develop their skills in a controlled setting (Cant & Cooper, 2017).  Although simulation technology in 1984 was limited compared what is available today, my nursing school could have placed a hospital bed in a room along with the basic equipment found in an inpatient hospital room and a mannequin. Additionally, rather than practicing simple skills such as turning and repositioning the patient, the faculty could have created scenarios for the students to address such as finding the patient on the floor and Code Blue situations.  Students who engage in simulation learning activities have increased clinical self-efficacy and decreased anxiety (Shahsavari et al., 2017).  Additionally, a direct correlation has been identified between simulation performance and clinical practice (Judd, Fethney, Alison, Waters, & Gordon, 2018).  Had I been prepared with the skills and critical thinking skills provided in simulation learning, I would have been a much safer and more accomplished graduate nurse. 

Summary

                Simulation learning has become an integral part of nursing education.  However, as with all teaching methods, simulation learning methods must continually be evaluated and modified to ensure the activities are appropriate, and learning objectives are met.  After all, not only does the nursing student benefit from simulation learning, but their future clinical settings and patients do so as well.   

References

Aebersold, M. (2016). The history of simulation and its impact on the future. AACN Advanced Critical Care, 27(1), 56-61. doi:10.4037/aacnacc2016436  

Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Education Today, 49, 63-71. doi:10.10 16/j.nedt.2016.11.015

Judd, B., Fethney, J., Alison, J., Waters, D., & Gordon, C. (2018). Performance in simulation is associated with clinical practice performance in physical therapist students. Journal of Physical Therapy Education, 32(1), 94-99. doi:10.1097/JTE.0000000000000024

Shahsavari, H., Ghiyasvandian, S., Houser, M. L., Zakerimoghadam, M., Kermanshahi, S. S., & Torabi, S. (2017). Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students. Nurse Education in Practice, 27, 151-156. doi:10.1016/j.nepr.2017.08.006

Swanson, K., Schaeffer-Fraase, K., & Riggins, J. (2019). Peer teachers: Learning in the nursing skills lab. In Sigma’s 30th International Nursing Research Congress. Calgary, Canada: Author.

 

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APA format 1 page 3 references one from below discussion assignment and one from walden university library.  

 

Andragogy

            Andragogy is a theory of learning that focuses on the learner; increasing educational experience and motivation by active participation and learner experience (Aucoin, 2011). The theory emphasizes a learner-directed approach to education rather than the traditional teacher-directed approach (Aucoin, 2011).

Andragogy and Art-Based Learning

 One interesting learning experience that I found discusses an andragogy-informed art-based learning strategy (Nguyen, Miranda, Lapum, & Donald, 2016). The authors assessed the experiences of 155 undergraduate nursing students after one 24-week course that involved learning activities using arts and andragogical principles (Nguyen, Miranda, Lapum, & Donald, 2016). There were three nursing concepts that were focused on, adherence, uncertainty, and empowerment; the study incorporated arts using drama, illustrated narratives, and reflection exercises (Nguyen, Miranda, Lapum, & Donald, 2016). The findings showed that most students favored this approach and felt that their learning experiences were enhanced (Nguyen, Miranda, Lapum, & Donald, 2016). The study suggests that the approach of andragogy and art-based learning helped the students develop empathy, which enhances emotional intelligence (Nguyen, Miranda, Lapum, & Donald).

            I enjoyed reading this study because I find that my learning is enhanced through similar activities such as small group discussion, reflection, and simulation activities. I am often the one in group discussions who shares many stories; not only do I want to share my experience, but I am hoping that I will learn of others related experiences through sharing my own. This study used the learner-based principle of andragogy and combined it with an arts-based learning approach.

Applying Andragogy

            Keeping in mind the andragogical principle of focusing more on the process of teaching and less focus on the content (Roebuck, et al., 2015), educators can assess learning preferences of their students to develop interactive activities to enhance learning experiences. In a survey of 272 nurse practitioners, learning needs and learning preferences were assessed in relation to skin cancer prevention, assessment, and diagnosis (Roebuck, et al., 2015). Using andragogical theories, preferences for learning were assessed in the survey with the most desired learning tools being a pocket guide, online continuing education activities and presentations (Roebuck, et al., 2015). By determining learning preferences, educational programs and curriculum can be developed in the student-learning style of andragogy.

arts-based learning.pdf 

References

Aucoin, J. (2011). Theoretical basis of e-learning. In T. J. Bristol, & J. Zerwekh (Eds.), Essentials of e-learning for nurse

        educators (pp. 13-23). Philadelphia, PA: F. A. Davis Company.

Nguyen, M., Miranda, J., Lapum, J., & Donald, F. (2016). Arts-based learning: A new approach to nursing education using

        andragogy. Journal of Nursing Education, 55(7), 407-410. 

        doi: 10.3928/01484834-20160615-10

Roebuck, H., Moran, K., MacDonald, D. A., Shumer, S., & McCune, R. L. (2015). Assessing skin cancer prevention and 

       detection educational needs: An andragogical approach. The Journal for Nurse Practitioners 11(4), 409-416

        doi: 10.1016/j.nurpra.2015.01.036

 

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APA format 3 references Answer must pertain to Seton Hall University Nursing program as well as creating a mission statement for the nursing curriculum

 

1. Create the mission for your nursing curriculum. Justify your mission by explaining how this statement supports the learning needs of the curriculum as well as how it is congruent with the setting’s mission, vision, and philosophy.

 

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