Part 2 crtique

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Muzammil Ahmed PART 2: CRITIQUE

Table of Contents Introduction ................................................................................................................................................. 2 Rationale for the Learning Activity .............................................................................................................. 2 Alignment with Learning Outcomes ............................................................................................................ 2 Outcome 1: Understanding the Principles of Patient-Centered Care (Comprehension) .......................... 2 Outcome 2: Developing Communication Skills in Nursing (Application) .................................................. 3 Outcome 3: Applying Knowledge and Skills in a Simulated Patient Interaction (Analysis) ....................... 3 Assessment Strategies ................................................................................................................................. 3 Strategies for Encouraging Critical Thinking and Reflective Practice ............................................................ 4 Consideration of Diverse Student Participants ............................................................................................ 4 Role of the Facilitator .................................................................................................................................. 5 Organizational Constraints and Enablers ..................................................................................................... 6 Organizational Enablers: .......................................................................................................................... 6 Continuous Improvement: ........................................................................................................................... 7 Conclusion ................................................................................................................................................... 8

Introduction Lesson plans are essential in nursing education because they help students get prepared for the challenging and complex world of healthcare. The concepts of "Patient-Centered Care and Communication," which are in line with patient-centered care theories, are at the centre of the suggested lesson plan. While delivering the fundamental information and practical skills required to provide high-quality care, it aims to build empathy and compassion in nursing students (Bjerke & Renger, 2017). The effectiveness of the lesson plan will be assessed, along with its adherence to educational theory and practise, promotion of critical thinking and reflective practise, and consideration of the requirements of a range of student participants. Rationale for the Learning Activity The rationale for this learning exercise is the fundamental principle of nursing care, which centers the patient. According to the patient-centered care idea, medical practitioners should respect the individuality of each patient and take into account their values, preferences, and requirements. A key component of this strategy is effective communication because it allows for a thorough knowledge of the patient's viewpoint and guarantees their active involvement in care decisions. In order to improve patient happiness, promote safety, and achieve better health outcomes, patient-centered care is emphasized in contemporary nursing literature (Afriyie, 2020). Thus, it is crucial that nursing students acquire the knowledge and abilities necessary to provide patient-centered care while effectively communicating. Alignment with Learning Outcomes The learning outcomes of this lesson plan are well-crafted to reflect the objectives of the activity and the overarching goal of patient-centered care. Outcome 1: Understanding the Principles of Patient-Centered Care (Comprehension). The theoretical underpinnings of patient-centered treatment are addressed in this result. Students must demonstrate that they understand the fundamental ideas behind this care philosophy. They must comprehend the essential ideas and concepts of patient-centered care, such as respecting patients' views, preferences, and particular needs (Edgman-Levitan & Schoenbaum, 2021). This outcome aims to ensure that students have a solid understanding of the theoretical underpinnings of patient-centered care. Without this information, a strong foundation for the practical

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application of patient-centered care and effective communication would be lacking. Students must comprehend the significance of patient-centered care in nursing practise and how it enhances patient outcomes and satisfaction. Outcome 2: Developing Communication Skills in Nursing (Application) The second outcome emphasises application over theory. It pertains to employing knowledge to improve practical skills in the setting of nursing. Effective communication is essential to providing nursing care. Students must put what they have studied into practise to show that they appreciate the importance of communication. This outcome is justified by the requirement that nursing students be able to use their theoretical knowledge in practise. Effective communication requires all three of the following: active listening, empathy, and nonverbal communication. Students are better able to communicate with patients in a meaningful and compassionate way by developing these skills, which is crucial for providing patient-centered care (Cusanza et al., 2020). Outcome 3: Applying Knowledge and Skills in a Simulated Patient Interaction (Analysis) The third outcome bridges the gap between theory and practice. It requires students to synthesize their theoretical understanding of patient-centered care and their practical communication skills. Students must use their knowledge and abilities to handle a realistic setting during a simulated patient engagement. In order to deliver patient-centered care, it is necessary to analyze and integrate concepts in addition to simply comprehending and using individual ones. This result is justified by the fact that nursing practice is intricate and multifaceted (Fox et al., 2019). Managing dynamic, real-world events that don't always neatly match textbook scenarios is a challenge for nurses. The lesson plan promotes a deeper level of learning by asking students to evaluate and combine their knowledge in a simulated encounter. It makes students more capable of coping with the complexities and uncertainties that may arise during clinical practice. Assessment Strategies The lesson plan's assessment techniques fit the learning objectives perfectly. An excellent formative evaluation strategy is immediate feedback during role-playing activities (Dahlke et al., 2019). This approach enables students to get criticism while also enhancing their communication skills through practise and reflection. The assessment of the students' performance in the simulated patient interaction offers a more summative evaluation of their use of patient-centered

care and communication principles. This evaluates both their understanding and their ability to apply what they have learned to actual situations. These assessment methods support the development of reflective practise by assisting students in critically evaluating their knowledge and application. Strategies for Encouraging Critical Thinking and Reflective Practice For nursing students, critical thinking is an important skill. Making informed clinical decisions entails examining, analyzing, and synthesizing data. Contrarily, reflective practice comprises giving one's actions careful thought and consideration, which results in insight and better performance (Ghasemi et al., 2020). This lesson plan includes various techniques to promote reflective practice and critical thinking, including: Discussion: The audience is encouraged to ask questions and engage in discussion after the introduction. This initial stage is essential for cultivating critical thinking because it promotes active engagement with the topic. In the introduction, nursing students are reminded of the value of patient-centered care and communication. Role-playing Exercises: In Activity 2, students' capacity for critical thought about patient interactions is put to the test. They must consider how to use best practises for patient-centered care and communication in varied situations. The major objective of reflective practise is to get students to think about their choices and actions, and role-playing exercises provide just that (Horntvedt et al., 2018). Simulated Patient encounter: The final exercise, a simulated patient encounter, gives students a chance to put their knowledge and abilities into practice in a challenging real-world situation. Students are expected to apply critical thinking to their patient care strategies, assess their performance, and pinpoint areas for growth in this challenging application. Self-Assessment and Reflection: Students are urged to evaluate their performance throughout the lesson, not just in the role-playing activities but also in the discussions that follow. A crucial part of reflective practice is self-evaluation, which helps students see where they can improve (Gutiérrez-Puertas et al., 2020).

Consideration of Diverse Student Participants A broad collection of students with various backgrounds, experiences, and learning styles frequently participates in nursing education. The lesson plan is thoughtfully designed to meet the various needs of these students: Varied teaching methods: The lesson plan uses a variety of instructional techniques, such as lectures, discussions, role-playing, and simulations. This diversity caters to various learning styles, including those of kinesthetic, visual, and auditory learners (Kwame & Petrucka, 2021). Hands-on Practice: Students can use their knowledge and abilities in a practical setting by engaging in role-playing games and simulating patient interactions. Students who learn best through hands-on experiences will benefit from this method (Horntvedt et al., 2018). Examples: Real-life examples are included in the lesson plan to connect the subject matter to the clinical setting where students will eventually apply their knowledge. Students may be inspired and engaged by this link to practical application (Santana et al., 2018). Inclusivity: Respect for patients' views, interests, and requirements is another key component of the approach that promotes inclusion. Acknowledging that patients come from a variety of backgrounds, is consistent with the idea of cultural competency (Newell & Jordan, 2015). Role of the Facilitator The lesson plan outlines the facilitator's responsibilities in detail. The facilitator acts as a mentor and teacher, outlining important ideas, rules, and principles pertaining to patient-centered care and successful nurse communication. This function is essential for giving pupils a solid theoretical basis. It entails elaborating on the relevance of patient-centered care, articulating its guiding principles, and emphasizing the role that effective communication plays in nursing practice. Additionally, the facilitator introduces the students to a variety of communication methods and practices, including nonverbal communication, active listening, and empathy (Thrower et al., 2019). The facilitator makes sure that the students comprehend the theoretical components of the class through these explanations. The facilitator is given the responsibility of leading conversations in the lesson plan. Because they promote critical thinking and reflection, discussions are an essential part of the learning process. By posing thought-provoking questions, encouraging students to share their perspectives

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and viewpoints, and promoting the flow of ideas, the facilitator gets the group talking. Students can examine many viewpoints, have meaningful conversations, and explore the complexities of patient-centered care and communication through discussions (Moore-Cox, 2017). The discussion leader's job promotes critical thinking by encouraging students to actively engage with the material, ask questions, and go deeper into the subject. During role-playing exercises and the simulated patient encounter, the facilitator's function as a source of feedback is very crucial. Giving helpful criticism is a crucial component of the learning process. The role-playing facilitator evaluates students' performance, points out areas for development, and provides detailed comments on their communication abilities, empathy, and patient-centered care principles application (Vázquez-Calatayud et al., 2021). This feedback supports reflective practice by challenging students to think about how they might improve their performance in addition to assisting them in understanding their strengths and limitations. Organizational Constraints and Enablers Effective implementation of the lesson plan may face certain organizational constraints, such as time limitations. The lesson plan offers a duration of 60 minutes, which is a typical amount of time for many educational contexts. To guarantee that students completely interact with the material and achieve the learning objectives, the lesson plan's activities—such as discussions, role-plays, and simulations—may need more time. The amount of practice and exploration that students can do can be restricted by organizational and time-related issues. It's critical that businesses understand that giving employees enough time to learn effectively is a must (Peterson et al., 2021). Resources like simulated patient scenarios and nursing supplies must be readily available in order for the lesson plan to be carried out successfully. For the role-playing games and the simulated patient engagement, these resources are essential. Budget restrictions, poor access to simulation equipment, a lack of patient situations, and other organizational restrictions on resource availability may all be present. These limitations may reduce the lesson plan's usefulness and effectiveness. Organizational Enablers: Flexibility in schedule: Organisations might encourage schedule flexibility to get around the constraints of time. To enable a deeper connection with the material and activities, this can entail

making the lesson plan last longer. To ensure that students have enough time for discussion, practise, and reflection, organisations might also divide the lesson plan into many sessions. Investment in Resources: Organisations can give priority to investments in essential resources to meet resource availability constraints. This involves building a library of fictitious patient cases, gaining access to nursing supplies, and setting up the environments required for role-playing and simulations. Investments in resources are enablers that improve the lesson plan's effectiveness and encourage practical, hands-on learning (Kwame & Petrucka, 2021). Support for Facilitators: Businesses can offer facilitators support and chances for professional growth. This assistance includes providing access to educational technology, training in efficient facilitation techniques, and creating an atmosphere where facilitators feel free to try out new teaching strategies. Facilitators that are well-prepared are better able to manage organizational restrictions and modify the class plan to take advantage of the available resources. Collaboration and Partnerships: To increase access to resources, organizations may consider partnering with other academic or medical institutes. By allowing the sharing of patient scenarios, equipment, or facilities, partnerships can ease the pressure on scarce resources. Collaboration improves the way the lesson plan is put into practice (Ghasemi et al., 2020). Organizational support for feedback systems makes sure the lesson plan continues to be effective. It is really valuable to hear what students and facilitators have to say about time restrictions, resource limitations, and other organizational difficulties. Organisations should set up procedures for gathering this feedback, analyzing it, and using the results to enhance and modify the lesson plan. Continuous Improvement: The lesson plan for "Patient-Centered Care and Communication in Nursing" incorporates the continuous improvement approach to keep it relevant and useful. Evaluation of the lesson plan's effectiveness heavily relies on data gathering and analysis. Examining the results of simulated patient contacts and reviewing student responses are some of the steps involved in doing this. This methodical approach to data collection aids instructors in identifying their strong points and areas for improvement. The plan actively promotes feedback systems, establishing an environment that is open to learning (Abbas, 2021). Students are encouraged to express their

opinions about the course material, the exercises, and their overall educational experience. In the feedback loop, facilitators are also essential since they offer information on teaching strategies and student achievement. Assessment data is a continuous source of information rather than a one-time measurement. This data can be regularly reviewed by educators to spot trends and patterns in students' academic achievement. This continuing evaluation helps identify problems that students might encounter repeatedly and indicates elements of the lesson plan that might need to be changed in light of assessment results. The plan will continue to be effective and relevant thanks to this dedication to ongoing assessment (Bjerke & Renger, 2017). A crucial component of continuous improvement is the improvement of content and activities. Using the data and feedback gathered, instructors make small adjustments to improve the learning process. Role-play scenarios might need to be changed, prompts for simulated patient encounters might need to be modified, and new tools and teaching strategies might need to be implemented. These adjustments are made to ensure that the strategy stays interesting and practical while addressing particular areas that need improvement (Edgman-Levitan & Schoenbaum, 2021). To sustain the plan's success, facilitators are encouraged to pursue professional development. It's crucial to stay up to date with nursing education best practices. The knowledge gained from attending seminars, conferences, and training sessions is invaluable to facilitators since it enables them to use cutting-edge teaching and evaluation strategies. Facilitators can update their class plans to reflect the most recent developments in the area thanks to this ongoing learning. The growth of the lesson plan is further aided by routine review sessions with the teaching staff. Discussions about the success of the plan and possible upgrades are facilitated during these meetings (Afriyie, 2020). The key to the plan's continued success is its adaptability and flexibility. Conclusion The constructively aligned lesson plan on "Patient-Centered Care and Communication in Nursing" offers a useful framework for educating nursing students about critical abilities that are essential to patient care. The goal, justification, and learning objectives are clearly stated and take into account the current focus on patient-centered care in healthcare. The program uses a variety of teaching techniques, promotes critical thinking and reflective practice, and takes the

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requirements of the participants' varied student body into account. The function of the facilitator is clearly defined, and plans are in place to get around organizational obstacles and make use of enablers. The lesson plan incorporates continuous improvement, and a dedication to data analysis, feedback, and improvement guarantees that the lesson plan continues to be successful in achieving its educational objectives. This method not only fits with current educational theories, but it also offers a strong foundation for the training of nursing professionals who can give excellent patient-centered care.

References Abbas, K. (2021). Lifelong learning strategies in nursing: A systematic review . Doi.org. https://doi.org/10.19082%2F5541 Afriyie, D. (2020). Effective communication between nurses and patients: An evolutionary concept analysis. British Journal of Community Nursing , 25 (9), 438–445. https://doi.org/10.12968/bjcn.2020.25.9.438 Bjerke, M. B., & Renger, R. (2017). Being smart about writing SMART objectives. Evaluation and Program Planning , 61 (1), 125–127. https://doi.org/10.1016/j.evalprogplan.2016.12.009 Cusanza, S. A., Speroni, K. G., Curran, C. A., & Azizi, D. (2020). Effect of individualized learning plans on nurse learning outcomes and risk mitigation. Journal of Healthcare Risk Management . https://doi.org/10.1002/jhrm.21442 Dahlke, S., Hunter, K. F., Reshef Kalogirou, M., Negrin, K., Fox, M., & Wagg, A. (2019). Perspectives about Interprofessional Collaboration and Patient-Centred Care. Canadian Journal on Aging / La Revue Canadienne Du Vieillissement , 39 (3), 443–455. https://doi.org/10.1017/s0714980819000539 Edgman-Levitan, S., & Schoenbaum, S. C. (2021). Patient-centered care: Achieving higher quality by designing care through the patient’s eyes. Israel Journal of Health Policy Research , 10 (1), 1–5. https://doi.org/10.1186/s13584-021-00459-9 Fox, S., Gaboury, I., Chiocchio, F., & Vachon, B. (2019). Communication and Interprofessional Collaboration in Primary Care: From Ideal to Reality in Practice. Health Communication , 36 (2), 1–11. https://doi.org/10.1080/10410236.2019.1666499

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education , 32 (2), 103–117. https://doi.org/10.3946/kjme.2020.159 Gutiérrez-Puertas, L., Márquez-Hernández, V. V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational Interventions for Nursing Students to Develop Communication Skills with patients: a Systematic Review. International Journal of Environmental Research and Public Health , 17 (7), 2241. https://doi.org/10.3390/ijerph17072241 Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education , 18 (1), 1–11. https://doi.org/10.1186/s12909-018-1278-z Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing , 20 (158), 1–10. https://doi.org/10.1186/s12912-021-00684-2 Moore-Cox, A. (2017). Lesson Plans: Road Maps for the Active Learning Classroom. Journal of Nursing Education , 56 (11), 697–700. https://doi.org/10.3928/01484834-20171020-12 Newell, S., & Jordan, Z. (2015). The patient experience of patient-centered communication with nurses in the hospital setting: a qualitative systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports , 13 (1), 76–87. https://doi.org/10.11124/jbisrir-2015-1072

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Peterson, E., Morgan, R., & Calhoun, A. (2021). Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning. Pediatric Annals , 50 (1), e32–e38. https://doi.org/10.3928/19382359-20201211-02 Santana, M. J., Manalili, K., Jolley, R. J., Zelinsky, S., Quan, H., & Lu, M. (2018). How to practice person-centred care: A conceptual framework. Health Expectations , 21 (2), 429– 440. https://doi.org/10.1111/hex.12640 Thrower, E. J. B., Fay, R., Cole, L., Stone-Gale, V., Mitchell, A., Tenney, E., Smith, S., & Swint, C. (2019). A Systematic Process for Evaluating Teaching Methods in Nursing Education. Nurse Educator , 45 (5), 257–260. https://doi.org/10.1097/nne.0000000000000761 Vázquez-Calatayud, M., Errasti-Ibarrondo, B., & Choperena, A. (2021). Nurses’ continuing professional development: A systematic literature review. Nurse Education in Practice , 50 (50), 102963. https://doi.org/10.1016/j.nepr.2020.102963

Part 2 crtique

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