Nursing Education Practicum Assignment Discussion

Need Help Writing an Essay?

Tell us about your assignment and we will find the best writer for your paper

Assessment Description
The “Nursing Education Practicum Documentation (NEPD) Forms” provide weekly, competency-based documentation of clinical practicum activities and are utilized by learners to communicate practicum experiences to course faculty. Be sure to read the instructions on the form for information on how to complete the assignment before you begin.

Using the “Nursing Education Practicum Documentation (NEPD) Form: Competency 3,” write goals for what you will accomplish in this topic and how you will evaluate your accomplishments. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you. Nursing Education Practicum Assignment Discussion

ORDER A PLAGIARISM-FREE PAPER HERE

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type. The purpose of this assignment is to document meeting the competency and to promote deep reflection on your practicum activities. Consider reviewing course textbooks: Certified Nurse Educator Review Book: The Official NLN Guide to the CNE Exam and NLN Core Competencies for Nurse Educators: A Decade of Influence for suggested practicum activities. Nursing Education Practicum Assignment Discussion

Weeks
1 and 2

Nurse Educator Competency 1: Facilitate Learning.

Learner Name: Date(s):

Complete this section before you begin the weeks’

clinical.

Learning Goals: What do you want to accomplish for Competency 1: Facilitate Learning?

Be sure your goals are specific, measurable, achievable, relevant, and time bound (S.M.A.R.T. goals).

Some goals should reflect higher cognitive learning levels in Bloom’s taxonomy.

My goal/s for this competency is/are to:

1) Specific: When this course ends, I am in the capacity to explain the pathophysiology of PAH comprehensively, including a detailed understanding of the roles of endothelin, prostacyclin, and nitric oxide.

2) Measurable: I will provide written explanations of PAH pathophysiology, covering the key molecular mechanisms, in assessments and assignments.

3) Achievable: I believe this goal is achievable through the in-depth lectures provided in the course, access to educational materials, and opportunities for asking questions and seeking clarification.

4) Relevant: Understanding PAH pathophysiology is directly relevant to my role as a critical care nurse, as it forms the foundation for delivering specialized care to PAH patients.

5) Time-bound: I commit to achieving this goal by the conclusion of the course, demonstrating my knowledge and comprehension of PAH pathophysiology.

Resources and Strategies: What type of resources or strategies will you utilize to accomplish your learning goals? Include both human and material resources.

The resources (human and material) and strategies I need to meet my weekly goal(s) are:

The criteria I will use to measure my goals are:

1) Human Resources:

Engage in in-depth lectures on PAH pathophysiology with knowledgeable nursing educators, focusing on the functions of endothelin, prostacyclin, and nitric oxide. Work together with other nurses to share knowledge and actively participate in Q&A sessions (Roche & Jones, 2021)Nursing Education Practicum Assignment Discussion.

2) Material Resources:

To comprehend PAH pathophysiology, the author will read course materials, textbooks, online sources, visual aids, and case studies. Diagrams, charts, and case studies will be used to improve comprehension and solidify their learning.

3) Strategies:

To comprehend PAH pathophysiology, the author intends to actively take notes, evaluate their own performance, and work with peers. Additionally, they will set aside time each week for review and revision in order to solidify and enhance their comprehension of PAH.

Measurement: How will you know that you have accomplished your learning goal(s)? What criteria will you use to measure this?

Written explanations, tests, verbal explanations, real-world case studies, feedback, and group discussions will all be used to evaluate the learning aim of comprehending pulmonary artery hypertension (PAH).

Complete this section after you complete the weeks’ clinical.

Evaluation: Did you meet your goal? What did you accomplish that you can use as evidence that you met your learning goals?

Did you meet your goal? Why or why not?

Through active participation, taking notes, peer conversations, additional resources, self-evaluation, and case studies, the author has significantly advanced his or her understanding of PAH pathophysiology.

Reflect on Competency 1, analyzing your practicum experiences: Be sure to connect your experiences directly to the competency.

Reflection:

In order to help nurses better understand complex subjects, I highlight the value of effective facilitation, expert knowledge, ongoing assessment, and teamwork in healthcare education (Coelho et al., 2023).

Clinical hours completed this topic:

Total clinical hours completed to date: Nursing Education Practicum Assignment Discussion

Lesson Plan

Topic 2 – Course Planning and Course Outcomes

Based on the approved course topic from Topic 1, complete the following:

Course title: Pulmonary Artery Hypertension: Understanding, Management, and Care
Describe the purpose of the course. To provide healthcare professionals with comprehensive knowledge and skills related to pulmonary artery hypertension (PAH), including its pathophysiology, diagnosis, treatment options, and nursing care.

ORDER HERE
Explain how you determined a need for this course. The need for this course arises from the increasing prevalence of PAH patients requiring treatment within the CVICU. There has been a large turnover rate since Covid, many of the newer nurses lack exposure to the PAH, medications used to treat it, or side effects associated with these medications. Healthcare workers should have a fundamental knowledge base on the importance of early diagnosis and appropriate management to improve patient outcomes. Healthcare providers require specialized knowledge to provide high-quality care to patients with PAH.
Describe the target audience: The target audience for this course is 50-100 bedside cardiovascular critical care nurses who will be involved in the care and management of patients with PAH.
Describe the classroom setting/environment for the course. The course will be conducted in a hospital classroom setting. The classroom will be offered in a hybrid format, combining in-person lectures and the use of the Teams platform to allow for increased involvement. The use of PowerPoint slides, interactive questions (such as Kahoot!), and online resources and discussion forums will facilitate ongoing learning and collaboration.
Course Outcomes (See table below)Nursing Education Practicum Assignment Discussion.

The course outcomes state what learners can do upon completing an entire course. For this section, develop 1-3 measurable and learner-centered course outcomes. Refer to Bloom’s Taxonomy as needed for assistance.

1.	At the end of the course, learners will be able to explain the pathophysiology of pulmonary artery hypertension, including the underlying mechanisms and contributing factors.
2.	Upon completing the course, learners will be able to implement evidence-based treatment strategies for patients with pulmonary artery hypertension, considering individual patient needs.
3.	By the end of the course, learners will demonstrate effective communication skills and empathy when providing care to patients with pulmonary artery hypertension.

Topic 3 – Learning Objectives

A measurable learning objective describes what learners can do upon completion of an activity or at the end of a single lesson/class lesson or class. Using Bloom’s taxonomy, develop 4 measurable learning objectives based on the course outcomes you developed in Topic 2. One learning objective must reflect the affective domain.

Learning Objectives
1.	At the conclusion of the course the learner will be able to describe the pathophysiology of pulmonary artery hypertension,
2.	At the conclusion of the course the learner will participate in case-based learning to apply evidence-bases treatment guidelines to effectively manage a simulated client with pulmonary artery hypertension.
3.	At the conclusion of the course the learner will participate in practice scenarios to display effective communication with patients diagnosed with pulmonary artery hypertension, showing empathy and providing necessary support.
4.	At the conclusion of the course the learner will identify potential complications and side effects associated with administration of medications used to treat pulmonary artery hypertension.

In no more than 100 words, describe how concepts from the QSEN competencies, ANA standards, or professional organizations relevant to your course topic are represented in the learning objectives.

The learning objectives are aligned with the Quality and Safety Education for Nurses (QSEN) competencies, as they emphasize essential knowledge and skills required for nurses and other healthcare professionals to deliver safe, high-quality care to patients with pulmonary artery hypertension. The objectives also align with the American Nurses Association (ANA) standards, which promote evidence-based practice, patient-centered care, and effective communication in nursing practice (American Nurses Association (ANA), 2019)Nursing Education Practicum Assignment Discussion.

Topic 4 – Evidence-Based Teaching Strategies

Develop one teaching strategy and activity for each learning objective in Topic 3. The teaching strategies must be based on evidence-based educational practice or learning theory. Explain how each teaching strategy meets the target audience’s needs in your classroom setting/environment.

Learning Objectives		Teaching Strategies and Activities	Explanation
1.	At the conclusion of the course the learner will be able to describe the pathophysiology of pulmonary artery hypertension,	Lecture Interactive Discussion	According to Tuma (2021), lectures with visual aids help learners grasp theoretical concepts effectively, while interactive discussions encourage active participation and deeper understanding through peer learning and critical thinking.
2.	At the conclusion of the course the learner will apply evidence-bases treatment guidelines to effectively manage a simulated client with pulmonary artery hypertension.	Case-Based Learning Hands-on Workshops	Case-based learning allows learners to apply theoretical knowledge to real-world situations, fostering problem-solving skills (Kong, 2021). Hands-on workshops provide practical experience and build confidence in delivering evidence-based treatments.
3.	Demonstrate effective communication with patients diagnosed with pulmonary artery hypertension, showing empathy and providing necessary support.	Role-Playing Video Analysis	Role-playing allows learners to practice empathy and communication skills safely, fostering a patient-centered approach (Reith‐Hall & Montgomery, 2023). Video analysis helps identify successful communication techniques and areas for improvement.
4.	Identify potential complications and side effects associated with administration of medications used to treat pulmonary artery hypertension.	Simulation studies Group Case Studies	Simulation scenarios provide a risk-free environment for learners to enhance their critical thinking and decision-making abilities (Koukourikos et al., 2021). Group case studies promote teamwork and exchanging ideas, leading to comprehensive care plans.

Topic 6 – Methods for Assessing and Evaluating Learning

Select one assessment/evaluation method for each learning objective developed in Topic 3. The assessment/evaluation methods must be based on evidence-based educational practice or learning theory.

Learning Objectives		Methods for Assessing and Evaluating Learning
1.	Describe the pathophysiology of pulmonary artery hypertension,	Written Exam
2.	Apply evidence-bases treatment guidelines to effectively manage a simulated client with pulmonary artery hypertension.	Objective Structured Clinical Examination
3.	Display effective communication with patients diagnosed with pulmonary artery hypertension, showing empathy, and providing necessary support.	Observe learners’ role-playing interactions and assess their communication and empathy skills using predefined criteria. Self-Reflection Exercise: Ask learners to reflect on their communication skills during the role-playing activity and identify areas for improvement.
4.	Identify potential complications and side effects associated with administration of medications used to treat pulmonary artery hypertension.	Interactive group activity such as Kahoot

References

American Nurses Association (ANA). (2019). Nursing scope of practice. American Nurses Association. https://www.nursingworld.org/practice-policy/scope-of-practice/

Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12(1). https://doi.org/10.3389/fpsyg.2021.771272

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica, 29(1), 15–20. https://doi.org/10.5455/aim.2021.29.15-20

Reith‐Hall, E., & Montgomery, P. (2023). Communication skills training for improving the communicative abilities of student social workers: A systematic review. Campbell Systematic Reviews, 19(1). https://doi.org/10.1002/cl2.1309

Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231–235. https://doi.org/10.1016/j.amsu.2021.01.051 Nursing Education Practicum Assignment Discussion

ORDER NOW

References

Coelho, N., Neves, A., & Gregório, J. (2023). Physicians and nurses professional relationship with criminal investigation in dealing with survivors of sexual abuse: a scoping review. Health & Justice, 11(1), 33.

https://link.springer.com/article/10.1186/s40352-023-00235-8

Roche, D., & Jones, A. (2021). A qualitative study of nurse‐patient communication and information provision during surgical pre‐admission clinics. Health Expectations, 24(4), 1357-1366.

https://onlinelibrary.wiley.com/doi/abs/10.1111/hex.13270 Nursing Education Practicum Assignment Discussion

Let our team of professional writers take care of your essay for you! We provide quality and plagiarism free academic papers written from scratch. Sit back, relax, and leave the writing to us! Meet some of our best research paper writing experts. We obey strict privacy policies to secure every byte of information between you and us.

ORDER ORIGINAL ANSWERS WRITTEN FROM SCRATCH

Need Help Writing an Essay?

ORDER A PLAGIARISM-FREE PAPER HERE

ORDER HERE

ORDER NOW