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NSG2EHP Education In Health Professional Practice

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NSG2EHP Education In Health Professional Practice Question: Use the teaching and learning theories and strategies you identified in Assessment 1 to develop a lesson plan for teaching and assessing your chosen health education topic to your client. Answer: Introduction: Learning program Title of program: Teaching of Deep breathing coughing to a surgical patient Session 1: Introduction of breathing and coughing exercise to the patient and  Educate the patient the risk factors associated with shallow breathes after a major surgery Session 2:  Educate the patient about  the techniques for effective breathing and coughing exercise Session title Session 1 and 2: Introduction to deep breathing and coughing exercise and  the risk factors associated with shallow breathes after a major surgeryis being given to the patient during this lesson. after that session 2 will be taken in the evening at 6:30 pm Date On the 3rd or 4th day after the surgery, when the patient is stable and is able to participate in the learning activity Time The time will be chosen depending on the fit, emotional, and physical stability of the patient. However, duty changing hours such as 3 pm would be preferred because of double staffing. Duration 45 min, as the patient would not be able to focus for more than an hour to such topic. session two will be taken for 20 minutes Venue In the ICU beside patient Venue set up requirements · All the curtains will be closed to maintain privacy · The lights will be switched on to enhance visibility · The bed of the patient will be risen so that he could able to engage in the conversation · The patient will be accompanied by a family member in the room, and a chair will be placed on the other side of the bed for that family member · A nursing staff will be inside the room for any inconvenience of the patient Participant description Dillon Harper, a 57-year-old man, who was admitted to hospital after having triple coronary artery disease. Recently he has completed his Coronary Artery Bypass Grafting Surgery successfully and the doctor has removed his breathing tube as well. He looks hopeful and confident that he will be fit after few weeks. Participant numbers Two, Mr Harper and his wife, Jamie Harper. The primary will be focused on Mr Harper and his wife can clear her doubts so that she can help her husband once they return home (Sinclair et al., 2016). Prerequisite knowledge or skills The patient knows about his disease and the doctors has informed him that he should do the breathing and coughing exercise. However, he and his wife are unable to figure out the purpose of these exercises. patient did not understand the reason of removal of his breathe tube as he was able to breathe from that tube easily. Resources required · Internet connection, laptop for video demonstrations · Picture folders to aid understanding · Paper and pen for notes and exercises · Activity sheet and assessment sheet · Few rewards for successful learnings   Aim of the session · To make the patient aware of the breathing and coughing exercises · To give him a basic understanding of how breathing and coughing exercise works · To reduce the patients anxiety and increase his confidence by providing him knowledge. · Make the patient understand the effectiveness of the exercise and make him learn the techniques of it.   Learning outcomes   By the end of the lesson, the patient will be able to · Explain  the basics of breathing and coughing exercise · Identify the difference between normal breathing patterns and shallow breathing patterns · Explain the need for coughing and breathing exercise after surgery · Explain the reason due to which, the doctors removed his breathe tube · understand the risk factors associated with shallow breathing after a surgery · understand the benefits associated with the breathing and coughing exercises Structure Of The Session Component Time allocation Strategy Opening 4 minute The session will be opened with introduction, as this will help to create a rapport with the patient and her wife. This rapport will be helpful to introduce the topic of discussion followed by a short pre-empt of following events.   Engagement of  learners Throughout the session For this, different videos will be collected, video representation of the exercises will help him to be engaged in the discussion. Further knowledge assessment and rewards will make him engaged in the discussion for such long period. Assess prior knowledge 4 minute Few questions will be asked to the patient to understand the knowledge gap and to assess his mental and emotional strength. these questions are : 1. What do you think is happening to you? 2. Why the doctors removed your breathe tube? 3. How are feeling about your health right now? Please choose from the following face chart. 4. What can be the adverse effect of the shallow breathing you are facing right now? 5. How do you think this breathing and coughing exercise will help you in future? (Durmaz et al., 2012) Body     Time Content Learning activity Rationale supported by literature Identify chosen educational theory Physical resources required Question/Anticipated difficulties 3 minute Basic knowledge of breathing and coughing exercises including the need of it, its benefits and effects  and the adverse effect of shallow breathing after surgery A video representation on what is breathing and coughing exercise after surgery. Explanation of shallow breathing technique and the exercise that the patient is going to practice Verbal explanation can be boring and time consuming. The patient cannot concentrate on the verbal explanation (Smith et al., 2012) As per the cognitive theory, visual memories are the strongest, therefore video representation has been taken (Greenberg &Knowlton, 2014) Laptop , internet connection · Bad internet connection · too much crowd in the corridor so that patient cannot concentrate · patient is unable to pay attention due to the effect of medicines 15 min After completion of the video, recap will be done through verbal discussion and positive points will be rewarded so that patient can engage in discussion Patient may not understand the medical terms present in the video, and due to medication, his might unable to listen all the points. Hence, further discussion will be done verbally (Tekur et al., 2012) As per the constructive theory, visual and verbal memory helps to create new concepts and ideas in brain. Therefore, the patient will learn new theories from it. Further, behavioral theory will be applied by which, the educator will engage the patient in the discussion and reinforce knowledge. Pen, paper, color pens, picture folder. books and pamphlets · patient is unable to pay attention · patient do not want to share his knowledge · patient loss patience of watching the video again after verbal discussion 5 min Repeat watching videos so that patient can now relate to the discussion Educator now emphasize on the important points to reinforce the understanding Brown et al., 2016) 2 min Question and answer (Q&A) Patient will ask questions to the educator for clarification, his wife will ask questions too. There are too many questions that can arise after such session; hence question answer session will help to understand the theory properly (Herrman, 2015). Cognitivism theory has been applied to the situation, as this will help to create knowledge depending on the patients way of understanding Pamphlets, books · the patient will not ask questions · patient ask irrelevant question After the completion of the session 1, second session will be started at 6:30 pm of that evening this session will last for 20 minutes. First 4 minute This section will be for the patient and his wife to recall the learning of previous session The video will be shown to him to reinforce the understanding. This will help the patient to understand that whatever is going to be taught next is for his benefit Behavioral theory, with cognitivism is going be applied to engage patient and his wife.    Laptop, internet connection and pen, paper. · the patient will not remember anything · the patient will refuse for another session on the same day · the patient will unable to focus on the learnings 10 minutes This session will be focused on providing training to the patient about the breathing and coughing exercises. The patient will be shown a video about the exercise. The video will demonstrate the procedure of breathing and coughing exercise. the educator will also provide a live demonstration to reinforce the knowledge This will help the patient to learn the norms and techniques of this exercise (Lee et al., 2014). Cognition theory will be applied. as the patient will able to remember the video and the live demonstration for longer time. Laptop, internet connection · the patient loses concentration at the education · the patient feels boring while the educator provides live demonstration   5 minutes Doubt clearance The patient will ask questions about the exercise and its benefits. His wife is also included in the course. This will help to clear the doubts of the patient and educate him with the correct technique (Brown et al., 2016) Behavioral and cognition theory is applied as the patient understand the basic nuances of the exercise Pen paper · the patient does not ask any question · patient does not understand the process   Conclusion: Conclusion Time Strategy   2 min Patient-lead strategy will be applied. Educator will lead patient to recall breathing and coughing exercise. Educator will prompt him when necessary. This will help to reinforce the understanding. As the patient was unaware of the advantages of the breathing and coughing exercises, this learning session will help to increase his knowledge about the process. Including his wife in the program was an important step as after the hospital; stay, she is going to help the patient with all the knowledge and understanding she acquired during this learning session. Dividing the entire session in two parts was necessary, as it was difficult for the patient to concentrate on the learning program for more than an hour. Same strategy is applied to assess the learning, as the patient will perform the exercise without any help. If any assistance needed, the wife of the patient is going to help him with her best knowledge and understanding of the process. Assessment of learning 4 min · Open-ended questions such is explanation of breathing-coughing exercise will be asked · His wife will be included in the course so that she can also understand it · His experience will be assessed through smiley face chart · The patient’s learning about the exercise will be assessed. · His knowledge about the adverse effects of shallow breathing and benefits of breathing and coughing exercise will be assessed. · The patient will try his best to perform the exercises without the help of the nurse and eventually, his shallow breathing problem after surgery will be treated. · The patient’s wife will be asked the3 questions about the learni8ng and breathi8ng exercise so that the educator can assess her knowledge about this exercise. This is because; the wife of the patient is going to help him with her knowledge after the hospital stay. · The patient’s mental status can be assessed, if the patient learns the nuances of the exercises in one go. Otherwise, the educator needs to take another session, as this eexercise is very important for the patient after the surgery. References: Brown, K., Commandant, M., Kartolo, A., Rowed, C., Stanek, A., Sultan, H., …&Wininger, V. (2016). Case based learning teaching methodology in undergraduate health sciences. Revue interdisciplinaire des sciences de la santé-Interdisciplinary Journal of Health Sciences, 2(2), 48-66. Durmaz, A., Dicle, A., Cakan, E., &Cakir, S. (2012). Effect of screen-based computer simulation on knowledge and skill in nursing students’ learning of preoperative and postoperative care management: a randomized controlled study. CIN: Computers, Informatics, Nursing, 30(4), 196-203. Greenberg, D. L., & Knowlton, B. J. (2014). The role of visual imagery in autobiographical memory. Memory & cognition, 42(6), 922-934. Herrman, J. W. (2015). Creative teaching strategies for the nurse educator. FA Davis. Lee, A. L., Hill, C. J., Cecins, N., Jenkins, S., McDonald, C. F., Burge, A. T., …& Holland, A. E. (2014). The short and long term effects of exercise training in non-cystic fibrosis bronchiectasis–a randomised controlled trial. Respiratory research, 15(1), 44. Sinclair, P. M., Kable, A., Levett-Jones, T., & Booth, D. (2016). The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review. International journal of nursing studies, 57, 70-81. Smith, W., Rafeek, R., Marchan, S., &Paryag, A. (2012). The use of video?clips as a teaching aide. European Journal of Dental Education, 16(2), 91-96. Tekur, P., Nagarathna, R., Chametcha, S., Hankey, A., &Nagendra, H. R. (2012). A comprehensive yoga programs improves pain, anxietya and depression in chronic low back pain patients more than exercise: an RCT. Complementary therapies in medicine, 20(3), 107-118.

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