Assessment Strategies and Course Plan
The nature of patient care has immensely evolved over the years and is driven by large volumes of information and patients’ demand for better care services. The implication is that adequate nurse training has more meaning as competent nurses can only be prepared through adequate training and education. As such, nurse education has been used for some time to help promote clinical competence and professionalism with a major focus on improving the safety and quality of the care offered to the patients (Willman et al., 2018). An effective nurse education considers the existence of diversity among the nurse trainers and the diversity experienced in caring for patients. Therefore, learning content on diversity should be key in any nurse education curriculum and course. As such, the purpose of this paper is to formulate a nurse teaching plan. Various aspects of the plan will be explored, including the course overview, learning theories and diversity, teaching strategies, management and motivation, and assessment strategies.
The Course Overview
As earlier indicated, nursing education is key in preparing nurses to be competent in the clinical environment and ensuring that the care offered to patients is safe and effective. The implication is that nurse educators have to identify and address the potential barriers such as diversity and the theory-practice gap (Fawaz et al., 2018). Therefore, the developed course is on cultural diversity. Cultural diversity will be tackled on two fronts; identifying the diversity among nurse trainees and the potential existence of diversity among patients.
The course entails the cultural impacts on patient’s health and illness. Therefore, the targeted population is nurse trainees who are to be taught on how to offer culturally competent patient care to a diverse population and also advance the use of evidence-based practice for the promotion of culturally competent nursing care. The nursing students will be found in an institution of higher learning. Since the course involves education on cultural diversity and its impact on patient care, the course will be handled by a nurse educator with expertise in cultural diversity and who is culturally competent and aware of the diversities that exist among nurse trainees, nurses, and patients.
Learner Outcomes
Learner outcomes are key as they act as a guide to the educator to know how to modify the learning content to help meet specific goals and learner outcomes. Therefore, various learner outcomes were formulated. It is evident from the course overview that this course is designed to address the cultural impacts on a patient’s health and illness and deliver culturally competent patient care to the adverse population and enhance the application of evidence-based practice to help boost culturally competent nursing care (Natesan et al., 2020). As such, by the end of the module, the learners will be able to:
Identify and describe how culture influences an individual’s health and illnesses.
Discuss the skills and cultural competencies needed to boost culturally sensitive nursing care.
Identify and apply current evidence-based practice guidelines toward the promotion of culturally sensitive patient care.
Culturally competent nursing care is key in demonstrating to the patients that their needs, values, and beliefs are well taken care of. Therefore, this course focuses on training and educating nursing students on effective strategies for offering care to patients while at the same time taking into consideration their needs, values, and beliefs. As part of the learning content, the students will be educated on various terms used in describing patient care delivery in the patient’s cultural context. Some of those important terms include transcultural nursing practice, culturally sensitive care, culturally appropriate care, and culturally congruent care (Horntvedt et al., 2018). With the focus on making the students more competent, other learning areas will also be covered, including spirituality, religion, health disparities, culture, and disability. Covering every content stated herein will be appropriate in helping the students achieve all three formulated goals.
Create a 12–15-page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.
Note: Assessments in this course build on each other and must be completed in sequential order.
Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design.
The Assessment 4 Context document contains important information about the following topics:
Teaching and Technology.
Assessment Practices.
Evidence-based Teaching.
Best Practices in Nursing Education.
Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.
For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.
Preparation
Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.
What types of assessment do you believe are most appropriate for your educational topic and intended audience?
How will you evaluate whether or not learning outcomes were accomplished?
Do the assessments you selected support cultural competence?
HOW WILL THE ASSESSMENTS DEMONSTRATE THAT LEARNING HAS OCCURRED?
As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?
Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.
(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
Instructions
Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.
Your complete teaching plan should provide:
An overview of the course topic, environment, and learner population.
An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.
An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.
AN INTEGRATION OF APPROPRIATE TEACHING STRATEGIES, TECHNIQUES, AND LEARNER OUTCOMES FOR NURSING AND HEALTHCARE EDUCATION FOR USE IN SPECIFIC SITUATIONS AND POPULATIONS AND OF EVIDENCE-BASED BEST PRACTICES FOR CLASSROOM AND LEARNER MANAGEMENT.
A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.
A logical, well-designed assessment plan that addresses these points:
A selection of assessment types that are most appropriate for the content, environment, and learner population.
An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.
Organize your plan as follows:
Title page.
Table of Contents.
An overview of your course (topic, setting audience, and so on).
Learning Theories and Diversity (Assessment 1).
Teaching Strategies (Assessment 2).
Management and Motivation (Assessment 3).
Assessment Strategies (designed in this Assessment).
Summary.
References.
Appendices.
Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.
Additional Requirements
Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
Length: 12–15 pages, plus a title page and a references page.
Use correct APA format, including running head, page numbers, and a title page.
Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.
Writing should be free of grammar and spelling errors that distract from content.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Preparation for Assessment
YOU ARE INVITED TO PRACTICE IN THE VILA HEALTH CHALLENGE SIMULATION SETTING BEFORE BEGINNING THIS ASSESSMENT.
Vila Health: Developing an Assessment Strategy | Transcript.
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Classroom Techniques and Strategies
Caplan, W., Myrick, F., Smitten, J., & Kelly, W. (2014). What a tangled web we weave: How technology is reshaping pedagogy. Nurse Education Today, 34(8), 1172–1174.
Davidson, J. E. (2009). Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting. Journal of Continuing Education in Nursing, 40(3), 139–143.
Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456.
KALB, K. A., O’CONNER-VON, S. K., BROCKWAY, C., RIERSON, C. L., & SENDELBACH, S. (2015). EVIDENCE-BASED TEACHING PRACTICE IN NURSING EDUCATION: FACULTY PERSPECTIVES AND PRACTICES. NURSING EDUCATION PERSPECTIVES, 36(4), 212–219.
Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125–132.
