- P URPOSE: To document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need.
- Demonstrate ability to thoroughly assess the learning styles of
an individual or family using given developmental or cultural
models.
- Demonstrate ability to anticipate learning needs based on developmental or cultural assessments.
- Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes.
- Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes.
- Support rationales for teaching plan using teaching and learning theories from required readings with references
- N URSING COMPETENCIES:
- Assessing and identifying developmental, cultural, and
socioeconomic factors affecting a client.
- Providing evidence-based health information and teaching based on developmental, cultural, and socioeconomic factors affecting a client or family
- Integrating teaching/learning activities into client interactions based on developmental, cultural, and socioeconomic factors affecting a client or family.
- Incorporating health promotion and teaching into the plan of care based on developmental, cultural, and socioeconomic factors affecting a family or client.
-
P
L
A
N: submitted to the clinical instructor during the
teaching experience.
- Develop nursing diagnosis (NANDA)
- Develop two (2) learning objectives
- State methodology (teaching methods)
- Provide and utilize teaching aids e)
- State needed resources
- T h i s write-up should be 2-3 pages to follow the Teaching Experience Rubric.
- Suggested topics for Teaching Plan:
- Mother’s with infants who have hyperbilirubinemia
- Maternal and neonatal infection
- Care of the Mother and Infant with Substance Abuse Problems
- Immunization schedule for the newborn
- Newborn care
- Post op cesarean section care
- Post vaginal delivery care
- Breastfeeding
- Postpartum depression
** PLEASE WRITE IT IN APA FORMAT**
CHOOSE ONLY 1 TOPIC TO DO WRITE THE TEACHING PLAN
TEACHING EXPERIENCE RUBRIC
| Cr i teria | 4 | 3 | 2 | 1 – 0 | S core |
| C o mprehensive Ass e ss ment | Clear and concise discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs Clear and comprehensive patient assessment data to support a deficient knowledge nursing diagnosis. | Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs.Vague and incomplete patient assessment data to support deficient knowledge nursing diagnosis. | Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs. | No discussion of patient’s admission diagnosis, demographic data and anticipated learning needs.No comprehensive patient assessment data to support deficient knowledge. | |
| Patient Learning N eed s Ass e ss ment | Clear and complete assessment of learner (patient /family), teaching needs, and special learning needs, if present. Clear identification of patient’s strengths and weaknesses relevant to learning needs. | Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.Incomplete identification of patient’s strengths and weaknesses relevant to learning needs. | Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present. | No assessment of learner (patient and/or family), teaching needs, and special learning needs, if present.No discussion of patient’s strengths and weaknesses relevant to learning needs | |
| O rg ani z a tion/ Evidence-based I n formation | Open and closing remarks that capture patient’s attention. Clear and correct statement of 2 teaching objectives. Clear and organized presentation of evidence-based patient teaching. | Open or closing remarks displayed. Vague/incorrect teaching objectives. Vague/disorganized presentation of evidence-based patient teaching | Open or closing remarks displayed. Vague/incorrect teaching objectives | No open or closing remarks displayed.No teaching objective stated.Poor or disorganized presentation of teaching from inappropriate sources. | |
| B od y Language | Direct eye contact and appropriate gestures/movements during teaching.Relaxed, self-confident nature and no mistake during teaching. | Minimal eye contact and little movement or descriptive gesture during teaching.Mild tension, lack of self-confidence and difficulty recovering from mistakes. | Minimal eye contact and little movement or descriptive gesture during teaching. | No eye contact and inappropriate gestures during teaching.Tension and nervousness obvious, trouble recovering from mistakes. | |
| Vo ic e | Use of clear speech and inflection, maintains the interest of the learner. | Some level of inflection and clarity during delivery. | Monotone voice with some inflection of delivery | Monotone voice consistently. | |
|
Learning Evaluation
|
Clear/appropriate evaluation of patient’s response and effectiveness/ineffective ness of teaching.Reflective analysis of teaching including discussion of strengths and weaknesses. | Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.Vague reflective analysis of teaching including discussion of strengths and weaknesses. | Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching. | Vague/inappropriate evaluation of patient’s response and effectiveness/ ineffectiveness of teaching.Vague reflective analysis of teaching including discussion of strengths and weaknesses.Absent reflective | |
| T o tal | /24= % |
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