SophiaPretty
$14/per page/Negotiable
NSG6003: TEACHING PLAN 1 Teaching Plan
Name:
Teaching Plan Title: Assisting the Older Adult in Overcoming Barriers to Managing Their Health
Presenter(s)
Kasey Turner (Instructor) and nursing students
Topic Description
In this teaching plan, nursing students will be educated about how to assist older adults
Brief description of the topic.
within the community in managing their health. A QSEN competency (2014) is the older
adult will be active in managing their health despite many barriers that could hinder
healthcare access. Examples of potential barriers include age, management of chronic
conditions, knowledge of medical coverage, and being able to access health resources.
Target Audience
The target audience is nursing students who are taking a community health course. These
Briefly describe your learners.
learners vary in age and preferences. The educator will need to be prepared to use a variety
of teaching strategies that encourage active learning and use technology.
Setting
The educator must consider the setting where the learners will have the best outcome and
Describe setting where class will be held. meet the objectives (Bradshaw & Hultquist, 2017). The class will be held in a campus
classroom that has tables, and is equipped with a dry erase board and projector. There will
be enough space for students to work in groups, and the instructor is able to walk around
easily to provide feedback or answer questions. The setting also allows for use of
technology and group presentations. The instructor has a 3 hour and 45 minute time slot for
lecture.
Lesson Rationale
The lesson rationale for this class is to improve patient safety and quality of care. The lesson
Reason you are teaching this class.
allows for students to learn what obstacles an older adult can face and the effects of not
being active in their health. Nurses are a great resource to educate this population about
what older adults can do to improve their health management skills. It also allows nursing
students to use the information they learned and apply it to their nursing practice in hospitals
and the community.
Lesson Goal(s)
The overall goal is by the end of the class, the nursing student will learn to recognize an
The overall goal of what you want to this older adult being active in health management, and how to assist the older adult in
class to accomplish.
overcoming barriers to healthcare access. This goal embodies what the student should learn
after taking the class so that patient care and access is improved which will meet the QSEN
competency. NSG6003: TEACHING PLAN LEARNING OBJECTIVES
Measurable, student centered,
focuses on cognitive
processes, and includes a
measurable verb.
1. The learner will compare
how different barriers such as
high cost of healthcare
services or prescriptions, age,
and available resources can
affect an older adult’s ability
to manage access to healthcare
after a one hour presentation
over barriers to appropriate
healthcare access. 2 OUTLINE
TIME
Outline of course
FRAME
content and must
Provide
be specific and
time
match to
allocatio
corresponding
n each
objective.
objective.
For the first thirty
One hour.
minutes of class,
there will be
review of resources
about what barriers
the older adult
faces. This is to
allow students to
view facts about
what can impede
an older adult’s
ability to be active
in their health
management. The
next thirty minutes
will be spent
discussing
strategies to
overcome the
many barriers TEACHING STRATEGIES
Teaching methods, materials and
resources for each objective. EVALUATION STRATEGIES
Measure that is designed to
evaluate successful completion of
corresponding learning objective. The first strategy to be utilized is
reviewing resources about what
barriers the older adult faces. The
students will be given a handout
with a list of what they should
know for discussion (See
Appendix B). First, the QSEN
website will be reviewed and
discussed. Next, the CDC website
about healthy aging and methods
to promoting healthy aging will
be reviewed. The CDC website
provides specific resources for
managing chronic health
conditions, and being active in
health management (CDC, 2017).
Finally, students will review an
article about older adult health
management, and how
community nurses can impact this Students will be evaluated based
on their responses to a simulation
case study. This enables students
to recognize different barriers, and
the student will be able to compare
what different barriers are present
in the case study. The percentage
to pass is 75%. In order to make a
75%, the student must be able to
recognize and state at least three
barriers for an older adult to
manage their healthcare. NSG6003: TEACHING PLAN 3 through education
provided by the
community health
nurse. population in improving their
health (Tkatch, et al., 2016). You need to
provide an outline
of the content to be
covered
2. The learner will evaluate
their ability to create a plan for
the older adult to manage
health through comparison of
health management strategies
after a class discussion. After the first
45
evaluation, there
minutes
will be a thirty
minute peer
discussion about
being able to create
a plan, and what
aspects should be
considered by the
community health
nurse. This allows
students to learn
what details should
be considered for
making a plan for
the older adult to
access and manage
their healthcare. To accomplish this objective,
peer-based discussion will be
used. Peer-based discussion
motivates student into
participating, and students gain a
deeper understanding of the topic
(Hunt & Hutchings, 2014). The
students can reference their
handout as points for discussion.
45 minutes of the class will be
spent towards discussion. Students will be evaluated based
on participation in the peer
discussion. Peer discussion enables
students to learn from each other
directly, and encourages active
learning. The percentage to pass is
75%. To pass the evaluation, each
student must ask one question, and
provide at least two responses to
other questions. Students will be
able to be thorough and have the
opportunity to clarify topics or
resources. NSG6003: TEACHING PLAN 4 You need to
provide an outline
of the content to be
covered
3. The learner will construct a
plan for older adults on how to
overcome barriers such as
regularly seeing their primary
care provider, taking necessary
medications as prescribed, and
locating health resources by
the end of the class. After the second
evaluation, the
class will be
divided into groups
to create a plan for
older adults to
overcome barriers,
and be able to
locate health
resources. They
will have one hour
to construct the
plan to present to
the class.
Same comment as
above One hour For the last part of the class,
students will divided into groups
to create a presentation. This
combines peer-based discussion,
and students have to use video
and multimedia in their
presentations. Tips for creating
the presentation can be referenced
in appendix c. Technology
integrates active learning with the
material to provide
comprehensive understanding
(Billings & Halstead, 2016).
Students will utilize videos or
multimedia in their presentation,
and they can find videos from
respected nursing institutions,
education blogs, or YouTube. For the final evaluation, the
students will have to present their
group work to the class. The
presentation must be interactive,
utilize case scenarios, use
multimedia and video examples,
and students must make their own
questions to ask the class. This
allows for active learning and
thorough review of content to be
successful. The percentage to pass
is a 75%. They must be able to
interact with the class, ask at least
2 questions, and create two case
scenarios. The project is worth 100
points and students must get 75
points to pass. NSG6003: TEACHING PLAN 5 References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis: Elsevier.
Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington:
Jones & Bartlett Learning.
CDC. (2017). Health Aging. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/aging/index.html
Hunt, J. A., & Hutchings, M. (2014). Innovative group-facilitated peer and educator assessment of nursing students' group
presentations. Health Science Journal, 8(1), 22.
QSEN Competencies. (2014). Retrieved from Quality and Safety Education for Nurses: http://qsen.org/competencies/pre-licensure-ksas/
Tkatch, R., Musich, S., Macleod, S., Alsgaard, K., Hawkins, K., & Yeh, C. S. (2016). Population Health Management for Older Adults.
Gerontology and Geriatric Medicine. doi:10.1177/2333721416667877 NSG6003: TEACHING PLAN 6 What is appendix A? this template IS the appendix if the entire teaching plan was turn in as one assignment, If you are going to
include appendices you have to start with A and then proceed from there. Appendix B
When researching about community project, consider the following to assist in you in research:
1. What are the statistics of older adults using healthcare resources? How well do they manage their healthcare?
2. What are the demographics of those who can or cannot manage healthcare access?
3. What are the common barriers to healthcare access?
4. What are some methods to overcoming these barriers?
5. How will you educate your population?
6. What type of assessment will you use to learn about your population’s needs?
7. Which professional organizations help support your population’s needs?
8. How does the nursing profession assist your population in overcoming barriers to managing healthcare access? NSG6003: TEACHING PLAN 7 Appendix C
How to create a simulation/case scenario
A. How would you teach yourself? What resources would you use?
B. What videos or multimedia would be helpful?
C. Interact with classmates
D. Find professional and academic resources to support your case
E. Be creative! NSG6003: TEACHING PLAN 8 Appendix D
Simulation Case Study Rubric-10 points
1. Student states at least three barriers to the older adult managing their health. Acceptable answers include: Lack of insurance or inadequate coverage (2.5 points) Unable to travel (2.5 points) Age (2.5 points) Noncompliant with prescribed health regimen (2.5 points) Limited access to resources (2.5 points) 2. Uses a professional reference- 2.5 points
Peer Discussion Rubric-10 points NSG6003: TEACHING PLAN 1. Students constructs an academic, objective question (5 points)
2. Student responds insightfully to two peers (3 points)
3. Use of academic reference (2 points)
Group Presentation Rubric-100 points
1. Timely and kept at 30 minutes (5 points)
2. Professional appearance (5 points)
3. Use of three video/multimedia resources (30 points)
4. Utilized PowerPoint to enhance presentation (20 points)
5. Created two case scenarios (20 points)
6. Created three questions for peer discussion (10 points)
7. Cited academic references in APA format (10 points) 9