NURS 6331: Week 8: Clinical Experiences Essay Assignment Paper

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NURS 6331: Week 8: Clinical Experiences Essay Assignment Paper

NURS 6331: Teaching Learning Strategies: Integrating Technology Into Nursing Education | Week 8

Consider the following situations:

A nursing student enters the examination room and the patient complains bitterly at having to wait so long before being seen.

Upon examining an Indian woman, the nursing student notices numerous bruises. When asked how the patient obtained the bruises, she becomes noticeably uncomfortable and mumbles she “falls a lot.”

In the emergency room, a patient grabs ahold of the nursing student and begs to have her child seen immediately.

As a nurse educator, what methods can you employ to best prepare nursing students for some of the challenges and difficult situations in which they may find themselves?

This week, you explore clinical experiences nurse educators employ to prepare nursing students for the clinical environment. Specifically, you will explore role play, a simulated experience that simulates the interactions students might one day experience in the clinical environment.

Learning Objectives

Students will:

• Demonstrate appropriate clinical skills and patient interactions
• Evaluate learning experiences and objectives for alignment to learning domains
• Design Lesson Plan for Role-Play clinical demonstration
• Sumbit final version of Screencast

Learning Resources

Required Readings

Bradshaw, M. J., & Hultquist, B. L.  (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA: Jones and Bartlett.

• Chapter 15, “Role Play”Chapter 15 describes the role-play process in detail. Conditions, methods, and authentic examples are given to help nurse educators effectively integrate role plays into their classrooms. 
• Chapter 20, “Philosophical Approaches to Clinical Instruction”This chapter outlines the role of educator in clinical environments. Philosophical perspectives that oven clinical learning are also provided.
• Chapter 21, “Crafting the Clinical Experience: A Toolbox for Healthcare Professionals”The clinical experience can be a difficult process—even for the nurse educator. This chapter provides considerations and best practices that novice nurse educators can use when integrating the clinical experience into their courses.
• Chapter 27, “The Clinical Pathway: A Tool to Evaluate Clinical Learning”Clinical pathways can be used to evaluate one-time, task-oriented learning experiences. Nurse educators in a variety of clinical situations use this form of evaluation much like a check-off list. This chapter provides examples and detailed instructions for its use.

Document: Role-Play Demonstration: An Example (PDF)

You can use this Lesson Plan example* to help guide the creation of your own role-play demonstration. This Lesson Plan corresponds to this week’s media presentation.

* Note that this Lesson Plan exemplifies average to above-average work. If an Instructor were using the Creating a Role Play Demonstration Rubric (located in the Course Information area), this Lesson Plan would earn points in the Exceeds Standards and Acceptable grade ranges. To submit your best work, pay careful attention to the guidelines in the Assignment Planner, the in-course directions, and the expectations listed in the rubric.

Document: Student Guide for Uploading Media in the Classroom (PDF Document)

Document: Video / Voice Release Agreement (Word document)

Each person in your video (excluding yourself) will need to sign this release agreement prior to your video upload. Upload this form as part of your Assignment.

Required Media

Laureate Education (Producer). (2013). Role-play demonstration [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

This media serves as an example for the media that you are expected to create in this week’s Discussion. Note the basic nature of the video as well as the focus on the content.

Assignment 1: Role Playing a Clinical Application

Role plays can help prepare students for the clinical environment by engaging them in authentic, simulated experiences. Role plays also have a great impact on each learning domain of Bloom’s Taxonomy: cognitive (knowledge), affective (attitude), and psychomotor (physical skills). Due to the hands-on nature required of these activities, role play also gives educators the opportunity to address a variety of learning styles. For example, by having students watch a role play demonstration, nurse educators can address the learning needs of auditory and visual learners. Supplying students with handouts and/or transcripts of the role play can also further address visual learners or students with processing disorders. To engage kinesthetic learners, nurse educators can then require students to demonstrate a role-play situation themselves; which is the ultimate goal and epitome of role playing in practicum settings.

In this Assignment, you will select a clinical activity to role play with a fictitious patient.

Role Play Assignment Instructions

• Review Chapter 13, “Role Play” in the Bradshaw and Lowenstein course text. How might you adapt the traditional role-play process to create a role play for a video demonstration?
• Review this week’s media, Role-Play Demonstration. Reflect on the interactions between Dr. Tim Bristol and his patient. In addition, take careful note of the teaching strategies Dr. Bristol uses during his role-play demonstration.
• Review the Role Play Demonstration: An Example document.
• Review the Creating a Role Play Demonstration Rubric to review the expectations for this Assignment.
• Using the Lesson Plan Template document, plan and create your Role Play video.

By Day 3

Upload a draft of your Lesson Plan for feedback from your Instructor.

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