Teaching Plan
Select one class period from your course syllabus and develop a teaching plan for your chosen class.
Assignment Guidelines
Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. While there are many formats for a teaching plan, the following sections should be included in your plan:
The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations)
Expert Solution Preview
Introduction:
For this teaching plan, the chosen class period is from an undergraduate nursing course. The topic to be taught is “Pain Management in Palliative Care”. This class is designed for junior-level nursing students, who have completed foundational courses and have some experience in patient care. The teaching presentation will be delivered through a combination of lecture and interactive discussions. The aim is to provide students with a comprehensive understanding of pain management principles and strategies in the context of palliative care.
Learning Objectives:
1. Define pain and its subjective nature in the context of palliative care.
2. Identify different types of pain commonly experienced by patients receiving palliative care.
3. Explain the pharmacological and non-pharmacological strategies used in pain management.
4. Discuss the ethical considerations surrounding pain management in palliative care.
5. Apply critical thinking skills to develop a patient-centered pain management plan.
Content Outline:
I. Introduction to pain management in palliative care
A. Definition of pain and its impact on patients
B. Overview of palliative care and its goals
II. Types of pain in palliative care
A. Nociceptive pain
B. Neuropathic pain
C. Incident pain
D. Visceral pain
III. Pharmacological strategies for pain management
A. Opioids: selection, administration, and monitoring
B. Adjuvant analgesics: role and considerations
C. Non-opioid analgesics: limitations and appropriateness in palliative care
IV. Non-pharmacological strategies for pain management
A. Physical therapies: massage, heat/cold therapy
B. Complementary therapies: acupuncture, relaxation techniques
C. Psychological interventions: cognitive-behavioral therapy, guided imagery
V. Ethical considerations in pain management
A. Principles of beneficence and autonomy
B. The role of the healthcare team in decision-making
VI. Developing a patient-centered pain management plan
A. Holistic assessment of pain
B. Setting realistic goals with the patient
C. Regular reassessment and adjustment of the pain management plan
Teaching Strategies and Learning Activities:
To engage students and achieve the learning objectives, the following strategies and activities will be implemented:
– Interactive lectures with real-life case studies and examples
– Small group discussions to analyze and reflect on different pain management approaches
– Role-playing exercises to simulate patient interactions and decision-making scenarios
– Audio-visual aids, such as PowerPoint presentations and short videos, to enhance understanding
– Q&A sessions and open discussions to address questions and concerns from students
Plans for Individual Learning Differences:
To accommodate various learning styles and individual differences among students, the following approaches will be used:
– Providing visual aids and handouts for visual learners
– Incorporating group activities and discussions for verbal learners
– Offering additional resources and references for students who prefer self-directed learning
– Providing opportunities for active participation and hands-on practice to cater to kinesthetic learners
– Offering flexibility in assignment options to allow students to showcase their strengths and interests
Evaluation Process:
To assess student learning and evaluate the effectiveness of teaching strategies, the following methods will be used:
– Formative evaluations through in-class discussions, questioning, and interactive activities
– Summative evaluations through a written assignment and a class test
– The written assignment will require students to develop a comprehensive pain management plan for a fictional patient, considering the principles and strategies discussed in class
– A rubric will be developed to assess the assignment, with criteria such as accuracy of information, critical thinking skills, clarity of presentation, and adherence to ethical principles
– The class test will assess students’ understanding of the content covered and their ability to apply it to different scenarios in pain management
Conclusion:
The teaching plan outlined above aims to provide a structured and engaging learning experience for junior-level nursing students in understanding pain management in palliative care. By incorporating various teaching strategies, accommodating individual learning differences, and implementing effective evaluation methods, the plan aims to foster a comprehensive understanding of pain management principles and strategies that can be applied in real-world healthcare settings.
