Implementing and Maintaining Patients Safety
Implementing and Maintaining Patients Safety
Implementing and Maintaining Patients Safety
Nursing fundamentals ensure that new nurses are equipped with adequate skills to allow them to offer excellent customer service to their patients to reduce their recovery time. These skills ensure that nurses can reduce significantly health hazards in their environments and errors in their procedures effectively reducing chances for injury, to themselves and their patients, and reducing or eliminating post procedure complications leading to the better recovery of patients (Kear & Ulrich, 2015). Since these safety skills are procedure conscious, teaching them requires the combination of several teaching and instructional strategies that enhance interaction and practice and result in a more holistic understanding of the concepts and topic by students (Gammill, Hill, & University of Southern Mississippi, 2012).
The choice of instructional strategy selection is dependent on the knowledge goals and assessments of the class. This class has two objectives, first, to enable students to discuss safety strategies and techniques as a way of preventing hospital accidents to patients and the healthcare team and evaluate the impact that environmental safety has on patients and the healthcare team. Second, the students should be able to identify the methods for preventing medication error by focusing on educating patients and their families about the side effects of medications. Instructional strategies are the techniques and methods that an instructor will use to ensure maximum student engagement with the class material and content to enable them to meet the set objectives. Although a significant number of strategies are flexible and can be suited to several learning goals, interactive and content intensive strategies are better suited for the goals of this class. The size of the class also significantly influences the choice of strategy since larger student populations require strategies that enhance teacher control and monitoring to ensure that no student falls through the cracks of the learning process effectively ensuring a total net learning experience to each student (Jachova & Filipovska, 2014).
For this class, the use of interactive lectures and instructional videos will be the most suitable to ensure successful delivery of the set goals. Students have been assigned reading assignments and videos that they are supposed to complete before the start of the class to help the instructor identify specific individual student’s needs. This strategy serves two purposes; first, it implicitly creates a learning contract for the students and increases their investment in the learning process. It accomplishes this by allowing the students to know the scope of the content they will cover, the expected duration of the learning exercise, and the performance evaluation criteria for the exercise. Second, it helps the teacher to bridge the unique student learning needs to the overall learning requirements of the class.
The learning contract increases student autonomy in the learning process and effectively increases their part in ensuring their success by turning their roles from the traditional passive listener to that of a more active participant and relegating the teacher to a more passive moderator role. By the time the students show up for the class having gone through the preparatory material, they will allow the teacher to form a quick assessment of their level of understanding and quickly adapt his methods to ensure successful bridging of gaps and to provide directions where there were misconceptions and poor understanding. This also makes the learning process a shared responsibility between the instructor and his students and increases the level of commitment and participation of each party, which increases the objectivity of the whole process and results in increased learning efficiency. In a typical classroom environment, a teacher can expect to find significant variety in student needs and interests due to the diversity of their individual backgrounds and past experiences, and their earlier learning development. This diversity requires flexibility on the part of the instructor to enable him or her to quickly identify challenges and adapt his strategies accordingly to ensure that all students benefit from an equitable learning process.
Lecture Part. Lectures are the most widely used teaching technique that gives the teacher control by making him the subject matter expert on the readings and topic allowing him to provide effective supplementary information and promote student understanding by providing guidance and responses to student areas of difficulty. This allays students’ anxieties and confusion allowing them and creating excitement, interest in newer areas, and encourages students to enhance their knowledge through further and wider reading. Lectures are effective in helping students build solid knowledge foundations as they build on their knowledge on the topic. Effective lectures are created based on a teacher’s understanding of his students’ learning requirements and form the basis of the assessment of good instructors. Instructors can increase the effectiveness of lectures by limiting them to the more technical areas to provide much-needed clarifications to students while making the session shorter to enhance attention and effectively concepts retention and student empowerment to understand the readings on their own. Technologies such as websites can also be used to enhance access to lectures and study material as they offer more flexibility in content presentation through the incorporation of multimedia tools.
Videos. Videos have been proven to enhance the learning process by increasing the retaining ability and understanding of students by as much as 50% by increasing their interest and curiosity in the topic of study. Videos enhance a holistic learning environment by allowing students the opportunity to discover links between different syllabus topics and real life situations. Due to the sensitive nature of the healthcare system, the logistics of organizing for physical procedure viewings are almost impossible therefore videos come in as a welcome relief in providing faux- the firsthand experience of medical procedures. Videos encourage students to develop and engage their problem-solving skills by enhancing their investigation and analysis of topics and subjects. They also result in better debates as they provide mutual experiences to all students effectively evening the learning playing field.
Class Learning Activity
Team-based learning during Discussions of Videos. Classroom and student management are quite a challenging aspect to learning especially about large classes with over forty students. Dividing large numbers gives a teacher more control over the class and enables productive discussions to take place. Team-based learning is an active and involving technique helps students to apply course content to real-world scenarios by creating complex group exercises from constructive discourse. Through more formally structured groups, the teacher can ensure that he balances the effective cognitive strength of each group, which will ensure that each group can dynamically come up with their problems and further encourage analysis, investigation and problem solving. The resulting discussions can enhance the instructor’s ability to evaluate the understanding of individual students while benefiting the whole class through the development of critical skills that will enable them to handle complex situations in their future careers. The diversity of the groups also results in improving understanding since it allows students a greater pool of talent, knowledge and experiences to look for solutions to the problems they encounter.
In as much as dividing larger classes into smaller more structured groups enhances the classroom environment and learning process, the teacher has a responsibility to ensure that each student has been effectively taught promoting learning equity. This is because the teacher is highly likely to overlook the needs of a few students by focusing on the overall progress of the entire group. Minute papers, case studies, and games are some of the interactive techniques instructors can use to ascertain the individual strengths and areas of difficulty in his students and increase material retention without upsetting the fabric of created groups.
Minute Papers. A simple but effective technique of measuring both mastery of course content and ability to effectively incorporate lessons in the solving of problems and real world situations. The instructor comes up with a question that tests his students’ ability to apply learned concepts in the development of sustainable and efficient solutions or to test understanding of concepts learned in the class by limiting their response times to one or two minutes. The rationale behind this technique is the same the one where if one cannot explain a subject to a child successfully, then they does not adequately understand that subject (Painter, 2013). Minute papers are effective in addressing the reflective and thinking styles of learning by allowing students a quick personal assessment of their personal knowledge development. Minute papers are however limited to the assessment of one concept or otherwise lose their effectiveness as the more complex the concept is made to be, the more time and mental resources it will demand from the students.
Case Studies. Case studies provide complex problems that require an enhanced level of analysis and problem-solving skills to ensure effective and sustainable solutions, which further promotes students’ active role in the learning process. Case studies are effective 360- evaluation techniques, as they require students to incorporate their knowledge and skills to create a solution from scratch and see it to a successful resolution. This effectively provides instructors insight into their students’ ability to look at problems holistically and create contingencies to deal with any eventuality that might result from unforeseeable aspects. Case studies can further be enhanced to encourage further reading when given as homework and more time allowed for completion, which allows the teacher to give questions that are more complex. Case studies cater to all the nine learning styles namely initiating, experiencing, imagining, reflecting, analyzing, thinking, deciding, acting, and balancing (Huang, Chen, Kinshuk & SpringerLink, 2014).
Games. The effectiveness of this rather elementary technique lies in its ability to create practical illustrations of concepts that would be otherwise difficult to explain using words. Games create a three-dimensional learning experience, which significantly increases knowledge retention by as much as 60% due to the increase in the number of senses, stimulated in the learning development. Games as case studies cater to the nine learning style and have shown to have significantly higher efficacy levels when incorporated into case studies. This is due to the benefit of an objective subject matter that students get from the experience (Nabilou, Feizi, & Sayedin, 2015).
Gammill, D. M. L., Hill, L. H., & University of Southern Mississippi. (2013). Adult learning in a K-12 setting: Job-embedded professional development: Teacher identity and self-efficacy.
Huang, R., Chen, N.-S., Kinshuk, & SpringerLink. (2014). The New Development of Technology Enhanced Learning: Concept, Research and Best Practices. Berlin, Heidelberg: Springer Berlin Heidelberg.
Jachova, Z., & Filipovska, M. (January 01, 2014). The leadership of the special educator in the management of the inclusive classroom. Vodenje V Vzgoji in Izobraževanju, 12,125-141.
Kear, T., and Ulrich, B. (2015). Patient Safety and Patient Safety Culture in Nephrology Nurse Practice Settings: Issues, Solutions, and Best Practices. Nephrology Nursing Journal, 42(2), 113-123.
Nabilou, B., Feizi, A., and Sayedin. (2015). Patient Safety in Medical Education: Students’ Perceptions, Knowledge and Attitudes. PLoS ONE, 10(9), 1-8.
Painter, R. L. (2013). The characteristics of resiliency development and adult learning: Examining teacher perspective through narrative inquiry. Virginia: Regent University.
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