Instructional Unit: Goals, Objectives, and Teaching Plans, Essay Example

Introduction

Title: Nutritional guidance/dietary instruction after gastric bypass surgery

Learners: Patients who have undergone gastric bypass surgery to reverse obesity and to stimulate weight loss at a safe and effective level to promote patient wellbeing

Learner assessment: The targeted education level for this group of patients is the eighth grade. Although patients are typically over the age of 25, they require a simplistic approach to understanding their nutritional needs after this type of surgical procedure.

Educational Setting: The primary setting is at the bedside, whereby the patient will be visited by a dietitian in order to address nutritional needs and dietary habits upon discharge from the hospital. This educational session will be useful because it reflects the importance of understanding nutrition as a critical factor in the recovery process and in supporting the success of the surgical procedure.

Purpose and Rationale

This lesson was selected because I have worked with patients who have had gastric bypass surgery in the past, and there is a significant need to address nutrition for these patients in order to improve their recovery and wellbeing. It is important for dietitians to lead the educational program because they possess the specific knowledge and have the resources that are necessary for this population. However, nurses must also participate in the educational program because they are able to provide further guidance and input in support of dietitians as needed. One of the critical aspects of this process is to modify eating habits accordingly in order to promote healing and recovery from the surgical procedure; at the same time, dietary habits must change in order to safely lose the weight that is desired after the surgery (Mayo Clinic, 2015). From this perspective, nutrition is perhaps the most critical factor in the recovery effort and in stimulating weight loss, as eating properly after the surgery is essential in supporting a safe and effective recovery and improved health status (Mayo Clinic, 2015). There must be a significant emphasis on consuming a combination of the appropriate nutrients after surgery so that weight loss is achieved at the desired level, but to also heal properly and in a timely manner.
Statement of Goals and Objectives

This lesson requires a specific approach to diet and nutrition in order to stimulate weight loss and to be proactive in working with patients so that they understand why nutrition and diet are so important after this type of surgery. From the perspective of Bloom’s Taxonomy, there must be a greater emphasis on application, understanding, and remembering, as in the following: 1) the application of key lessons learned and nutritional knowledge that is applicable to patients who have undergone gastric bypass surgery so that they are able to overcome obstacles relative to weight loss; 2) an understanding of key factors that are related to nutrition and how nutrients impact organs and systems; and 3) remembering that diet is critical for patients who have had gastric bypass, as they are no longer able to eat at the same level and canoe consume many of the same foods as before.

Instructional Methods and Evaluation of Learning

The lesson will involve education at the bedside, including the distribution of a brochure and a list of foods that are permitted for consumption, as well as those that are not permitted. This will enable patients to understand the limitations that they face after surgery. The brochure will be easy to read and will offer bulleted lists and photographs of different foods in order to remind patients of their restrictions, as these are necessary in order to protect their overall health and wellbeing.

Family Education

Introduction

Title: Falls prevention in the home environment

Learners: Family members of patients who have experienced prior falls or who face a higher risk of falls due to their health status

Learner Assessment: The targeted level of education for the lesson is eighth grade, as patients are typically over the age of 65 and may use assistive devices for sight, hearing, and mobility. This group of patients may experience some memory dysfunction or loss that may limit their ability to retain the information; therefore, family members must also receive this education in order to minimize the risks of falls for their loved ones.

Educational Setting: The primary setting is at the bedside and in a conference room located in the hospital environment in order to ensure that family members receive adequate care and treatment that will address their needs appropriately to prevent patient falls. This educational program will serve as a takeaway in order to demonstrate the importance of falls prevention in improving the quality of life of older adults who face these risks.

Purpose and Rationale

This lesson was selected because in the population that I work with, there are many older adults who have health conditions that could subject them to a greater risk of falls. Therefore, these concerns must be appropriately addressed and safety measures must be identified so that patients and family members receive strategies that have been proven effective in falls prevention in the home environment.
Statement of Goals and Objectives

This lesson requires a broad-based approach to patient falls, including examples of falls that could take place in the home environment and the risks that are associated with causing these falls. Prevention strategies must be clear and concise, including criteria such as keeping areas open from clutter and safety measures in bathrooms and kitchens. In accordance with Bloom’s Taxonomy, the primary behavioral objectives of this lesson include an evaluation of the patient’s surroundings, the application of proven techniques to prevent falls and promote safety, the ability to comprehend these strategies, and remembering how to maintain safety measures as best as possible (Anderson, 2015).

Instructional Methods and Evaluation of Learning

The lesson will involve a combination of lecture and discussion regarding patient falls, including the use of PowerPoint slides, photographs, and videos to educate and reassure patients and family members that patient falls are preventable. Each session will be approximately 60-90 minutes in length, and handouts will be provided to patients and their family members for further review and guidance once patients are discharged and are able to return to their homes.

Staff Development

Introduction

Title: Tools for effective communication on the nursing unit

Learners: Nurses who work in collaboration on different nursing units

Learner Assessment: The targeted level of education for the lesson is new and experienced nurses who have been working on the unit for at least three months. These nurses are likely to benefit from this type of education in order to thrive and to improve their work performance on a continuous basis.

Educational setting: The primary setting for the educational program is the conference room that is located on each nursing unit, as this is most convenient for nurses across different shifts. The educational program will address different types of needs related to communication and methods that may be used to improve communication among nurses in order to pave the way for improved quality of care for patients.

Purpose and Rationale

This lesson was selected because communication is a continuous problem in the nursing unit, as there are many responsibilities that must be managed and patients who require care and treatment. As a result, it is often difficult to balance these considerations effectively and to maintain adequate communication to fulfill these objectives. Therefore, it is important for nurses to be educated regarding communication strategies and to be reminded of the basic fundamentals of communication that drive improved relationships throughout the nursing unit.

Statement of Goals and Objectives

This type of lesson is required because it supports the broader-based goals and objectives of nursing practice, particularly as the issues involving patient care become increasingly complex and challenging. Addressing communication is a critical factor in supporting an environment in which there are significant measures required to improve quality of care and to promote patient safety (Puppe & Neal, 2014). From this perspective, it is important for nurses to convey the importance of communication as a means of learning and in improving relationships between nurses at a higher level (Puppe & Neal, 2014). This lesson adopts the principles of Bloom’s Taxonomy that include 1)evaluating communication patterns to determine areas of dysfunction; 2) analyzing these patterns in order to identify possible areas of improvement; 3) applying proven communication strategies and principles to expand knowledge and communication skills; and 4) understanding how communication patterns must be effective and viable in improving nursing practice (Armstrong, 2015).

Instructional Methods and Evaluation of Learning

This lesson will use examples of communication through fact-based role-playing between different staff members in order to get the desired messages across to staff that communication is critical in achieving success within the nursing profession. In addition, ideas will be written on a dry erase board at the front of the conference room in order to identify problems and strategies to address these problems effectively throughout the nursing unit.

References

Armstrong, P. (2015). Bloom’s Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Mayo Clinic (2015). Gastric bypass diet: what to eat after the surgery. Retrieved from http://www.mayoclinic.org/tests-procedures/bariatric-surgery/in-depth/gastric-bypass-diet/art-20048472

Puppe, J., & Neal, A.R. (2014). Enhancing communication in clinical nursing education. Nursing, 44(10), 1-5.