NURS3106 Leading, Teaching, Mentoring and Clinical Supervision for Health Professionals - Assignment Help

Notes:

This presentation is only 10 minutes duration and consists of 7 slides, so please can I have a Presentation transcript that will not be longer than 10 minutes duration. Probably word counts will be 1000 words.

• Required to conceptualize a presentation for registered nurses, I have chosen the topic which is Time management strategies for nurses.
• Rationalize how the educational resources will address the time management strategies for nurses using adult learning theories.
• Please watch the video that explains what you should do, use the resources provided and rubric marking to address every criterion correctly.

Presentation content 

1. Title slide/content slide.
2. Background to the issue: Identify the topic. Who is affected? How are they affected? 
3. Learning needs analysis (LNA): Present your LNA. This should provide the rationale for your proposed education resource.
4. Learning outcomes (LO): Present the intended learning outcomes for the education resource.
5. Teaching methods: Justify your choice of teaching methods. Which domains of Bloom’s taxonomy are used? What are the advantages and disadvantages of your teaching method, including participant engagement?
6. Assessment of the LO: How will the outcomes of the educational resource be evaluated. What methods will be used to evaluate the LOs corresponding to the domains in Bloom’s Taxonomy?
7. Reference list.

Lecture notes to address the Learning Needs Analysis, learning outcome, teaching methods and assessment of learning outcomes with references for your understanding of what exactly is required.

Outcome 1.3 

There are numerous definitions for Learning Need Assessment/Analysis (LNA) found in literature.  Of note, learning needs analysis or assessment (often used interchangeably).  Carlson et al (2006), defined LNA as a “systemic process of collecting and analysing data to bring out discrepancies in an individual’s knowledge base” (Carlson et al., 2006).  LNA is a strategy for identifying gaps in knowledge or a method that is essential in nursing continuing professional development and tends to enhance nurse’s knowledge, skills and attitude (Jest & Tonge, 2011, Bradshaw, 1989).

Grant (2002) describes a LNA as a tool that is needed if there is expected gap between the current learning level and the targeted or expected level; thus, it will reveal the discrepancies in knowledge and skills (McKnight, 2013).  Similarly, Morton (2005) defines LNA as a tool that is used to assess nursing learning needs to determine their current knowledge and skills from Novice-to- Expert (While, Ullman & Forbes, 2007). Albeit, an accurate assessment of what participants need to learn is a crucial initial step in planning educational activities.  According to Pilcher (2006), LNAs can fall into different categories including formal gap analysis, analysis of organizational needs, analysis of learner self-identified needs, and anticipation of future needs. Although some overlap exists, each will be discussed separately in the upcoming paragraphs (Pilcher, 2006).  Methods for assessing learner needs can include reviewing the literature, benchmarking, reviewing documents, seeking learner input, and other data collection methods

Below is the reading required in the lecture to address this question:

Reading required:

Grant, J. (2002). Learning needs assessment: assessing the need. BMJ, 324(7330), 156–159. https://doi.org/10.1136/bmj.324.7330.156

ISSN: 0959-8138,0959-8146

Pilcher, J. (2016). Learning needs assessment: not only for continuing education. Journal for Nurses in Professional Development, 32(4), 122–129. https://doi.org/10.1097/NND.0000000000000245

ISSN: 2169-9798

Angadi. (2015, April 17). Leahttps://www.slideshare.net/siddeshwarangadi/learning-need-analysis-for-nursing-education (Links to an external site.) rning Need Analysis for Nursing Education [Video]. Slideshare.

Design A Teaching Resource Or Session Based Upon A Needs Analysis

Outcome 1.4

Developing teaching resources within the field of nursing is best guided by instructional design models. One of the most popular instructional models is the ADDIE model.  Interestingly, the ADDIE  model was created by Florida State University for the military in the 1970s.  The name of the model is an acronym for the 5 stages of design:  Analysis, Design, Development, Implementation, and Evaluation and was meant as a guideline to create effective training and instructional materials.    ADDIE is a generic model used in the development process of instructional systems design (which may include nursing education). It consists of five stages or steps represented by each letter in the acronym (Gagne et al. 2005). Each stage has to be completed sequentially and at times it may be cyclical in nature. The ADDIE model (Figure 1.4a) has been used extensively in educational research, ranging from the designing stages in teacher education courses (Baharom, 2014), to the testing of the effectiveness of a proposed model on learning performance of engineering students (Salam et al., 2013), different education field such as nursing education (Hsu et al., 2014), medical education (Almomen et al. 2016; Lim, 2014) and technical and vocational education (Sharifah & Faaizah, 2015).

Required reading and resources:

Teh, I. (2016, September 22). Bloom’s Taxonomy. Ivan Teh RunningMan; Ivan Teh. https://ivanteh-runningman.blogspot.com/2016/09/blooms-taxonomy.html

Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education, 20(Suppl 2), 462–462. https://doi.org/10.1186/s12909-020-02281-4

ISSN: 1472-6920

John Hopkins University (2014, December 23). How to Write Learning Objectives Using Bloom's Taxonomy [Video]. YouTube. https://www.youtube.com/watch?v=4DgkLV9h69Q

Spencer. (2021, October 23). What is Bloom’s Taxonomy? [Video]. YouTube. https://youtu.be/t7dZQxrYtOI

Evaluate The Effectiveness Of Teaching Resources Or Sessions

Outcome 1.5

Evaluation in education involves collecting and using information to determine whether the education and/or teaching provided is successful and achieves the desired learning outcomes (Bastable, 2014). Evaluation can take many forms and helps promote quality in education practice (Hughes and Quinn, 2013); it enables nurse educators to ascertain whether their teaching is having a positive impact on student learning and what (if anything) they need to do to improve their practice (Ramsden, 2003). Evaluation of teaching practice and reflection, therefore, go hand in hand to help nurse educators develop their practice and become better educators (O’Malley and Fleming, 2012). 

Summative Evaluation, also referred to as assessment of learning, occurs after learning has taken place, and is designed to assess if students have learned what they were supposed to have learned (Tang & Biggs, 2007; Sadler & Reimann, 2018; Taylor & Burke da Silva, 2014). These assessments are generally viewed as high-stakes assessment, with the grade contributing to overall success, or failure, for the student (Yorke, 2003). 

Examples of Summative Evaluation include:

• Written Exams
• Final paper 
• Final projects
• Presentations
• Clinical evaluation tools

An example of summative evaluation involves using an Objective Structured Clinical Evaluation (OSCE) to evaluate students’ application of course content, utilization of the nursing process and clinical judgment/decision-making skills (Rentschler et al., 2007). This strategy provides educators with an opportunity to give students constructive feedback in a personalized face-to-face meeting.

Formative Evaluation, however, defined as assessment for learning (Black, 1986, cited in Wiliam, 2011), takes place during the learning (Cowie & Bell, 1999, cited in Wiliam, 2011; Sadler & Reimann, 2018; Taylor & Burke da Silva, 2014), occurring within a partnership between teacher and student, with the purpose of enhancing the student’s abilities to their fullest potential (Yorke, 2003).

Examples of Formative Evaluation include:

• Thumbs up/thumbs down (class room response systems [class polling]) 
• Observation
• Student/teacher conferences
• Pre/post tests and assignments
• Discussion & questioning (what if…?; what else…?; what then…?)
• Peer/self-assessments

An example of formative evaluation involves using structured debriefing; this can be performed at the end of a learning activity, class, or clinical session (Cant & Cooper, 2011). Educators can use debriefing to engage students in summarizing key points at the end of a class (Billings & Halstead, 2012). This strategy provides educators with an opportunity to assess students’ understanding of classroom content and learning activities.

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013): 

• Informal / formal
• Immediate / delayed feedback
• Embedded in lesson plan / stand-alone
• Spontaneous / planned
• Individual / group
• Verbal / nonverbal
• Oral / written
• Graded / ungraded
• Open-ended response / closed/constrained response
• Teacher initiated/controlled / student initiated/controlled
• Teacher and student(s) / peers
• Process-oriented / product-oriented
• Brief / extended
• Scaffolded (teacher supported) / independently performed