Essential question: What evidence am I collecting for my final project and for what purpose?
To be simple and straightforward to this question: pre and post unit care plans to demonstrate increase of understanding through differentiating the presentation of the care plan process. Also journal to demonstrate students view of this implementation. The Lynchpin on which everything hinges in nursing school is the ability to create an effective nursing plan of care to implement, revise and implement to obtain an identified outcome for patient health success. My unit revolves around the ability of my students to create an effective care plan and with demonstrate understanding of the nursing process. Initial instruction earlier (prior to UbD unit) in the semester was ineffective producing poor outcomes by students submitting their idea of a care plan. The tools provided were a Nursing Diagnosis but with list of diagnosis and interventions however some students found it confusing. I found it confusing however it should have been a simple identify the problem assessed of a patient, choose a fitting nursing diagnosis from a list and then choose interventions according to books recommendation. The care plan interventions and outcomes of many were the same, some students did not prioritized according to Maslow’s hierarchy of needs, and some students submitted Medical Diagnosis as Nursing Diagnosis demonstrating lack of understanding about the differences, some simply left areas empty which identified a gap in knowledge. This is why I chose Nursing Care plans for my UbD unit. In reflection this week I must admit I see where I was challenged as a nursing instructor earlier in the semester and let this challenged attitude flow to my students. Alsharif & Qi discuss the effect of an instructor's attitude on the “intrinsic motivation and vitality” of learning (2014). The process by which the main class coordinator intended the students to learn the nursing process was through the idea of a concept map similar to the one we completed earlier in this course. The map provided had different “labels” [Key assessments, Key problems, Data, Goal, Evaluation] than the standard nursing process “labels” of ADPIE which stands for Assess, Diagnose (nursing), Plan, Initiate, Evaluate and then around the circle again. This alteration conflicted with my understanding of the nursing process and caused a challenged to my instruction and my attitude. I see where my attitude of confusion most likely contributed to a poor interest and undersigning of the idea by the students. As I talked with other cohort instructors we were all a bit confused however we worked through it. I recognized the opportunity to revise this education by using my UbD assignment to implement the differentiation of online tools and other tools to provide a different direction for the students to learn the care plan process. To overcome my challenge in scheduling I assured the students that they would be very pleased after attending this extra class regarding creating care plans. Seven of eight students attended and were pleased when class was completed by evidence of “oh now I get it”. In doing this presentation on the Smartboard it presented the ideas through use of technology in a way that was a simple process to choose, click and appropriate. The end result was a care plan. The students were able to embrace the idea and see the connections and move forward toward building and morphing their created care plan to be individualized to their assigned patient. My evidence will be a pre UbD care plan and a post UbD care plan by the same student. The process to get to the end result has taken place through one on one reflection with the student, feedback and revision by the student. One area of revision is to make the care plan more concise. I recognized the need for unit revision and increased one on one when a student came with care plan interventions a full page long typed demonstrating that they simply chose all options provided by the technology tool. Each student demonstrated understanding of how to choose interventions however the current stage is to help them prioritize. Instruction with feedback was provided for students to review their care plan interventions and be realistic to highlight ones they were able to implement and remove (cross off) the ones that they recognize as no longer effective to the client. This is part of my revised plan to promote scaffolding process. The students gained understanding of how to choose a nursing diagnosis, and that interventions needed to be chosen. The next layer is to have them identify realistically which interventions were appropriate and which were not. Alsharif, N. Z. & Qi, Y. (2014). A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course. American Journal of Pharmaceutical Education. 78(7), p1, 7-8. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/1634222028?accountid=14473
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Rachelle White
This is my differentiating instruction through technology blog site. Archives
April 2017
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