Assignment: Practicum Lesson Plan

Assignment: Practicum Lesson Plan

Assignment: Practicum Lesson Plan

The purpose of this assignment is to create a lesson plan to be delivered in the practicum setting. Refer to your student learning needs assessment data and annotated bibliography to complete this assignment.

Write a detailed lesson plan that includes the following information.

Description of practicum setting and population.
Lesson outcomes with rationale and alignment to student learning needs that were identified in your learning needs assessment.

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Teaching strategies with research-based rationale for effectiveness.
Description of how different learning styles are addressed in your chosen teaching strategies.
Outline of content that will be covered in the lesson plan.
This resource requires a minimum of 2-3 scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Practicum Lesson Plan

Section 1: Overview of the Evidence-based project

Sepsis stands out as a life-threatening condition, often caused by gram-positive bacteria, and mainly witnessed among children and ageing patients. Research has shown that early identification and assessment of the signs of sepsis (decreasing systolic blood pressure, tachypnea and tachycardia) may significantly assist to improve patient outcomes (Kim & Park, 2019). Proper sepsis education is fundamental for healthcare professionals including nurses to gain a better understanding of the clinical changes associated with sepsis. This Practicum Lesson Plan focusses on evidence-based education on sepsis for new employees at the VA Medical Center, a critical access hospital.

Description of Practicum Setting and Population

The new employees at the VA Medical Center will be equipped with specialized knowledge and skills in the identification, management and treatment of patients with septic shock within the emergency setting. As such, this lesson plan will ideally focus on the Operating Room in the Intensive Care Unit (ICU) Department. Strong focus will be placed on establishing a multidisciplinary learning environment made up of different staffs including nursing professionals, advanced care providers, pharmacists, laboratory technicians, general health practitioners and other clinical specialists (Kim & Park, 2019). The involved students would be continuously motivated and supported to simulate all key elements of patient care, and to conduct comprehensive assessment, diagnosis and management of the sepsis condition. Some of the main activities in the practicum setting include measuring of programming pumps, medication, and provision of bedside care, evidence-based care and constant communication with numerous healthcare providers as the fundamental basis for replicating septic care conditions in a real-life context (Olson, 2015).

Student Learning Needs Assessment

A better comprehension of the core signs of sepsis and adoption of evidence-based interventions can assist in reducing morbidity and mortality associated with this systemic infectious condition. This educational project intends to equip the hospital nurse with relevant knowledge aimed at fostering the delivery of holistic, evidence-based and patient-centered care in the identification and treatment of sepsis in a real-life context (Amistad, 2019). Some of the key tools adopted in learning needs assessment include pre-survey and post-survey questionnaires, debriefing, focus group discussions, and case study approach. A comprehensive measurement of gaps in knowledge and skills will be attained through the use of simulation, continuous demonstration and case studies. On the other hand, noteworthy gaps in clinical practice will be measured through the use of field observation, follow-up interviews, surveys, inspection and audits (Olson, 2015). Dellinger et al., (2013) insisted that confident hospital nurses with relevant knowledge and skills for identifying sepsis and implementing the sepsis protocol can make good use of early detection, evidence-based guidelines, and education to achieve improved patient outcomes.

Outcomes with Rationale and Alignment to Student Learning Needs

A key outcome of the project would be to create appropriate educational materials aimed at assisting the hospital nurse to gain a better understanding of the pathophysiology of sepsis as a life-threatening yet treatable condition (Kim & Park, 2019). Equally, the simulation scenarios adopted in this practicum lesson would foster crucial thinking and problem-solving skills and capabilities related to sepsis. Equally, the distinct knowledge, competencies and skills offered throughout this educational program on sepsis would enable the practitioner to gain a superior comprehension of the laboratory values and clinical signs of sepsis, thereby adopting tailored therapy (Olson, 2015).

Teaching Strategies with Research-Based Rationale for Effectiveness

Debriefing and Simulation are two of the most applied methods of instruction that can be adopted to boost self-confidence, self-learning and self-efficacy of adult-learners- in this case, the new employees. Olson (2015) established that simulation as a teaching strategy can be utilised for providing meaningful and practical information regarding early detection of sepsis. In this project, simulation offers viable learning opportunities for the new employees to acquire practical skills and competencies related to early detection of the signals of sepsis and laboratory values in a context that fosters modeling and/or observational learning. A sizeable number of new employees selected for inclusion in this project will utilize simulation to engage in practical scenarios linked to sepsis (Kim & Park, 2019). Utilised after simulation, the debriefing strategy would enable the project participants to conduct a comprehensive analysis and evaluation of their simulation experiences with the instructor and among themselves (Olson, 2015). Notwithstanding the need to offer supportive, innovative and safe learning environment, strong focus would be placed on interactive discussions and reflections on the decisions and actions pursued during the simulation processes.

Description of How Different Learning Styles Are Addressed in Your Chosen Teaching Strategies

The use of simulation as a mode of evidence-based education can help to foster creativity, ensure acquisition of practical nursing knowledge and skills for improved hospital and clinical practice as well as enhanced patient care. Olson (2015) established that simulation and debriefing can prove instrumental in enabling the learners to transform theoretical concepts and knowledge into practice through experimentation and modelling of actual-world events and experiences in a controlled and safe setting. A range of learning strategies including case studies, simulating, laboratory examination and observational analysis will be integrated to boost learning among the new employees based on how they offer leveraged opportunities for the nurses to draw from inter-disciplinary team, evaluate instructions, and integrate different learning approaches to engage in problem-solving, critical-thinking and decision-making in a diverse range of circumstances (Amistad, 2019; Olson, 2015).

Outline of Content That Will Be Covered In the Lesson Plan

• Section 2: Review of the Scholarly evidence on the early identification and treatment of sepsis
• Section 3: Approach of the Project (Project Design and Methods, Population and Sampling, Data Collection And Data Analysis, Project evaluation plan)
• Section 4: Discussion and Implications
• Section 5: Scholarly Product for Dissemination

References

Amistad, R. (2019).Barriers to Implementation and Strategies to Improve Adherence to the Sepsis Bundle. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8095&context=dissertations

Dellinger, R., Levy, M., Rhodes, A., Annane, D., Gerlach, H., Opal, S., & Moreno, R. (2013). Surviving sepsis campaign: International Guidelines for management of severe sepsis and septic shock, 2012. Intensive Care Medicine, 39, 165-228. doi: www.10.1007/s00134-012-2769-8. 

Kim, H. I., & Park, S. (2019). Sepsis: Early Recognition and Optimized Treatment. Tuberculosis and Respiratory Diseases, 82(1), 6–14. https://doi.org/10.4046/trd.2018.0041

Olson, M. (2015).Interrupting the Sepsis Process with an Evidence-Based Education Intervention. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1595&context=dissertations