Denise Rohr
EDG 693 – Summer 2012
Instructional Plan
Title:
Experiencing Aging
Description of the students/course:
This unit will be used in the Gerontological Nursing course NUR-4954 at The Cincinnati State Technical and Community College Bethesda School of Nursing. The students range in age from 19 to 59 years of age during most terms. This plan will be taught by one instructor and one nursing lab manager to 16-24 students. It will take place over three weeks of the term.
The course will use traditional and high fidelity simulation to provide experiences to increase the student’s knowledge of and sensitivity to the changes experienced as an individual ages. During the first session, the students will “put on” the sensory and physical changes that occur with normal aging and select diseases/physical problems experienced frequently by older adults. During the second session, the class will be held in the high fidelity simulation lab. The high fidelity sim mannequin will be used to replicate clinical signs and symptoms. The student will respond to the patient’s subjective and objective signs and symptoms. The mannequin’s symptoms will improve or worsen based on the student’s interventions. The final experience will be an exercise in therapeutic communication. Volunteers will act the part of clients with hearing and visual deficits while the students interview them to obtain a medical history. An interactive computer program will be used to assess therapeutic communication skills. A virtual patient will provide answers to the student based on therapeutic communication techniques used in the data collection process.
Curriculum Threads Addressed by Program:
1. Utilizes scientific principles and theoretical concepts as a basis to provide care for a variety of patient populations.
2. Provides care which is congruent with the values and beliefs of the client/family.
3. Utilizes appropriate decision making skills to provide safe, effective nursing care for a variety of patient populations.
4. Utilizes therapeutic and professional communication skills to meet the needs of clients.
Student Learning Outcomes:
1. Students will verbalize and document in journal entries their physical and emotional responses to experiencing the changes of normal aging and select deficits often experienced by older adults.
2. Students will demonstrate competency in applying the nursing process to the care of the older adult in a simulated patient care setting as evidenced by response to client signs and symptoms and written plan of care.
3. Students will verbalize own attitudes towards aging and elders and recognize the uniqueness of each older adult.
4. Students will apply principles of therapeutic communication and demonstrate techniques to effectively communicate with elders experiencing sensory losses.
Desription of the assessments and rubrics
Assessment 1 – Journals
Students will receive credit by completing journals after each weeks experience and sharing with class via discussion board..
Assessment 2 – Simulation experience
Students will be videotaped during a high fidelity simulation experience. The lab manager will program the simulator to respond to the students clinical decisions as an actual patient would respond in the hospital. The assignment is worth 20 points. The student will lose one point for each intervention is inappropriate and causes the patient’s condition to deteriorate.
Assessment 3 – Nursing Plan of Care or Care Map
The student will create a plan of care in a care plan or care map format. The assignment will be worth 20 points.
Correct problem identification -2 points
Measurable Patient outcomes identified -4 points
Evidenced based nursing interventions listed in priority order- 6 points
Rationale and references for interventions documented- 4 points
Evaluation of plan of care identified with identified revisions if needed.- 4 points
Assessment 4 - Communication
The student will complete a simulated patient interview. The simulated patient will experience sensory deficits in hearing and vision and the student will need to demonstrate how they will effectively communicate in light of these deficits. The student will also complete an analysis of the conversation between student and patient. The student will identify therapeutic communication techniques used during the conversation/interview and why these were used. The student will also identify therapeutic communication techniques which could have been used in the patient interview and discuss why these techniques would have improved the interview and data collection process.
Use of technology
Technology Component 1 – Normal Aging Changes Resources
Students will view the following online videos prior to the low tech simulation experience:
Technology Component 2 – High Fidelity Patient Simulation
Students will be separated into groups of 4 and attend a session in the simulation lab. The simulator program and high fidelity mannequin will be used to provide a patient care experience during which the student will provide nursing interventions based on the symptoms described by the mannequin and the physical assessment of that mannequin. The program is designed to have the mannequins condition improve when evidenced based nursing interventions appropriate for the condition of the mannequin are delivered. If the interventions are inappropriate the mannequins condition will worsen. This will allow the students to fail tp save the client which cannot be allowed in the clinical setting, as well as see immediate results of choices which might take days in real time.
Technology Component 3 – Virtual Therapeutic Communication Program
Students will complete the Skills Lab Virtual Therapeutic Communication Program. This is located on the computers in the Nursing Skills Lab. These programs use computer adaptive technology to assess student communication with virtual patients.
Unit Timeline / Lessons
Gognitive Learning Activities
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Psychomotor Learning Activities
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Week 1
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· Intro to Normal aging changes (30 minutes)
· National Institute of Health Videos
· Debriefing
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· Sensory loss Simulation
Interpretation of hearing loss recordings
Diminished touch/hot/cold simulation
Vision lass glasses: cataracts, macular degeneration, glaucoma, yellowing lens
· Physical deficit simulation
Wheelchair, walker, transfer, simulated hemiplegia parasthesia
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Week 2
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· Simulation Introduction
· Preconference
· Post Conference
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· NLN Simulation case studies
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Week 3
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· Therapeutic Communication Review
· Debriefing
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· Interview of “patients” with hearing and visual deficits
· Virtual Communication Program
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References
Hooks, B. (2010). Teaching critical Thinking: Practical Wisdom. New York: Rutelege
Jeffries, P. R.. (2007). Simulation in Nursing Education: From Conceptualization to Evaluation Washington: National League for Nursing
Meyers, C. & Jones , T. (1993). Promoting active learning: Strategies for the college classroom. Jossey-Bass: San Francisco.
