Pulmonary Artery Hypertension Lesson Plan For Critical Care Discussion

Concept map

Figure 1. Lesson evaluation concept map

Describe one formative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.

The formative assessment strategy selected for the lesson plan is a summary paper that identifies the main points of the lesson. This approach helps in providing feedback for the ongoing lessons to improve the lessons while helping the nurses improve on learning. In addition, it is diagnostic in nature as it assesses the learning rather than the learner. It measures how well the student is learning along the way with a focus on the strengths and weaknesses and immediate target areas that need attention. In essence, the formative assessment provides insight into the learners’ performance to enable just-in-time lesson revisions (Harrison & Graham, 2021)Pulmonary Artery Hypertension Lesson Plan For Critical Care Discussion.

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Describe one summative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.

The summative assessment strategy selected for the lesson plan is an oral presentation as part of a group task requiring them to plan a relevant care package or approach based on the lessons. The assessment instructions would include the required material, minimum pass mark, and weighting. The assessment is conducted at the end of the instructional unit to evaluate learning. It is an assessment of learning that measures the overall progress and competency of the learners (Fain, 2021).

Describe your instructor satisfaction survey. Explain how you will use the results to guide your future lesson plan revisions.

The instructor satisfaction survey would be presented as an open-ended questionnaire that engages the learners in measuring instructor presence and learner satisfaction. This is based on the understanding that some elements of the instruction are not modality-dependent, such as instructor availability, effective communication, technology access, contact hours, amount and type of written communication, and learner control of the learning process. Understanding these factors, based on learner feedback, helps in designing better instruction methods for future interactions (Bastable, 2021)Pulmonary Artery Hypertension Lesson Plan For Critical Care Discussion.

References

Bastable, S. B. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (6th ed.). Jones & Bartlett Learning.

Fain, J. A. (2021). Reading, Understanding, and Applying Nursing Research (6th ed.). F.A. Davis Company.

Harrison, M. B., & Graham, I. D. (2021). Knowledge Translation in Nursing and Healthcare: A Roadmap to Evidence-Informed Practice. John Wiley & Sons, Inc.

Discussion

The terms mentor and coach have often been used interchangeably. While the terms share a common concept, they are really different. Coaching and mentoring play a significant role in enhancing employee performance in an organization. By offering mentoring programs, healthcare providers can enhance care and improve the general standards of the healthcare facility. It is important to understand that the mentoring offered to novice and experienced educators differs in an organization. According to NLN. 2007), mentoring is considered a nurturing process in which more experienced people counsel and advise less experienced people to promote their personal development.

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In an educational setting, an experienced teacher can allow a preservice teacher-in-training into their classroom so that they can understand the professional skills required by teachers in modern-day schools. Mentors should establish that the needs of teachers differ at various levels of professional development. Therefore, mentors should be aware when striving to help novice educators (NLN. 2007). Most nurse educators from DNP or PhD programs who lack education courses tend to need help with their role. This group of professionals should be mentored so that they can adapt essential skills such as assisting novice learners. Nurse educators are expected to have requisite knowledge as stated by the NLN Core Competencies. Mentoring experienced educators is often about introducing them to a new development. A specific technology developer often does such mentoring and works to monitor and support the mentee. At this point, mentors help experienced educators overcome certain challenges with their skills and knowledge. For novice educators, mentors have to supervise literally everything. When mentoring novice educators, mentors should remain professional without becoming overbearing. Since novice teachers need more education courses and are unfamiliar with the new setting, monitoring and illustrating everything required is crucial. Pulmonary Artery Hypertension Lesson Plan For Critical Care Discussion

Reference

NLN. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. J. A. Halstead (Ed.). New York, NY: NLN. Pulmonary Artery Hypertension Lesson Plan For Critical Care Discussion