Course Planning and Course Outcomes Assignment Paper

Course Planning and Course Outcomes Assignment Paper

Lesson Plan

The Lesson Plan is designed to be an iterative assignment that will be completed in Topics 2-6. You will receive ongoing instructor feedback on your lesson plan. Be sure to incorporate this feedback prior to submitting the final iteration of your lesson plan in Topic 6. Refer to the assignment instructions and topic Resources as needed for each section.

For each topic assignment, complete the section as directed. Include the required references at the end of this template.

Topic 2 – Course Planning and Course Outcomes

Based on the approved course topic from Topic 1, complete the following:

Course title: Post interventional Radiology Procedure- Patient Recovery Course Planning and Course Outcomes Assignment Paper

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1. Describe the purpose of the course.

The course purposes to enlighten learners with knowledge and skills of caring for patients with various needs post different procedures. The learner will be equipped with vast knowledge and skills in monitoring patient vitals, managing pain and anxiety, maintaining the patency of the airway, promptly discover immediate complications from procedures such as deep vein thrombosis, hematoma, infections, and wound dehiscence, and offer intervention, encourage activity for patients, train patients o bowel control, and control nausea and vomiting. All these activities are aimed at improving patient outcomes while reducing the rate of complications

 

2. Explain how you determined a need for this course.

Learners need to undertake this course because of its importance in their future nursing activities. First, patients undergoing interventional radiology or surgical procedures are usually under anesthesia which affects the physiologic functioning of patients (Barari et al., 2020). In addition, patients may experience pain, anxiety and are at increased risk of various complications that may hinder recovery. Therefore, such patients require the help of nurses to offer care that aims to improve physiologic functions, relieve pain and anxiety, prevent complications, monitor progress, and teach patients on self-care post-procedure. Offering holistic care through careful assessment and offering immediate interventions ensures that patients return to optimal functions quicker, safer, and comfortable (Khaja et al., 2022). Conversely, failure to offer patient recovery care increases the risk of complications with poor patient outcomes, thus affecting the quality of life as well as recovery from procedures.

 

 

3. Describe the target audience: The target audience for this course are patients recovering from radiology interventions. Such patients are unconscious most of the time due to the effects of the anesthesia used. These patients are placed in various settings for recovery and observation. The type of procedure, patient needs, expected recovery time, type of care required, and vitals of the patient determine the setting for recovery (Stalter et al., 2020). Patients with adverse physiologic needs requiring close monitoring and long-term care are admitted to the intensive care unit (ICU); those with moderate physiologic needs and non-critical are admitted to the intermediate medical unit (IMU); while post-anesthesia care unit (PACU) comprise of patients with various physiologic needs when recovery is not expected to delay (Khaja et al., 2022). Patients in these settings depend on caregivers to address their needs while monitoring vitals, providing interventions, and stabilizing the physiological parameters to enhance recovery.

 

4. Describe the classroom setting/environment for the course.

 

The course will be taught using three different models, including theoretical aspects, simulations, and direct interactions with patients. Therefore, the course will be taught in different settings. The initial teaching about the theoretical concepts will be taught in the lecture hall. The simulation teachings will e conducted in the simulation room using case scenarios. The final teaching will occur in various settings where patients would be admitted, including ICU, PACU, and IMU. Learners will interact with real case scenarios and will be expected to offer care while monitoring patients until they recover and are discharged from these units. Course Planning and Course Outcomes Assignment Paper

 

5. Course Outcomes (See table below).

The course outcomes state what learners will be able to do upon completion of an entire course. For this section, develop 1-3 measurable and learner-centered course outcomes. Refer to Bloom’s Taxonomy as needed for assistance.

 

1.	Show ability to maintain the airway of unconscious patients.
2.	Manage pain using various methods and patients report pain free life.
3.	Monitor patient vitals and interpret the findings.

 

Topic 3 – Learning Objectives

A measurable learning objective describes what learners can do upon completion of an activity or at the end of a single lesson/class lesson or class. Using Bloom’s taxonomy, develop 4 measurable learning objectives that based are on the course outcomes you developed in Topic 2. One learning objective must reflect the affective domain.

Learning Objectives
1.	To be able to monitor patient vitals including respiratory rate, temperature, blood pressure, oxygen saturation, and respiratory rate.
2.	To be able to maintain airway through performing airway maneuvers, sucking secretions, and performing reintubation.
3.	To be able to manage pain and anxiety.
4.	To demonstrate the ability to insert, remove, and care for patients with catheters.

In no more than 100 words, describe how concepts from the QSEN competencies, ANA standards, or professional organizations relevant to your course topic, are represented in the learning objectives. Course Planning and Course Outcomes Assignment Paper

Because providing safe and patient-centered care while incorporating other professionals in the care is the core concepts of this course, borrowing from either QSEN competencies, professional organizations, or ANA standards is crucial to realizing the objectives. For instance, QSEN competencies require the provision of patient-centered care that involves identifying specific patient needs and addressing them appropriately while involving the active participation of patients in their care. Therefore, the concepts of my objectives ensure that patient concerns are identified through monitoring vitals, managing pain, and identifying any complications while offering safe care guided by evidence, teamwork, and interprofessional collaboration.

 

 

 

Topic 4 – Evidence-Based Teaching Strategies

Develop one teaching strategy and activity for each learning objective developed in Topic 3. The teaching strategies must be based on evidence-based educational practice or learning theory. Provide an explanation for how each teaching strategy meets the needs of the target audience in your classroom setting/environment. Course Planning and Course Outcomes Assignment Paper

Learning Objectives		Teaching Strategies and Activities	Explanation
1.	To be able to monitor patient vitals, including respiratory rate, temperature, blood pressure, oxygen saturation, and respiratory rate.	The teacher provides the theoretical aspect of monitoring and demonstrates the skills of monitoring vitals.	The teachers provide the details of the patient monitoring in the lecture hall. This is followed by a simulation of the case where learners are allowed to respond and interpret findings. Finally, the learners are exposed to various machines used for patient monitoring and taught how to operate and interpret the findings.
2.	To be able to maintain airway through performing airway maneuvers, sucking secretions, and performing reintubation.	Teaching in the lecture hall about different modalities of maintaining the airway and when they are applicable. Demonstration of airway maintenance using various maneuvers.	Teacher teaches learners about airway devices, including oropharyngeal and nasopharyngeal devices. Then the teacher demonstrates to learners how to insert the devices and perform airway maneuvers such as head-tilt chin life maneuvers. The learner then demonstrates and shows proficiency in performing various maneuvers.
3.	To be able to manage pain and anxiety.	Teacher demonstrates the effectiveness of various methods used in pain management through the presentation.	Learners learn the effectiveness of various pain management strategies using medications. The learner demonstrates understanding through assessing patient needs and determining the intervention to provide.
4.	To demonstrate the ability to insert, remove, and care for patients with catheters.	Practical demonstration of removal and insertion of the catheter while using safety measures to prevent infections.	The teacher involves the learners to participate in removing and inserting urinary catheters actively. Use of simulation sessions and the real patient is necessary.

 

 

Topic 6 – Methods for Assessing and Evaluating Learning

Select one assessment/evaluation method for each learning objective developed in Topic 3. The assessment/evaluation methods must be based on evidence-based educational practice or learning theory.

Learning Objectives		Methods for Assessing and Evaluating Learning
1.	To be able to monitor patient vitals, including respiratory rate, temperature, blood pressure, oxygen saturation, and respiratory rate.	Observing learners perform various monitoring skills effectively.
2.	To be able to maintain airway through performing airway maneuvers, sucking secretions, and performing reintubation.	Observing learners performing various maneuvers during simulation sessions and real patients.
3.	To be able to manage pain and anxiety. Course Planning and Course Outcomes Assignment Paper	Observing learners cooperate with physicians to discuss the various options for relieving pain. The learner should also show proficient in administering various medications to relieve pain.
4.	To demonstrate the ability to insert, remove, and care for patients with catheters Course Planning and Course Outcomes Assignment Paper	Observing learners demonstrate how to insert and remove urinary catheters

 

 

 

References

Barari, N., RezaeiZadeh, M., Khorasani, A., & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1739078

Khaja, M. S., Obi, A. T., Sharma, A. M., Cuker, A., McCann, S. S., Thukral, S., Matson, J. T., Hofmann, L. V., Charalel, R., Kanthi, Y., Meek, M. E., Meissner, M. H., White, S. B., Williams, D. M., & Vedantham, S. (2022). Optimal medical therapy following deep venous interventions: Proceedings from the Society of Interventional Radiology Foundation Research Consensus Panel. Journal of Vascular and Interventional Radiology: JVIR, 33(1), 78–85. https://doi.org/10.1016/j.jvir.2021.09.009

Stalter, A. M., Phillips, J. M., Goldschmidt, K. A., Brodhead, J., Ruggiero, J. S., Scardaville, D. L., McKay, M., Bonnett, P. L., & Merriam, D. (2020). Promoting civility in nursing practice using systems thinking: Evidence-based teaching strategies for nurse educators. Nursing Forum, 55(4), 754–762. https://doi.org/10.1111/nuf.12493 Course Planning and Course Outcomes Assignment Paper