Teaching Students How to take care of wounds

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Requirement

Question: Teaching students how to take care of wounds and injuries using constructivist methodologies

Solution

Part A

Title of session:
Teaching  students how to take care of wounds and injuries using constructivist methodologies      Related programme or course 

  1. •    Nursing and patient care

  2. •    Patient protection and hygiene

  3. •    Surgical care

Teaching Context:

(lecture, tutorial, workshop, student demographics – number, prior knowledge)
The teaching is concerned with providing few minutes of session on understanding the various aspects of wound care. In the session, different videos will be shown to the student nurse to get the clear picture. The total expected number of students for the session is 40. It is expected that the students are attentive to the session and consider such sessions to be beneficial.

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Aim (s) of the Session:

The primary aim of this teaching plan is to ensure that the students will be able to learn extensive methods utilized for wound care.

Learning objectives:

At the end of this session the ‘students’ will be able to:

  1. Comprehensive description of signs and symptoms developed after wound infection.

  2. Identification of equipment required for wound care. 

  3. Methods involving wound cleaning and bandaging

  4. Description of pertinent actions to be taken when complications arise.

     Section               Teacher Activity    Duration               Student Activity

Introduction

  1. •    Discuss what the topic is all about

  2. •    The use of anecdotes can be immensely helpful to be associated with the topic

  3. •    Discuss the initial feelings regarding the topic    

  4. •    Students should sit relaxed and properly pay attention to what is being discussed

  5. •    Try to grasp the topic and relate to it in some way or the other

  6. •    Give time yourself to understand the objective and ask questions 

Dialogue / Body

(Activities / sections)

  1. •    A detailed elaboration of different learning styles and their demonstration

  2. •    Use of new and innovative ways as to how the interaction is made in order to develop an ability of quick learning

  3. •    Using an approach that incorporates a mix of different learning styles as everyone finds a different method a dominant style of learning new techniques

  4. •    Discussing different circumstances in which a particular learning technique can be useful and effective     

  5. •    Actively  engage with each other as well as with the teacher to understand methods of taking care of wounds

  6. •    Actively participate and seek every opportunity and try to be part of demonstration as much as student can 

  7. •    Contribute towards the achievement of the objective of the topic being discussed

  8. •    Try to be part of different groups as they are immensely helpful in new methods of using equipment 

  9. •    Try to be constructive in the session in order to form genuine ideas

  10. Conclusion Closure – includes assessment / evaluation

  11. •    Completion of notes and presentation

  12. •    Responding to the questions and queries

  13. •    Assessment of students based on the questionnaire     

  14. 4 minutes    •    Students will be able to learn effectively using learning techniques

  15. •    Should be able to pass the assessment done by teachers Resources

Part B

Introduction

The target audience of this training session is the student nurses who are learning various aspects of nursing and are yet to be a part of the health care system.
The student nurses around the world are being deployed by the health care organizations and hospitals for their critical role of saving and taking care of the patients. They always have to use clear, effective and accurate skills that are used for saving lives, particularly in the absence of medical professionals like doctors and surgeons. They have to be well versed in understanding the needs of patients, applications of new and alternative medications, working alongside with their instructors and following the procedures of the health care facility where they are getting practical experience.
The topic of the session being chosen here is “Patient safety and wound care”. Therefore, it is needless to say that safety of any patient is an essential and core part of what nursing is all about. Nurses, as we know them, are the ones who restore and revive the health of the patients even if how challenging is it for them to dispense their duties. One of the important aspects of nursing care is to prevent avoidable errors and extensive caring of the wounds. There are a set of tried and tested ways or procedures for improving wound care procedures and making methodologies and medications more reliable (Kalisch, Tschannen, & Lee, 2012).
The teaching session essentially focuses on certain key areas which form the bedrock of the topic at hand. The central point of this approach is to develop a culture of safety so that undesirable incidents could be prevented from happening by learning constructive attitudes and behaviors. The health care organizations are therefore needed to foster a proactive approach when it comes to patient that develop serious and life taking wounds. It should be noted that the healthcare can only be termed as reliable when the healthcare professionals are provided with reliable and sensible knowledge as to how preparations and actions are taken for wound care. Therefore, the human factors are always a key for safer healthcare.  

Preparation

These days, the incidents of drunk driving and because of that accidents are taking place quite frequently. There is a new sub-urban class of people particularly teenagers that is involved in these activities of drinking and driving. Therefore, the healthcare facilities are often filled with such accident patients, who need instant care as they sustain serious injuries. Hence, it was urgently felt a need by the medical instructors to provide a teaching session to the student nurses regarding patient safety and wound care. 
As a known fact, the learners that is the student nurses generally have a compelling propensity to empathize with the patients who are very serious or badly injured (Doenges, Moorhouse, & Murr, 2010). Therefore, to determine and ensure their readiness for the teaching session, we must put across the context of today’s scenario regarding the rising death toll in the drunk driving accidents. We educate them that it is not the driver only, whose life is at stake but the innocent people walking on the roads who are injured because of that and brought to hospital afterwards. 
The required knowledge and     skills will be demonstrated extensively. To explain them how acute and chronic lacerations be treated swiftly and effectively so that lesser pain will be experienced by the patients. They will be made aware all the aspects of prerequisites, safety, resources, contents and possible outcomes.  
The evaluation will be done on the basis of personal observations and reflections of the students by providing them a feedback form and necessary checklists. In addition to this, the students’ progress will be analyzed by assessing the answers they will be asked at the end of the session.

Development of Learning Objectives

As far as the aforementioned learning objectives of the teaching session are concerned, Blooms cognitive taxonomy was thoroughly used to devise them. 
The level 1 of Bloom’s Taxonomy explains the identification of the type of problem (in this case wounds and injuries) and define, declare and recognize it for the identification of the wound infection. Level 2 describes the process of Understanding as the formulation of knowledge in terms of medicines and equipment used. Level 3 is Application, in which the medical practitioners are required to demonstrate, elaborate and make full use of the knowledge and demonstrate the process of cleansing and bandaging. The level 4 of Bloom’s taxonomy is Analysis which explains connections, criticisms and making comparisons and therefore is important for the appropriate action (Rahbarnia, Hamedian, & Radmehr, 2014).
SMART goals stand for Specific, Measurable, Achievable, Relevant and Time-bound. So, the learning objectives of the teaching session developed on the basis of Bloom’s Taxonomy, have to satisfy the SMART goals approach. 

  • Specific: The learning session for the students is limited and therefore the learning objectives also need to be crisp and short as well as highly informative. So, they were kept as specific according to the topic.

  • Measurable: the teaching session has been designed in such a way that all of the objectives would meet the expectations. They will be easily evaluated against the prescribed standards.

  • Achievable: with the help of Bloom’s Taxonomy, the objectives are such that they are in full capability of the students to be achieved using the opportunities and resources.

  • Relevant: The objectives stated in the session are quite relevant and to the point. So, their impact will be maximum.

  • Time-bound: In response to the stipulated time for the teaching session, the learning objectives are just time-oriented. The unnecessary milestones and check points have been done away with (Poston, Bell, Croker, & Flynn).

Theoretical underpinnings

The various learning styles that naturally come to the students for comprehending and learning new things effectively are:

  1. Visual: When any learning is aided and complemented by images, pictures and spatial representation of different learning elements.

  2. Auditory: It allows the use of music, sound, rhyme, poetry and spoken voices so that the students grasp by listening to them.

  3. Reading/writing: Whenever reading or writing materials are provided to the students, they tend to learn more.

  4. Kinesthetic: This is the way of learning when different parts of the body are moved such as hands, feet and sense of touch (Knowles, Holton, & Swanson, 1998).

The strategies that were applied for the students are as follows:

  • They were allowed to lead conference

  • They were allowed to brainstorm their ideas

  • They were allowed to form their own ideas according to their own choice

  • They were allowed to make partners and share the information according to their own way.

As we know that the adults are motivated and self-directed and they believe in taking experiences and evidential knowledge. So, the approach being used here is that their learning is problem-solving and collaborative rather than traditional methodology of lecturing. They are goal oriented and weigh the relevancy of the learning methods, therefore the approach used here is to give them practical knowledge as much as possible. They will learn the way they feel they want to learn the new things (Kiraly, 2014). So, their grasping methods are deeply acknowledged and respected and the session was designed accordingly.
The learning theory that comprehensively underpins this teaching session is constructivist theory of learning. This theory basically focuses on critical thinking, formation of genuine concepts, application of reasoning and problem solving tactics. It is a broad theory that suggests that students generate their own of concepts according to their understanding rather than simply memorizing the notes and considering other’s concepts of reality. As a matter of fact learning is an active and dynamic process that takes a basis for the inference that knowledge being constructed by means of learners’ attempts of creating their own experiences. In this regard, the knowledge is constructed on the basis of prior experiences, mental images as well as the beliefs acquired in the memories in order to genuinely interpret objects and events. Observation and the scientific knowledge are the key elements of constructivist theory (Fosnot, 2013). The theory further goes on to say that whenever we encounter new concepts in our lives, either we have to reconcile with it based on our prior experiences and make alterations on what we believe or discard it as an irrelevant concept. So, the point is we are active and dynamic creators of our own knowledge and in order to achieve this, we must ask pertinent questions, explore new avenues and assess what we understood.  
Constructivism, according to the new studies, does not discard, and rightly so, the active role what teacher ought to play to provide the ingenuous knowledge that he/she genuinely achieved constructively in life. It allows a valuable modification to the role of the teachers for allowing students to construct knowledge rather than making a series of fact presentation. The elementary tools being provided by a constructivist teacher are problem-solving and query-based learning methodologies that could go a long way to help students formulate their own ideas, understanding, conclusions as well as inferences. Therefore, it can be said that constructivism is weapon that transforms students from passive recipients to active recipients of knowledge (Gopnik & Wellman, 2012).  Constructivism taps the human potential and channelize a student’s congenital desire as to how to fully cope up in new learning environments.

Conclusion

The important and effective theories used in the teaching session had an inherent objective of learning for the students. These theories without a shred of doubt, were very helpful in bringing together various aspects of knowledge, skills, values, attitudes as well as behaviors regarding whole new avenues of world view. So, the theories that were incorporated in the teaching for a sole purpose of learning for students are: cognitive, experimental, experiential, behavioral and most importantly constructivist.             

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References

  • Doenges, M., Moorhouse, M., & Murr, A. (2010). Nursing Care Plans: Guidelines for Individualizing Client Care Across the Life Span. FA Davis Company.

  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.

  • Gopnik, A. & Wellman, H. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085-1108. http://dx.doi.org/10.1037/a0028044

  • Kalisch, B., Tschannen, D., & Lee, K. (2012). Missed Nursing Care, Staffing, and Patient Falls. Journal Of Nursing Care Quality, 27(1), 6-12. http://dx.doi.org/10.1097/ncq.0b013e318225aa23

  • Kiraly, D. (2014). A Social Constructivist Approach to Translator Education. Hoboken: Taylor and Francis.

  • Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner. Houston, Tex.: Gulf Pub. Co.

  • Lawlor, K. B. (2012). SMART Goals: How the application of SMART goals can contribute to achievement of student learning outcomes. Developments in Business Simulation and Experiential Learning, 39.

  • Rahbarnia, F., Hamedian, S., & Radmehr, F. (2014). A Study on the relationship between multiple Intelligences and mathematical problem solving based on Revised Bloom Taxonomy. Journal Of Interdisciplinary Mathematics, 17(2), 109-134. http://dx.doi.org/10.1080/09720502.2013.842044

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