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Teaching, Learning and Leadership for Clinical Practice

Contents

Introduction:

Teaching Plan.

Summary.

Conclusion:

References.

Introduction to Teaching, Learning and Leadership for Clinical Practice

Diabetes is the most common cause of non-traumatic limb amputation and diabetic foot infection. The purpose of the teaching plan is to provide education sessions to peer nursing students about diabetic foot care. The teaching plan will provide group based educational sessions in which patients’ needs can be directly addressed (Nemcová & Hlinková, 2014). The teaching plan will use an appropriate learning environment which will include the real activities and evidence-based theories (Makiling & Smart, 2019).

Teaching Plan of Leadership for Clinical Practice

Topic

Diabetes foot care

Lesson objective

To provide a detailed guidance about the diabetic foot care to the students of Bachelor of nursing by explaining the importance of taking care of feet of a diabetic patient, describing the clinical manifestations of diabetes mellitus and risk factors associated with it.

Session length

1 hour

Number of students

15-20 students

Resources required

· Data Projectors

· Presentation software

· Internet access

· Laptop computers

· Flash Cards

· White Board

· Butcher Paper

· Marker Pens

Learners characteristics

(assessment of learners)

Attentiveness, watching and listening carefully, have an EQ, awareness on diabetes mellitus, self-motivated and has a good learning attitude.

Approach and modality

Audio and visual, modalities would be used to explain the lesson. The proper presentation would be used which would include all charts and graphs so that proper visual aid is provided to learners. Along with that a proper explanation of each presentation slide will be given by the lecturer to fill that gaps and give proper information.

Sequence

Activity type

Approach/

Modality

Time

Notes / rationale

1

Introduction

Audio

10 minutes

Introduce to the peers and draw their attention by motivating them. Start with topic and learning objectives and engage peer in discussion by using appropriate communication skills.

2

Diabetic foot assessment

Auditory and visual

15 minutes

Teach students how to identify the foot at risk or foot complications and importance of educating their patients to identify the sign of infection. Show foot ulcer pictures by using PowerPoint for better understanding. Allow students to share their experience gained from placements about diabetic foot complications. Student’s questions will be answered during the teaching session.

3

Explaining diabetic foot management

Auditory and visual

15 minutes

By using PowerPoint presentation, the beneficial information will be delivered about diabetic foot such as diabetic foot complications, causes of infection, foot deformity, amputation, and treatment options. Once the presentation has been explained, students would be explained how their patients can prevent and manage these complications in their daily lives. This will help to alleviate any language barriers between nursing students and educators (Johnson et al.,2018).

4

Group discussion

Audio and visual

8 minutes

Dividing students to small groups and provide butcher paper and marker. Asking them questions about diabetic foot care such as what diabetic foot is and how will you manage diabetic foot complications. Students can get help from each other and discuss their answers together. Ask students to give their opinion that why diabetic foot care education is especially important. After the discussion explain them how diabetic foot care prevent further complications.

5

Case study analysis

Written assessment

8 minutes

The half page case study scenarios about diabetic foot will be distributed in a group of four nursing students during the class. The use of case studies will enable the students to relate with the diabetic foot issues and comprehend the implementation of the strategies for diabetic foot care. The students can highlight the main issues of diabetic foot in the case scenario so then can discuss later with the teachers. It will help the students to understand the diabetic foot complications, causes of foot infections, symptoms, pain management, and follow up care for the treatment. Also, students can do further reading such as journal articles and books for more information (Makiling & Smart, 2019).

6

Evaluation

Audio and visual

5 minutes

The teaching plan will evaluate the understanding of peers regarding diabetic foot care and monitor the outcome of learning by using teach-back method (Scott et al.,2019). The students would be asked questions about diabetic foot care to confirm whether they understand or not what is being explained to them. Also, the students will be asked to give few examples that how to educate their patients to prevent diabetic foot complications.

Summary of Teaching, Learning and Leadership for Clinical Practice

The instruction plan will be completed by the teachers and learners by using feedback sessions and reflective sessions. The learning outcomes would be determined upon the level of standard care in diabetic foot management and acquired knowledge by the learner.

Conclusion on Teaching, Learning and Leadership for Clinical Practice

The instruction plan on diabetic foot care will be completed successfully by using experiential and cognitivist learning theories and visual, auditory, reading and writing learning styles. The emphasis would be more on learning objectives, group discussions, feedback sessions, patients’ needs and follow-up care. The assessment will be concluded by using teach-back method. 

References for Teaching, Learning and Leadership for Clinical Practice

Johnson, R., Osbourne, A., Rispoli, J., & Verdin, C. (2018). The Diabetic Foot Assessment. Orthopaedic Nursing, 37(1), 13–23. doi: https://doi-org.ezproxy.federation.edu.au/10.1097/NOR.0000000000000414

Makiling, M., & Smart, H. (2019). Patient-centred health educational intervention to empower preventative diabetic foot self-care. World Council of Endosomal Therapists Journal, 39(4), 32–40. doi: https://doi-org.ezproxy.federation.edu.au/10.33235/wcet.39.4.32-40

Mlinar , N. R., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today, 72, 61–66. doi: https://doi-org.ezproxy.federation.edu.au/10.1016/j.nedt.2018.10.019

Nemcová, J., & Hlinková, E. (2014). The efficacy of diabetic foot care education. Journal of Clinical Nursing, 23((5-6)), 877–882. doi: https://doi-org.ezproxy.federation.edu.au/10.1111/jocn.12290

Scott, C., Andrews, D., Bulla, S., & Loerzel, V. (2019). Teach-Back Method: Using a nursing education intervention to improve discharge instructions on an adult oncology unit. Clinical Journal of Oncology Nursing, 23(3), 288–294. doi: http://dx.doi.org.ezproxy.federation.edu.au/10.1188/19.CJON.288-294

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