Using Competency Sets to Critique Lesson Plans

Respond to the discussion #2 below using the following approaches:

1.       Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

2.       Offer and support an alternative perspective using readings from the classroom or from your own research in the internet.

 

Reminder:

1.      One page only

2.      Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….

 

Disussion #2

Competencies and evidence-based practice have changed nursing. The evolution over my 30 years has been enlightening and challenging. Competency or being knowledgeable is no longer just having a skill set. It is the ability to integrate the technical aspect of a skill with critical thinking and then being accountable for our actions or inactions (Wright, n.d.). It is not a check-off list to be completed in a flurry of daily activities.

Wright (n.d.) states factors to be considered when developing a competency include organizational mission and goals, new policies and procedures, changes in practice, high risk/low incident practices, and recurrent problematic areas (incidents, quality improvement indicators). Using Bloom’s Taxonomy, the competency should be stated and the employee have options on how to verify their competence (Wright, n.d.). Verification can be done through testing, peer/customer reviews, self-assessment, discussions, presentations and observation to name a few (Wright, n.d.).

Coronary Artery Anatomy and the Global Implications of Disease on these Vessels is a class presented to all new hires, regardless of experience. Having all nurses on the same playing field and understanding the content in the same way eliminates errors, improves quality of care and promotes team functionality. It eliminates discrepancies in presumed care practices. The objectives of the class include:

1.       Name the three major coronary arteries, locate on a heart model and state which artery(s) supply which side of the heart by labeling on the coloring sheet.

2.       Explain coronary artery perfusion and discuss the global implications of diseased arteries on heart function and the rest of the body.

The objectives will provide knowledge and skills to become competent in providing care to the cardiac patient. It will allow the nurse to anticipate and prepare for potential complications, to provide education to the patient and family on disease process and behavior modification to affect health care changes.

The National League for Nursing (2016) lists eight competencies for the nurse educator to promote. The Coronary Artery Anatomy class facilitates learning through both didactic and hands-on learning emphasizing the importance of vessel disease and the impact it has on patient well-being. A pre- and post- quiz can evaluate effectiveness of teaching and could be incorporated into the class (NLN, 2016). For the learner, writing an exemplar of how they recognized and averted a patient complication is a way to verify this if it was a competency included in floor orientation. Two other competencies for the nurse educator that would impact the class include leadership/acting as a change agent and engaging the learner in scholarship (NLN, 2016). It is so important for the educator to be not only knowledgeable about the topic, but to know how the topic impacts the patients and organization.

Cardiac disease is a top three diagnosis in our area. Cardiac anatomy is seemingly easy and may negatively affect attitudes of new hires, especially ones with experience. Changing those attitudes, by having facts, figures, quality initiatives, and morbidity and mortality rates to supplement the material will make the learning meaningful—even to an experienced nurse. A good sense of humor, passion and a couple of great stories will connect coronary arteries and disease and how it negatively affects the rest of the heart. It will show the correlation of poor blood supply on other cardiac structures and promote critical thinking.

Competencies are changing nursing. They are more global and have multiple ways to prove excellence. They look at gaps in knowledge, skill and practice and focus on new, changed or problematic areas. It is no longer a check-off sheet, haphazardly completed by a tired, end-of-shift preceptor and tucked away in a file. It is a well thought out, individualized set of proficiencies to make the patient experience a positive one.

 

References

 

National League for Nursing (NLN). (2016). Nurse educator core competencies. The Voice of Nursing Education. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

Wright, D. (n.d.). Competency assessment: keeping it manageable and meaningful. Creative Health Care Management. Retrieved from http://www.o-h-e.net/assets/pdf/Competency-DonnaWright-OHE_9-11-09.pdf

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Using Competency Sets to Critique Lesson Plans

Graduate nursing education advances innovation and strengthens the leadership needed to improve healthcare delivery. Education at this level incorporates the foundational knowledge, skills, and competencies needed to thrive in increasingly complex clinical environments. Nursing education is undergoing major change as the profession conceptualizes master’s education and transitions advanced practice education to the doctoral level via Doctor of Nursing Practice (DNP) programs. Calls to reduce healthcare costs, persistent concerns about patient safety and the quality of care, and dramatic increases in diagnostic, therapeutic, and educational technologies all demand new thinking around the nature of graduate nursing education.

—American Association of Colleges in Nursing

Though the above quote focuses specifically on graduate nursing education, Schools of Nursing around the United States are adapting both undergraduate and graduate programs to emphasize a stronger focus on evidence-based nursing competencies. At the departmental level, this process takes much time and collaboration. Curriculum teams comprised of nurse educators, field experts, and instructional design professionals meet with schools of nursing to revamp existing curriculum plans to the competencies needed of today’s and tomorrow’s nursing students.

On a smaller scale, nurse educators are also implementing quick and effective strategies to align their current courses to evolving nursing competencies. By critiquing lessons before, during, and after instruction, nurse educators are able to assess their alignment to competency sets.

In this Discussion, you critique one of your own Lesson Plans to a competency set of your choosing.

 

 

To prepare

  • Review the article, “Integrating the Institute of Medicine Competencies in a Baccalaureate Curricular Revision: Process and Strategies.” Consider how and why the nursing program adapted its curriculum to emphasize Institute of Medicine competencies.
  • Review the competencies presented in this week’s Learning Resources. In addition, reflect on the competencies that you might be familiar with through your own studies and professional background. How do competencies help to guide academic and professional practice?
  • Review the Lesson Plans that you have developed in this course. Select one to further investigate for this Discussion.
  • Critique your lesson using a competency set. For example, if your Lesson Plan addresses interprofessional collaboration and your intended audience of learners is Master’s students, you might critique your Lesson Plan using QSEN indicators. As you conduct your critique, identify specific competencies addressed in your lesson. Then, consider ways that you might modify your lesson to prompt a deeper understanding of nursing competencies.

 

Questions to be addressed in my paper:        

 

 1. A brief description of your lesson (Pulmonary Edema) and the competency set (patient-centered care, evidence-based practice and quality improvement) that you selected.

2. Explain how your lesson engaged learners in one or more competencies.

3. Explain whether your lesson should be modified to include a deeper understanding of these competencies and why.

4. Support your response by including references to your lesson, your own experiences, and this week’s Learning Resources.

 

Reminders:

1.      At least 2 pages

2.      Put citation and references 2011-2016.

3.      Check my uploaded pulmonary edema lesson plan.

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