Education Teaching Practicum and Culminating Teaching Experience (Due 24 hours)

EDUCATION TEACHING PRACTICUM 1

EDUCATION TEACHING PRACTICUM 6

Coping strategies of nurses in the ICU when faced with the death of pediatric patients.

Coping strategies of nurses in the ICU when faced with the death of pediatric patients.

Objectives for and standards of the lessons

Patient-centered Care: Show empathy with the grief of the patient's relatives.

Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients' end of life.

Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death

Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.

Safety: Minimize the suffering of the pediatric patient through Best-practice.

Informatics: Report all events surrounding the patient's death.

Nursing theory

The theory that will be used to guide the lesson is Elisabeth Kuebler ross's nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).

Describe student audience

Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.

Demographics of the student nurses

The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.

Interventions may be needed to account for varied learning styles.

In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students' different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Also, the learners will work on their own and use the multisensory approach to grasp the concepts discussed in the topic.

How to present information to students?

One of the ways to be present information to the students is through taking the multisensory approach. Using a multisensory approach allows tot the educator to provide the learners with real-clinic examples to understand the concepts of grief, dead, end life. The use of multi-visuals as videos will help in presenting information to the students. Another way to present information to the students is through the use of digital printable materials that are easily accessible to the students.

What visuals will you source, and how will you relay the content clearly and concisely?

One of the visuals that I will source Is the PowerPoint presentation. With PowerPoint presentation, I will relay information clearly and precisely through slides containing information in point form and explained well in the speaker notes section about pediatric death. The slides will also contain graphic images, which will help the learners understand the concepts addressed in each slide. Another visual that I will use are charts that include the various information about risk and precipitants factor related to pediatric death. The charts will have drawings and explanations of what the drawings are about. I will relay the content clearly and concisely by ensuring that the language used in the video is common with the learners and the speaker is audible enough.

Preliminary ideas for assessing students, both informally during the lesson and a summative component that can be administered upon completion of the lesson or unit

One of the preliminary informal assessment methods that I will use in class is quizzes and questions that I will be asking in class. Another preliminary informal assessment method is writing samples. The writing samples during the class period will help to reflect the understanding of each learner. Also, discussion questions will help assess the learners. The summative components that I will use to assess the students include the mid-term and end-of-term exams, which will be administered at specific intervals throughout the learning period. I will use a cumulative project paper that will be developed within a specified period to determine the students’ understanding of concepts learned.

A list of materials that you will reference or hand out during your lesson

The materials that I will hand out during the lesson include;

· Cengiz, A., & Yoder, L. H. (2020). Assessing nursing students’ perceptions of the QSEN competencies: A systematic review of the literature with implications for academic programs. Worldviews on Evidence-Based Nursing, 17(4), 275-282. https://doi.org/10.1111/wvn.12458

· Corr, C. A. (2018). Elisabeth Kübler-Ross and the “Five stages” model in a sampling of recent American textbooks. OMEGA - Journal of Death and Dying, 82(2), 294-322. https://doi.org/10.1177/0030222818809766

· Khraisat, O., Alakour, N., & O'Neill, T. (2017). Pediatric end-of-life care barriers and facilitators: Perception of nursing professionals in Jordan. Indian Journal of Palliative Care, 23(2), 199. https://doi.org/10.4103/0973-1075.204232

· Kirschen, M. P., Francoeur, C., Murphy, M., Traynor, D., Zhang, B., Mensinger, J. L., Ichord, R., Topjian, A., Berg, R. A., Nishisaki, A., & Morrison, W. (2019). Epidemiology of brain death in pediatric intensive care units in the United States. JAMA Pediatrics, 173(5), 469. https://doi.org/10.1001/jamapediatrics.2019.0249

· Rodríguez-Rey, R., Palacios, A., Alonso-Tapia, J., Pérez, E., Álvarez, E., Coca, A., Mencía, S., Marcos, A. M., Mayordomo-Colunga, J., Fernández, F., Gómez, F., Cruz, J., Barón, L., Calderón, R. M., & Belda, S. (2017). Posttraumatic growth in pediatric intensive care personnel: Dependence on resilience and coping strategies. Psychological Trauma: Theory, Research, Practice, and Policy, 9(4), 407-415. https://doi.org/10.1037/tra0000211

· Zheng, R., Lee, S. F., & Bloomer, M. J. (2017). How nurses cope with patient death: A systematic review and qualitative meta-synthesis. Journal of Clinical Nursing, 27(1-2), e39-e49. https://doi.org/10.1111/jocn.13975