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Essay / Research Paper Abstract
A 4 page paper presenting a lesson plan and rationale for approach to training nurses in education for diabetic patients. Format includes role playing and lecture; learning objectives center around being able to provide more meaningful information for patients. The content outline supports states learning objectives. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: CC6_KSnursLesnPlnDiab.rtf
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Unformatted sample text from the term paper:
learner characteristics of a group of nurses and aides at a large public hospital, it was determined that both young adulthood and middle-aged adulthood (Bastable, 1997) age groups were represented
in the nursing population of the hospital. The state of cognition of both groups can be said to be in the "formal operations," but their psychosocial stages differ.
Young adults are in the "intimacy vs. isolation" psychosocial stage, while the middle aged group is in the "Generativity vs. self-absorption and stagnation" (Bastable, 1997; p. 90) psychosocial stage.
What this means for training developers is that teaching to both these groups will involve including strategies common to each. Teaching should be
focused on a problem; draw on specific experience; add to knowledge already present; and allow practical, hands-on practice (Bastable, 1997). The purpose here is to devise a lesson plan
incorporating these factors. Lesson Plan Format Self care "is the practice of activities" (Orems Self-Care Model Concepts) that patients need to undertake to
meet their own health care needs on a routine basis. This does not equate to less direct patient care, but rather to the increasing ability of patients to perform
routine activities necessary to their own care. The purpose is that with a nurses direction, encouragement and initial supervision, patients are able to take on many of the aspects
of direct patient care formerly reserved only for nurses. Two standard teaching approaches have been chosen for use in teaching the patient the
techniques s/he needs. These approaches include role playing and lecture, and include repeated demonstrations and opportunity for the patient to practice. Role Play
...