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teaching

hypertension 

Anne Arundel Community College Department of Nursing

Arnold Maryland NUR 230

TELEMETRY CLINICAL EDUCATION ASSIGNMENT

I. Student Outcomes

1. Students will assess the educational needs and barriers to learning for the client and/or support system including learner readiness and Social Determinants of Health

2. Students will identify learning strategies that will move and empower the client/support person toward health promotion, health restoration, and effective self-care.

3. Students will determine and prioritize a minimum of 3 needs of the client/support person. This may include any social determinants of health needs.

4. Students will develop and implement a teaching plan that will provide the information and/or skills needed to achieve desired positive client outcomes.

5. Students will evaluate the effectiveness of the teaching plan and will modify strategies based on their evaluation.

II. Outcome Assessment:
Clinical Education Assignment Worksheet

Education is a critical component in holistic nursing, as it empowers clients and their support systems toward health promotion, health restoration, and effective self-care. It requires practice, active listening, and utilization of resources to educate appropriately and effectively.

For this assignment:

· Choose a client on the 1st day of clinical week that will likely be present for both days of clinical.

· Assess your client’s educational needs, prioritize the needs, develop a teaching plan, implement the plan, and evaluate the effectiveness of your teaching.

· Complete the following questions while at the clinical site. It may take you until the second clinical day to complete the effectiveness evaluation.

· Answers are to be written in narrative format with proper grammar, providing detailed information. (minimum 1 paragraph per question)

· Attach any educational resources you used during your teaching session. This can include printed materials, websites or online resources, brochures/booklets.

· Provide any evidence-based research that supports the information you provided to the client/support person. This could include research studies, clinical guidelines, or nursing journals.

· The completed Education Assignment Worksheet is due during post-conference to the clinical faculty. See the Clinical Education Assignment Rubric for guidance.


Clinical Education Worksheet

1.
Identify Educational Needs for the Client/Support Person

Identify a minimum of
three (3) key educational needs based on the client’s condition or situation.

·
Previous Teaching on Identified Needs:

· Review the client’s
EMR (Electronic Medical Record),
progress notes,
social work,
case management,
physical therapy (PT),
occupational therapy (OT), and
nutrition notes. Has there been any previous teaching on the identified needs? If yes, summarize the teaching that was done. (Consider methods, frequency, and outcomes.)

·
Barriers to Learning:

· Identify
one barrier for each of the three educational needs you’ve identified. A barrier could include physical, cognitive, emotional, or environmental factors. Explain each barrier in detail. Examples might include:

· Physical barrier (e.g., pain, limited mobility)

· Cognitive barrier (e.g., memory issues, language barriers)

· Emotional barrier (e.g., anxiety, depression)

· Environmental barrier (e.g., limited access to resources)

·
Social Determinants of Health (SDOH):

· Identify
at least one Social Determinant of Health (e.g., income, education, housing, social support, or access to healthcare) that may impact the client’s health or learning. Explain how this could affect their ability to learn or their health outcomes.

·
Needs Assessment:

· Explain how you assessed the educational needs. Did you use interviews, observations, assessments, or tools like the
Teach-Back Method,
Health Literacy Assessment, or any standardized assessment forms?

2.
Educational Priority

Based on your assessment,
identify the most important educational need for the client/support person.

·
Educational Goals/Outcomes:

· Describe the
educational goal(s) you set for this person. What are the desired outcomes based on the identified needs? For example:

· If the client has diabetes, the goal might be: “The client will demonstrate correct blood glucose monitoring techniques by the end of the teaching session.”

· Be specific, measurable, achievable, relevant, and time-bound (SMART goals).

3.
Readiness to Learn

Is your client/support person ready to learn?

· Explain why or why not, including:

·
Emotional and cognitive state: Is the person in a calm, focused state? Are they overwhelmed or distracted?

·
Environmental factors: Did the person have distractions (e.g., noise, interruptions)?

·
Physical readiness: Are they in pain or feeling unwell, which may affect their ability to engage in learning?

·
Timing: Was it the right moment in their care process for teaching? Are they motivated and interested in learning?

4.
Learning Strategies Used

Identify and describe the
learning strategies you implemented for your client and/or their support person.

·
Rationale:

· Why did you choose these strategies? Consider factors like:

· The person’s
learning style (visual, auditory, kinesthetic, etc.)

· The
level of education (basic, advanced)

· Cultural and linguistic needs

·
Age and cognitive abilities

· Were these strategies
appropriate for the client/support person’s situation and educational needs (explain why or why not)?

5.
Effectiveness of Teaching Methods

Were your teaching methods effective?

· Evaluate the effectiveness of your teaching using objective and subjective criteria.

·
Subjective: Did the person express understanding or show interest? Did they ask questions?

·
Objective: Did the person demonstrate learning, such as performing the task independently, recalling key information, or following instructions correctly?

·
Evaluation of the Teaching Plan:

· How did you assess if the teaching plan was effective? Did you use tools like:

·
Teach-Back Method (asking the person to explain the information back to you)

· Observing the person’s ability to perform a skill or recall information

· Follow-up questions to assess understanding

· The evaluation should be completed
by end of clinical day 2 to ensure timely feedback.

6.
Modification of the Educational Plan

After the teaching session and evaluation, what would you do differently next time?

· Reflect on how you would approach the situation differently based on your experience with this person. Consider aspects like:

· Teaching strategies

· Timing of teaching

· Client/Support person engagement

· Addressing barriers

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