Peer Teaching Lesson for Nurse Education- myassignmenthelp.com

Question: Discuss about thePeer Teaching Lesson for Nurse Education. Answer: Learning theory used to guide peer teaching session The aim of the given assignment is to provide the learning theories and styles that are used as a peer teaching sessions for nursing. The main purpose of nursing plan is to provide lesson for the basic one to one life support. According to Bradshaw and Hultquist (2016), the learning theories is to provide the framework will provide the blue print for the teaching guidelines. In case of the nursing support related to basic one to one life support care, the teaching guidelines needs to include the general theories. The primary purpose of the basic life support care is to act according to the immediate needs of the patient. One of the essential skills is to have the ability to develop the immediate decision making skills. One of the essential protocol that are needed for the nursing teaching is provided by the need theory of nursing teaching. As mentioned by Oh et al., (2015), the Need theory focuses on the nursing students for development of their own cognitive thinking skills. This will help them to make and implement decisions according to the needs of the patient and situation. The educator wills get the opportunity to teach the lessons that are directly related with the practical situation in the health care service. The theory can also help the individual to focus on the needs of other aspects that will include mental and psychological demand of the patients. Learning styles to be considered The learning style in nursing aims to incorporate the awareness among the people about matters personalized level care. The effective quality of the nurse is dependent on their skills of learning knowledge that is needed for better levels of future growth. The main of the nursing learning styles is to generate the positive environment that is needed for quality care. The style of nursing style depends on the preference of the student. Andreou et al., (2014), have mentioned about the importance of analytical learning styles that are needed for the purpose of understanding the analytics that are associated with the given context. It will therefore be possible for the learners to develop the skill of acquiring information related to the existing medical situation. The analytical style is also combined with that of the situational styles, where most of the learner gets the skills of dealing with the issues with limited amount of medical resources. Both the analytical and situational styl e of learning helps to make most use of the nursing leadership styles. The cultural beliefs within the community also is an essential element of the style of teaching within nursing. The nurse of the community, need to have the ability to understand the sentiment of local culture. This will help them to maintain and establish proper communication within the patient groups (Johnston et al., 2015). Ways to identify the learning needs One of the crucial characters of every professional nurse is the ability to understand and access the needs of the people in the context of the given situation. The importance of understanding the learning needs is to fulfil the gaps that are associated with effective learning skills. In most of the cases, due to the gaps exist mostly due to the rapid changes that occur within the health care sector. Due to the variation in the gaps, exist due to diverse nature of the health care issues in each community. The assessment tool is the most important part of the learning skills that are requested in the context of determining the learning needs. Individual strengths and weakness of the nursing students can be determined that is needed to incorporate personalized levels of nursing care. The teaching objectives in the nursing plan can also be determined by needs (Brennan Bakken, 2015). The area of special focus is part of the nursing teaching plan. Depending on the needs of the local community, it is important to focus on the medical issues faced by the medical experts. Feedback within the nursing care plan As feedbacks are collected from the nursing students, it is possible to understand individual strengths and weaknesses. As a nursing student I will provide feedback by direct interaction with the educator. I will also make use of the evaluation tool, where it is possible to highlight the exact issues in the nursing care plan. For the educators, it is possible to highlight on the barriers that are generally encountered in the teaching plan process. In most of the case, this is possible to deal with the issues that are faced by the nursing students. I can also encourage the educator to change on the existing theory that is needed to incorporate new strategies within the teaching plan. Regular evaluation of the teaching plan is needed, which is the central idea for providing the frameworks needed for the same. Urden et al., (2017), have mentioned about the feedback sandwich model that is needed in the matters highlighting both positive and negative opinions. This model ensures that the information that is gathered from the feedbacks can be used in constructive manner. It also aims to deal with the issues related to the lower motivation of the educators as they have the opportunity to improve the existing teaching methods. Assessment of learners competence The competency level of the learner will help to evaluate the success rate of the implemented nursing teaching plan. With higher levels of competency, it is possible to ensure higher levels of learning success. According to LeGrow and Espin (2017), one of best ways to use of the learning competency is to evaluate the decision making ability of the nurse. The ability to incorporate the soft understanding can also be generated within the process of decision making that will help in improving the accuracy levels of the health care treatment provided. With most of the people engaging in effective communication, it is essential to ensure that proper message is being conveyed to the stakeholders. The objectives can be determined by the rate of recovery of the critical care partients. Reference Andreou, C., Papastavrou, E., Merkouris, A. (2014). Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review. Nurse education today, 34(3), 362-371. Bradshaw, M., Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones Bartlett Publishers. Brennan, P. F., Bakken, S. (2015). Nursing needs big data and big data needs nursing. Journal of Nursing Scholarship, 47(5), 477-484. Johnston, A. N. B., Hamill, J., Barton, M. J., Baldwin, S., Percival, J., Williams-Pritchard, G., ... Todorovic, M. (2015). Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students. Nurse education in practice, 15(6), 415-420. LeGrow, K., Espin, S. (2017). Beginning explorations of the connectedness between patient-centred care, practice development and advanced nursing competencies to promote professional development. International Practice Development Journal, 7(2). Oh, P. J., Jeon, K. D., Koh, M. S. (2015). The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nurse education today, 35(5), e6-e15. Urden, L. D., Stacy, K. M., Lough, M. E. (2017). Critical Care Nursing-E-Book: Diagnosis and Management. Elsevier Health Sciences.