Discharge Education: Peer Teaching Plan

This article discusses a peer teaching plan for discharge education for nursing students and graduate nurses. It covers the target audience, teaching and learning context, clinical learning environment, learning theories, learning styles, lesson plan, timeframes and learning resources, team teaching allocation, session summary, evaluation considerations, and reflective evaluation. The teaching plan aims to teach prospective nurses and nursing students on the techniques underlying conductance of adequate discharge education to a patient receiving antihypertensive and diuretic medications like Metoprolol and Furosemide.

Running head: DISCHARGE EDUCATION: PEER TEACHING PLAN
DISCHARGE EDUCATION: PEER TEACHING PLAN
Name of the Student:
Name of the University:
Author note:

1DISCHARGE EDUCATION: PEER TEACHING PLAN
Introduction
Target Audience
The target audience will include nursing students still undergoing their bachelor’s or
diploma degree, or graduate nurses preparing to engage themselves in clinical environments
to undergo training and obtain healthcare experience. Engagement in discharge education
requires nurses to inculcate or teach patients on key precautions and self-care practices before
they embark on their return to their usual lives. Prospective nurses need to learn the
techniques of an appropriate discharge education in order to achieve positive patient health
outcomes (Pedro, 2019).
Description
Teaching/Learning Context
Modern day nursing requires nursing engagement with patient centred, clinically
empowering approaches beyond merely the traditional responsibility of ensuring alleviation
of clinical symptoms. Discharge education is a key pre-requisite of quality nursing practice
and implies nursing engagement in health education dissemination to the patient in order
encourage patient empowerment self-care abilities for maintenance of positive health
outcomes (Yates, 2018).
Clinical Learning Environment
Medication administration is a traditional method of treating disease symptoms in
patients. One must consider the dosages, side effects and precautions prior to administration
(García-Ruiz et al., 2016). Anti-hypertensive drugs, such as the beta blocker Metoprolol and
the diuretic medication Furosemide, aids in mitigating hypertension, combatting oedema and
cardiovascular diseases, with however side effects associated with allergic intolerances,
fatigue, diarrhoea, vision blurring and dizziness (Lamarche et al., 2016). Hence, the clinical

2DISCHARGE EDUCATION: PEER TEACHING PLAN
learning environment for the teaching plan, must consider real life or stimulated case
scenarios of patients administered with these medications since nurses must relay their
medication knowledge to patients to ensure safe continuation of medication consumption
without side effects (Pandian et al., 2016).
Learners Background
The learners for the teaching plan are prospective nurses with graduation degrees and
a preparation to engage themselves in practical clinical settings. Hence, the learners are well
aware of various disease conditions, treatments and patient care methods, but require refining
of communicational strategies essential for discharge education.
Learning Theories
Learning theories to be utilised will include ‘Cognitivism’ and ‘Experientialism’.
Cognitivist learning necessitates the importance of thinking, memory, motivation and
reflection in learning (Clarke, 2018). Experientialism necessitates that experiences are the
key influencers of an individual’s learning (Khalil & Elkhider, 2016).
Learning Styles
Visual, Auditory, Reading/Writing and Kinaesthetic learning styles will be
considered. Visual learning highlights learning to be associated with creative visualization.
Auditory learning relies on learning through sounds. Textual interactions outline
reading/writing learning styles. Practical engagement with activities outline kinaesthetic
learning (Willingham, Hughes & Dobolyi, 2015).

3DISCHARGE EDUCATION: PEER TEACHING PLAN
Lesson Plan
Lesson Outline
Introduction and Aims
Nurses must learn appropriate discharge education techniques on the key precautions
to be considered in patient consumption of anti-hypertensive and diuretic medications
(Bartolomei & Grecco, 2019). Hence, the aim is to teach prospective nurses and nursing
students on the techniques underlying conductance of adequate discharge education to a
patient receiving antihypertensive and diuretic medications like Metoprolol and Furosemide.
Stages and Resources
1. Stage 1, with the rationale that nurses need to know basic medication information in
order to adequately explain the same to patients (Conley, 2018): Reading and Writing
on drug mechanism of action, side effects, dosages and precautions.
2. Stage 2, with the rationale that nurses must learn usage of simplified language to
educate patients, who may not possess adequate health literacy levels (Reeves et al.,
2017): Visual and Auditory session on simplified language usage.
3. Stage 3, with the rationale that nurses must acquire skills of patient centred and
learning and educating patients on reading warning signs on labels to prevent
medication overdose (Okrainec et al., 2017): Kinaesthetic and role playing session
using fictitious patient scenarios.
Teaching and Learning Activities
1. Activity 1: Reading and Writing on drug mechanism of action, side effects, dosages
and precautions, using handouts, brochures and activity worksheets containing
information on Metoprolol and Frusemide, as per Cognitivist theories and
reading/writing learning (Al-Jarrah et al., 2019).

4DISCHARGE EDUCATION: PEER TEACHING PLAN
2. Activity 2: Visual and Auditory session on simplified language usage, using audio-
visual presentations and pictorial data such as charts and graphs, as per Audio-visual
learning style (Noda et al., 2015).
3. Activity 3: Kinaesthetic and role playing session using fictitious patient scenarios
where the student will be asked demonstrate a discharge education session on
Metoprolol and Frusemide, as per Kinaesthetic and experiential learning (Ibrahim &
Hussein, 2016).
Timeframes and Learning Resources
Teaching Plan
Stages
Week 1 Week 2 Week 3
Stage 1: Reading
and Writing on drug
mechanism of
action, side effects,
dosages and
precautions, using
handouts, brochures
and activity
worksheets
Stage 2: Visual and
Auditory session on
simplified language
usage, using audio-
visual presentations
and pictorial data
such as charts and
graphs
Stage 3:
Kinaesthetic and
role playing session
using fictitious
patient scenarios
Team Teaching Allocation
1. Team Member 1 will be allocated for Stage 1 teaching (Reading/Writing)
2. Team Member 2 will be allocated for Stage 2 teaching (Audio-Visual session)

5DISCHARGE EDUCATION: PEER TEACHING PLAN
3. Team Members 3 and 4 will be allocated for demonstrating the role play and allowing
students to participate as per Stage 3 activities.
Session Summary
The teaching plan will be concluded with a feedback and reflective sessions for both
the teachers as well as the learners. Overall, administration of a peer teaching plan on
discharge education for patients consuming antihypertensive and diuretic medications will
result in the following on learning outcomes:
 Knowledge acquisition on drug pharmacokinetics and pharmacodynamics, dosages,
side effects and precautions.
 Knowledge acquisition on adequate terms and communication strategies to be used
while engaging in discharge education with patients of varied health literacy levels.
 Knowledge acquisition on strategies of patient centred care during discharge
education conductance.
Evaluation Considerations
Giving Feedback
The session will conclude with a feedback activity where teachers as well as the
learners will discuss their views, teaching and learning experiences, expectations and
opinions on strengths and areas of improvement on the lesson plan, using group discussions,
feedback surveys, rating scales and interviews. Adequate feedback paves the way for future
scope of improvement and learning (Hom et al., 2017).
Assessing Effectiveness
The effectiveness of the teaching plan can be assessed by conducting written
examinations among the leaners or by encouraging them to demonstrate practical knowledge

6DISCHARGE EDUCATION: PEER TEACHING PLAN
using their own personalised hypothetical situations. Written and demonstrative or practical
based methods are key strategies underlying learner knowledge evaluation (Manna, Saha &
Bag, 2018).
Reflective Evaluation
Self-reflection and mindfulness aids individuals in exploring their strengths,
weaknesses and opportunities for improvement paving the way for self-empowerment and
positive learning outcomes. Hence, after the teaching, leaners and teachers will be asked to
reflect on their newly acquired knowledge and their modes of future application. Monotony,
inability to generate eagerness to participate among leaners along with inability to incorporate
real life case scenarios may be possible limitations of this plan (Whiley et al., 2017).
Conclusion: Summation of Activity
To conclude, the teaching plan on discharge education concerning patient usage of
anti-hypertensive and diuretic drugs was disseminated successfully using experiential and
cognitivist learning theories and visual, auditory, reading and writing and kinaesthetic
learning styles.

7DISCHARGE EDUCATION: PEER TEACHING PLAN
References
Al-Jarrah, T. M., Mansor, N., Talafhah, R. H., & Al-Jarrah, J. M. (2019). The Application of
Metacognition, Cognitivism, and Constructivism in Teaching Writing Skills.
European Journal of Foreign Language Teaching.
Bartolomei, S., & Grecco, M. L. (2019). Transplant Discharge Education: Technology versus
People. Biology of Blood and Marrow Transplantation, 25(3), S441.
Blazeck, A. M., Katrancha, E., Drahnak, D., Sowko, L. A., & Faett, B. (2016). Using
Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide
Patient-Centered Discharge Teaching. Journal of Nursing Education, 55(5), 296-299.
Clark, K. R. (2018). Learning Theories: Cognitivism.
Conley, P., Kelechi, T. J., Nemeth, L. S., & Mueller, M. (2018). Chronic Obstructive
Pulmonary Disease Discharge Education and Quality of Life Evaluation: A Feasibility
Study.
García-Ruiz, J. M., Fernández-Jiménez, R., García-Alvarez, A., Pizarro, G., Galán-Arriola,
C., Fernández-Friera, L., ... & García-Prieto, J. (2016). Impact of the timing of
metoprolol administration during STEMI on infarct size and ventricular function.
Journal of the American College of Cardiology, 67(18), 2093-2104.
Hom, J., Kumar, A., Evans, K. H., Svec, D., Richman, I., Fang, D., ... & Renault, C. (2017).
A high value care curriculum for interns: a description of curricular design,
implementation and housestaff feedback. Postgraduate medical journal, 93(1106),
725-729.
Ibrahim, R. H., & Hussein, D. A. (2016). Assessment of visual, auditory, and kinesthetic
learning style among undergraduate nursing students. Int J Adv Nurs Stud, 5, 1-4.

8DISCHARGE EDUCATION: PEER TEACHING PLAN
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design
models for effective instruction. Advances in physiology education, 40(2), 147-156.
Lamarche, C., Pichette, M., Ouimet, D., Vallée, M., Bell, R., Ouellet, G., ... & Pichette, V.
(2016). Pharmacokinetic and Dynamic of Furosemide in Peritoneal Dialysis Patients.
Peritoneal Dialysis International, 36(1), 107-108.
Manna, A., Saha, S., & Bag, U. (2018). A Comparative study between Summative Written
Examination and Practical Project Work of Higher Secondary Level School Students
at Memari Block in Burdwan, West Bengal. Int. J. of Multidisciplinary and Current
research, 6.
Noda, K., Yamaguchi, Y., Nakadai, K., Okuno, H. G., & Ogata, T. (2015). Audio-visual
speech recognition using deep learning. Applied Intelligence, 42(4), 722-737.
Okrainec, K., Lau, D., Abrams, H. B., Hahn-Goldberg, S., Brahmbhatt, R., Huynh, T., ... &
Bell, C. M. (2017). Impact of patient-centered discharge tools: A systematic review.
Journal of hospital medicine, 12(2), 110-117.
Pandian, V., Garg, V., Antar, R., & Best, S. (2016). Discharge Education and Caregiver
Coping of Pediatric Patients with a Tracheostomy: Systematic Review. ORL-head
and neck nursing: official journal of the Society of Otorhinolaryngology and Head-
Neck Nurses, 34(1), 17-8.
Pedro, J. A. T. (2019). Evaluation of Discharge Education: An Educational Intervention to
Improve Patient Safety with Opioid Medications.
Reeves, M. J., Hughes, A. K., Woodward, A. T., Freddolino, P. P., Coursaris, C. K.,
Swierenga, S. J., ... & Fritz, M. C. (2017). Improving transitions in acute stroke

9DISCHARGE EDUCATION: PEER TEACHING PLAN
patients discharged to home: the Michigan stroke transitions trial (MISTT) protocol.
BMC neurology, 17(1), 115.
Whiley, D., Witt, B., Colvin, R. M., Sapiains Arrue, R., & Kotir, J. (2017). Enhancing critical
thinking skills in first year environmental management students: a tale of curriculum
design, application and reflection. Journal of Geography in Higher Education, 41(2),
166-181.
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning
styles theories. Teaching of Psychology, 42(3), 266-271.
Yates, S. (2018). Improving Discharge Education for Heart Failure Patients by Using an
Electronic Checklist.