Teaching Nursing Students About Abuse and Reporting

The assignment requires developing a plan to teach nursing students about abuse and its reporting. This includes creating awareness, identifying signs and symptoms of abuse, and understanding protocols followed in reporting. The plan should be effective and include a suitable method and materials for assessment.

Elder abuse and
reporting abuse

Table of Contents
PART 1............................................................................................................................................1
PART 2............................................................................................................................................2
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

PART 1
The target audience is 1st year nursing students who belong to different cultural
background. Therefore, it is necessary to teach them about elder abuse and how to report abuse.
Furthermore, 1st year students are taken as it will support them to identify symptoms or signs of
abused elder people and understand their needs. Hence, they will be aware about different ways
of abusing in elders and what protocols or procedures are to be followed for reporting. This will
help in creating awareness among them about how they should handle patients and how to
identify their needs (Fang and Yan, 2018). Moreover, as students belong to different caste, creed,
etc. thus they do not know about how elder are abused and overall procedure of its reporting. The
student possesses various characteristics as they deal with patients who have been abused.
Hence, it will help them to understand elder needs and how it can be fulfilled.
By learning about abuse and its reporting students will be able to gain knowledge and
skills that what are different types of symptoms or signs of abuse, its impact on mental and
physical health of elder people, etc. Through this, students will be aware about protocols and
procedure to deal with elders and what procedures is to be followed in reporting. Therefore, it
will result in reduction of abuse cases and proper reporting of it.
Learning theories for teaching
Roberto, 2016 stated that for teaching the student about elder abuse and its reporting
various learning theories can be used. The use of behaviourism theory can help to make nurses
understand about observational learning aspects in which they can observe in abused elders.
Nurses can learn from the behaviour of teacher thus knowledge can be demonstrated. From the
knowledge perspective learning can be increased by using cognitive theories. As per this learning
theory brain based learning is vital for enhancing skills and efficiency in learning. For providing
the nurses more practical exposure to elder abuse symptoms constructivism learning theory is
also very helpful. With the help of this theory teacher can encourage nurses to construct new
concepts and theories on the basis of their practical experiences and gained knowledge.
Learning styles
Dong, 2015,referred that for enhancing the learning of nursing students’ teachers must
also focus and consider the learning style of students so that teaching strategies can be improved.
From nursing perspective reflective learning style is very helpful as it provides the continuous
learning. Similarly, the for nursing it is required that learners must be active instead of passive
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learners. Thus, teacher must use theories which encourages students to actively involved in
learning process and to include reflection as a necessary part of their learning. For encouraging
active learning style among students’ teachers can use kinesthetic learning in which students are
required to use their three sensory perceptions for acquiring the knowledge.
The use of these learning styles is helpful for encouraging the quality of learning among nursing
students.
PART 2
Assessment
What does teacher want to know about learners?
How can teacher discover information? How might learner
convey this information?
Why does teacher want to know this information?
When does teacher want to know in this assessment stage?
Why?
How might teacher go about doing this?
How might learner assess teacher?
Why education necessary?
That how much they are aware
about adult abuse (Pillemer and
et.al 2016)
By conducting group discussion
So that it can know whether
student are aware about adult
abuse or not
So, that teaching plan can be
developed.
By teaching them about abuse.
In a class presentation
So, that they know signs and
symptoms of abuse and procedure
followed in its reporting.
Diagnosis
What diagnosis might teacher make of their student?
The participation was mediocre
which demonstrated that nursing
students were uncomfortable and
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Why will this effect their educating practice?
When or how might this conclusion be made?
What diagnosis might learner make about teacher?
When and how might this conclusion be made?
did not participate enthusiastically
(Campbell, 2017).
After taking first introductory
lecture
About ability to explain concept
about topic.
After taking first introductory
lecture and by analysing class
environment.
Planning
What needs to be planned? Why?
How information does obtained effect planning process?
What other consideration must be made during planning
process?
A proper education plan, topics
needs to be covered, etc. this is
useful because it will help in
teaching them about abuse and
reporting methods (Gallione and
et.al 2017)
In this a proper plan can be
developed and only relevant
information is included.
The student present knowledge
and skills.
Implementation
What does this phase affect learner and teacher? They both are able communicate
freely after attending lecture
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What needs to be considered?
What are options for teacher and learner?
What external factors may restrict or cause barrier during this
phase?
How learner gain information
about abuse and it reporting
method
A teacher must opt a sensitive
approach to generate awareness
about abuse. And learner would
be understand difference and
implement practically (Yon and
et.al 2017).
The traditional and religious
beliefs may restrict leaner to
implement it and practicing
opening without any hesitation.
Evaluation
Has the exchange of knowledge occurred?
What has been effective and what has not in education
process and why?
By analysing results of
assessment test.
The development of education
plan was effective. But resources
and learned behaviour was not
effective. It might be because of
their perception regarding abuse.
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How might effectiveness of education be measured?
Has education need been met?
By conducting assessment test
(Baker and et.al 2016).
Yes.
Time Content Method Materials Evaluation
1 lecture Overview of
abuse
Use of
presentation
Printed notes,
laptop.
Having one to
one
questionnaire
round
2 lectures Types of
abuse and its
signs and
symptoms
Use of short
films and case
study
Notes,
classroom
By
conducting
assessment
test
2 lectures Procedures or
protocols
needs in
terms of
reporting.
Use of books
and articles
Books,
notepad
By group
discussion.
CONCLUSION
It has been concluded that in order to teach nursing student about abuse and its reporting it is
necessary to develop a plan so that proper awareness can be created. This will enable them to
identify signs and symptoms of abuse and protocols followed in reporting.
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REFERENCES
Books and journals
Baker, P.R. and et.al 2016. Interventions for preventing abuse in the elderly. Cochrane
Database of Systematic Reviews, (8).
Campbell, J.C., 2017. Public-health conceptions of family abuse. In Abused and battered (pp.
35-47). Routledge.
Dong, X.Q., 2015. Elder abuse: systematic review and implications for practice. Journal of the
American Geriatrics Society. 63(6). pp.1214-1238.
Fang, B. and Yan, E., 2018. Abuse of older persons with dementia: a review of the
literature. Trauma, Violence, & Abuse, 19(2), pp.127-147.
Gallione, C. and et.al 2017. Screening tools for identification of elder abuse: a systematic
review. Journal of clinical nursing, 26(15-16), pp.2154-2176.
Pillemer, K. and et.al 2016. Elder abuse: global situation, risk factors, and prevention
strategies. The Gerontologist, 56(Suppl_2), pp.S194-S205.
Roberto, K.A., 2016. The complexities of elder abuse. American Psychologist. 71(4). p.302.
Yon, Y. and et.al 2017. Elder abuse prevalence in community settings: a systematic review and
meta-analysis. The Lancet Global Health, 5(2), pp.e147-e156.
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