Nursing Education Assignment: Constructivism Theory for Fluid Balance Chart Management

This nursing education assignment focuses on using constructivism theory to teach nursing professionals about fluid balance chart management. The goal is to make nursing professionals competent in fluid balance charts. The background and rationale for using constructivism theory are discussed. The activity details include power point presentations, 5 sessions, and a practical assessment section. The nursing professionals will be assessed using a questionnaire. The subject is nursing education and the course code, course name, and college/university are not mentioned.

Running head: NURSING EDUCATION ASSIGNMENT
NURSING EDUCATION ASSIGNMENT
Name of the Student
Name of the University
Author note

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Introduction
Education and training schedules are few important approaches through which,
reinforcement of additional knowledge regarding a process can be provided to the graduate
nurses or healthcare professionals. The training can be regarding the professional conduct or the
processes that are applied on patients to improve their health condition (Fosnot, 2013).
Therefore, Planning of a short educational activity with compliance to the established theory
should be done in healthcare settings so that the target population can be taught regarding the
process. In this assignment the peers in the clinical process will be educated about the knowledge
of the fluid balance charts and management tricks (Moons & De Backer, 2013). In this context,
the goals of the educational plan, background and justification of the approach, the details of the
activity and the visual resource will be incorporated in the assignment.
The goal
The goal of this educational planning for nursing professional will be making them
competent to the fluid balance charts that are used in healthcare facilities to track the fluid intake
of the patients. This education is important as due to advancement of machineries, everything has
become digital however in adverse situation knowledge of these strategies are important for
healthcare professionals. Therefore, the goal of this assignment will be utilizing the constructive
learning theory of learning and determine the reinforcement of these learnings within the nursing
students (Zamanzadeh et al., 2014). The target for the educator will be one week within which
the nurses will be made competent regarding the process.

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Background of the approach
The theory of constructivism is dependent on the relation between learner and the
educator and the level of their discussion regarding the process determines the understanding or
compliance to the process. According to Coulson et al., (2012), the theory of constructivism is
completely dependent on the learner and the level of compliance of the learner to the process
determines his or her understanding of the topic. Further, the duty of the educator is to provide
solution to the learner regarding the issues that prevent them to achieve complete knowledge
regarding the process. Apart from nursing discipline, other disciplines such as psychology,
sociology and lower level education system is also based upon the theory of constructivism. As
the concept is based on the experience of the learner and educator helps them, to understand the
topic more deeply, this theory can be applied in many aspects of modern education system.
Fosnot, (2013), provides a constructive example regarding the process according to which, it
becomes easier to learn a concept if it comes with proper understanding with experience.
Therefore, adults with proper experience regarding a process performs it without any mistake,
whereas children are unable to learn processes until they include those in their habits.
Rationale of using this theory
The theory deals with prior knowledge of the learner and deals with authentic and real
problems, this theory should be applied in the education of nursing professionals for teaching
them the fluid balance chart and its management. While going through their courses, they are
taught regarding fluid balance and its importance, hence, they have prior knowledge regarding
the concept (Oermann & Gaberman, 2016). Further, discussion with educator regarding the fluid
management using balance sheets manually will help them to develop their knowledge regarding
this important aspect of healthcare. Further, using the constructivism theory in the process, the

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curriculum also become constructive that helps to develop the professional aspect of healthcare
professionals. Further according to Coulson et al., (2012), theory of constructivism helps to carry
out constructive assessment, and calms the conflicts between one’s cognitive ability and their
social context. Furthermore, Hatlevik (2012) determines that using constructive theory, it will be
easier to make the nurses learn the process properly as in healthcare settings these process is
performed digitally, hence, they are unable to practice it manually. Therefore, these are the
rationales of using constructivism theory in this education planning prospect.
Activity details
While using this education planning, power point presentations will be included
regarding the fluid balance charts and its management approaches, as it will be easier for the
nurses to understand the informations are being delivered to their end. They will be provided
with 5 sessions, and one practical assessment section, within which they will be asked to
understand the process and ask for any assistance if they need. While making them learn about
the fluid balance chart, each of the concepts such as dehydration, fluid balance recording, body
weight urine output, and the ways to keep the accurate fluid balance charts will be taught with
proper pictorial presentations (Chan, 2013). Further, basic concepts of fluid movement inside the
human body, the level of maintenance of fluids inside the body and the formation of tissue fluids
in the human body will be demonstrated. Further after that, they will be assessed using a
questionnaire having 15 open and close ended questions regarding the concepts of dehydration,
fluid overload, assessment of fluid balance, clinical assessment related to it, the chemistry of
blood with the level of fluid, and incorporation of all these data within the fluid management
chart will be asked. Furthermore, after completion of this assessment process, the nursing

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professions will be assessed regarding their ability to answer all the questions and their in depth
knowledge regarding the process (Coulson et al., 2012).
Conclusion
While concluding the assignment, it should be mentioned that fluid balance checklist is
one of the processes which is being digitized nowadays. Therefore, the healthcare facilities are
being lenient about teaching them regarding the process. Therefore, the plan of educating those
nursing professionals regarding the process of fluid uptake and for that the theory of
constructivism was chosen. Further the goal of the education plan was determined with a proper
background information and rationale to the topic was provided in the assignment. Further the
process was explained in detail through which, the goal of the education plan will be achieved.

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References
Chan, Z. C. (2013). A systematic review of critical thinking in nursing education. Nurse
Education Today, 33(3), 236-240.
Coulson, R. L., Jacobson, M. J., Feltovich, P. J., & Spiro, R. J. (2012). Cognitive flexibility,
constructivism, and hypertext: Random access instruction for advanced knowledge
acquisition in ill-structured domains. In Constructivism in education (pp. 103-126).
Routledge.
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College
Press.
Hatlevik, I. K. R. (2012). The theory‐practice relationship: reflective skills and theoretical
knowledge as key factors in bridging the gap between theory and practice in initial
nursing education. Journal of advanced nursing, 68(4), 868-877.
Moons, J., & De Backer, C. (2013). The design and pilot evaluation of an interactive learning
environment for introductory programming influenced by cognitive load theory and
constructivism. Computers & Education, 60(1), 368-384.
Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education.
Springer Publishing Company.
Zamanzadeh, V., Valizadeh, L., Azimzadeh, R., Aminaie, N., & Yousefzadeh, S. (2014). First
and fourth-year student's perceptions about importance of nursing care behaviors:
socialization toward caring. Journal of caring sciences, 3(2), 93.

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