Clinical Education for Practice: Teaching Plan for Hand, Foot & Mouth

This report details a clinical education teaching plan designed to educate parents, specifically Ms. Clariet Matilda, about hand, foot, and mouth disease (HFMD) in children entering kindergarten. The plan, set in Perth, Western Australia, covers the disease's symptoms, risk factors, and preventive measures. It emphasizes the role of experiential learning and the theory of interpersonal relations. The teaching strategy involves inquiry-based instructions, memorization, and demonstration. The report also includes an evaluation plan and discusses the strengths and limitations of the teaching approach. The goal is to equip parents with the knowledge to monitor their children and seek appropriate interventions for HFMD, a contagious illness caused by coxsackievirus. The report highlights the importance of hygiene and isolation in preventing the spread of the disease. The plan includes aims, outcomes, teaching theories, and evaluation methods to ensure effective pediatric care.

Running Head: CLINICAL EDUCATION FOR PRACTICE 1
Clinical Education for Practice
Name of Student
Name of Institution
Date of Submission

CLINICAL EDUCATION FOR PRACTICE 2
Clinical Education for Practice
Introduction
This discussion entails an individual teaching plan about hand, foot and mouth
disease among children joining kindergarten. A teaching guide is suited to educate caregivers
and parents about the symptoms, risk factors, and diagnosis of this disease (Siegel, Cook &
La, 2017). The main targets for this subject are Australian parents who are sending their
children to early childhood education centres for the first time. This teaching plan will rely on
personal discussions when educating the parents and also issue pamphlets for individual
studies. The main components of this teaching plan include; learning context of individual
pediatric care, learning need evidence, learner type, learning aims and outcomes, teaching
theories, strategy and methods, anticipated strengths and limitations, an evaluation plan, and
conclusion.
Learning Context (Setting)
The learning context for this pediatric care is Perth, Western Australia. This region
is preferred due to its urban set-up thereby facilitating the teaching process as well as the ease
of access to support materials. Accordingly, this teaching plan will be designed to suit the
learning needs of parents in Perth since most of the residents here are formally employed. In
order to accomplish the clinical aspects of this project, it was advisable to collaborate with
Royal Perth Hospital. This is a leading institution in medical services and patient care thus its
involvement would significantly impact the outcome of this teaching plan (Royal Perth
Hospital, 2019). For purposes of convenience, a parent was selected from the administration
office of Perth Metropolitan so that the learner and the educator could meet regularly.
Learning Need Evidence

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The discussion is entirely covering aspects of hand, foot and mouth disease among
children commencing their kindergarten studies. According to Lott et al (2013), hand, foot
and mouth disease is classified as a contagious infection which mostly affects children below
10 years. In this context, the child whose parent is targeted for the study is a 4-year old boy
who is joining early childhood education in Perth. Therefore, this teaching plan will be
essential in acquainting the parents with basic skills for monitoring their child for any slight
indication of the discussed risk factors (Siegel, Cook & La, 2017). Parents who complete
such programs are capable of providing primary healthcare such as observations and clinical
intervention measures aimed at stabilizing the condition of an ill child.
This teaching plan is structured in a manner which elaborates all the essential
elements of hand, foot and mouth disease among children. To start with, the discussion helps
parents in understanding that the infection is caused by coxsackievirus. It also elaborates the
symptoms of this illness namely; fever, irritability, loss of appetite, malaise, and sore throat
(Huang et al, 2013). Being a contagious disease, hand-foot-and-mouth disease spreads
through contacts with body fluids, stool and nasal secretions of an infected person (Huang et
al, 2013). Lastly, it is important to educate the parents about the precautionary measures
against this disease. These include; maintaining proper hygiene, regularly washing hands, and
isolating infected children from common areas (Feder Jr, Bennett & Modlin, 2014).
Learner Type
This teaching plan is targeting Ms. Clariet Matilda, mother to a 4-year old boy who
is commencing kindergarten in Perth. Ms. Matilda is a native Australian who has been
residing in Perth since childhood. Her ethnic and cultural affiliations point back to the lineage
of the Aboriginals and Torres Strait Islanders. Ms. Matilda works as an administrator in Perth
Metropolitan region, a position she has held for four years. Considering the professional

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records of Ms. Matilda, it can be observed that she is a collaborative leaner who will make
this exercise to be effortless. She is also willing to sacrifice her office hours so that she can
properly learn how to take care of her son.
Learning Aims and Outcomes
The main aim of learning pediatric care is to train parents and caregivers about
primary healthcare and precautionary measures against hand, foot and mouth disease (Feder
Jr, Bennett & Modlin, 2014). By completing this teaching plan, Ms. Matilda will be able to
professionally monitor her son and seek immediate intervention pertaining to the contagious
disease. The following competencies are also expected;
i. Accurate diagnosis of hand-foot-and-mouth disease by observing the symptoms
ii. Implementation of clinical intervention practices in case of a severe attack
iii. Eliminating all the risk factors of this disease by practising proper hygiene
iv. Providing social education to the school management and colleagues about the
precautionary measures of this disease
According to the aims and expected outcomes of this teaching plan, it can be
concluded that this exercise is effective in providing pediatric care about hand-foot-and-
mouth disease. This is because, it is emphasised that the parent will be educated enough to
learn the primary procedures preventing this infection as well as detecting it in a sick child.
Teaching Theories, Strategy and Methods
In order to achieve the best results in pediatric care, the chosen theory must
incorporate learning and practice. Going by this principle, experiential learning theory is the
most preferred. Here, learners are exposed to practices which influence their behavioural
changes and development of practical skills (Moon, 2013). Experiential Learning entails the
reconstruction of a learner’s behaviors to suit the desired outcome while also applying the

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acquired skills in actual practice (Kolb, 2014). While teaching pediatric care, Experiential
Learning can be combined with the Theory of Interpersonal Relations in order to boost the
quality of patient care. The Theory of Interpersonal Relations postulates that the quality of
healthcare provided by nurses is influenced by the nurse-patient relationship at that time
(Senn, 2013). As such, it implies that nurses can provide better healthcare if there exists a
mutual relationship between them and the patient. Therefore, the relevance of this theory in
the current scenario justified since the patient under care is a child to the learner being trained
as the caregiver.
The most applicable teaching strategy which can be implemented here is called
inquiry-based instructions. This is whereby the learners are inspired to think critically,
investigate ideas, and gain deeper meaning of concepts (Kong et al, 2014). As such, the
strategy enhances independent learning which will be broadly applied here through the
issuance of pamphlets. On the other hand, the teaching method should encompass practical
applications so that the learner can acquire hands-on experience (Bastable & Alt, 2014). Thus
two methods will be utilized namely; memorization and demonstration (Day-Black, 2015).
By memorizing the concepts, the leaner acquaints herself with the fundamentals of
healthcare. Accordingly, these memorized skills are then applied through demonstration such
as experiments and internships (Bastable & Alt, 2014).
Anticipated Strengths and Limitations
The main strength here is that the targeted leaner is determined and passionate about
understanding the concepts of pediatric care so that she can always protect her son.
Additionally, the learner is willing to embrace inquiry-based learning which will make her
study independently hence making the process to be effortless. On the other hand, the
limitations include; firstly, the learner is an administrator in the city hence limiting the

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available time for face to face discussions. Secondly, there are constraints in accessing the
learner since the educator is living outside the city.
For this teaching plan to succeed, the limitations need to be eliminated. As such, the
first solution can entail adjustment of the learner’s schedule so that she can meet her educator
at least thrice a week. This will foster personal discussion and practical expression of skills.
Secondly, the leaner and the educator can launch online learning through a preferred platform
such as video-conferencing. This will minimize the costs which would be incurred in
travelling and booking study rooms.
Evaluation Plan
Evaluation is very helpful in determining whether the objectives of the teaching plan
were achieved. As such, the first element of this plan should involve a critical analysis of the
milestones, timeframes, and outcomes of the entire process (O'Connor, 2014). This form of
analysis helps in understanding whether the deliverables were attained within the stipulated
timeline. Secondly, the evaluation plan needs to incorporate suggestions from the leaner. This
is whereby, the learner is requested to fill evaluation forms and provide remarks which can be
implemented to improve to improve learning (O'Connor, 2014). Due to conflicts of interests
between an educator and leaners, this type of evaluation can also be extended to the
colleagues of the educator so that honest results can be obtained. Lastly, the evaluation plan
can characterize examinations and practical assessments of the learner (O'Connor, 2014).
This will provide a direct reflection of the leaner’s competence and abilities.
Conclusion
The teaching plan presented in this discussion aimed at enlightening parents about
the pediatric care of children against hand-foot-and-mouth disease. It was particularly
designed for Ms. Matilda to help her in providing patient care to her 4-year old son who is

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commencing kindergarten. The teaching plan revealed how parents can assess symptoms,
causes, risk factors and preventive measures of this infection. The discussion also highlighted
Experiential Learning and the Theory of Interpersonal Relations as the preferred frameworks
for accomplishing learning. Accordingly, the teaching plan proposed inquiry-based strategy
while memorization and demonstration were the preferred learning methods. The discussion
also focused on the strategies of evaluation such as; learners’ evaluation and goals analysis.

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Huang, W. C., Huang, L. M., Lu, C. Y., Cheng, A. L., & Chang, L. Y. (2013). Atypical hand-
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