NSG/531 v2 Stage 3 Worksheet: Healthcare Management Learning Plan

This document presents a comprehensive learning plan for a healthcare management course (NSG/531). It outlines the course objectives, teaching strategies, and assessment methods. The plan details a four-semester curriculum covering topics from healthcare management principles to workforce management. The teaching strategies emphasize the development of theoretical concepts through homework, concept maps, and skills development through role-playing and internships. The evaluation includes both theoretical and practical assessments with a detailed grading rubric. The document also specifies required materials, resources, and expected learning outcomes, including students gaining knowledge of healthcare management principles, roles, ethics, and professional growth. References to relevant research papers are also provided. This assignment aims to equip nursing students with the necessary skills and knowledge for effective healthcare management.

NSG/531 v2
The worksheet above follows the design principles laid out in the Understanding by Design model from
Wiggins, G., & McTighe, J. (2005). Understanding by Design.
Stage 3 Worksheet Student Name:_________________________________
Design Your Learning Plan
Now that you have established your learning goals, determined what achievement of those goals looks
like, and defined the criteria that you will use to assess goal achievement, the next step is developing
the learning plan. Focusing on what student’s “need to know” in order to achieve the learning
objectives, determine what they will need in terms of resources: textbooks, articles, videos, e-learning
tools, etc. What types of activities, learning experiences, and lessons will facilitate achievement of the
objectives? What type of activities will foster “acquisition of knowledge,” will support meaning making
allowing students to make meaningful connections, and promote transfer of learning? Will you use case
studies? concept maps? simulations? online learning tools? role playing? to name just a few options.
How will you sequence the learning plan to optimize achievement of learning objectives? How will you
monitor progress and ensure that learning is taking place?
Use the space below to delineate your learning plan, include all resources, learning activities,
experiences, and lessons. Put all activities in order so that they represent how you plan to sequence
the learning. Identify formative assessments to be used to monitor progress and ensure that learning is
taking place. Finally, code each entry with the appropriate initials of the WHERETO acronym (see the
example on page 210 of Understanding by Design).

Stage 3 Worksheet
NSG/531 v2
Page 2 of 3
The worksheet above follows the design principles laid out in the Understanding by Design model from
Wiggins, G., & McTighe, J. (2005). Understanding by Design.
Design Your Learning Plan - Continued
Course Syllabus:
Semester I
Unit I: Introduction to healthcare management;
Unit II: Different Types of Leadership;
Unit III: Core competencies;
Semester II:
Unit I: Quality management in care;
Unit II: Customer centred care planning;
Unit III: Administrative planning and management;
Semester III:
Unit I: Funding and cost management;
Unit II: Budget and resource allocation;
Unit III: Managerial economics;
Semester IV:
Unit I: Interpersonal conflict management;
Unit II: Situational leading and disaster management;
Unit III: Workforce management and leadership;
Learning Objective :
The first objective of this course is to teach the learners about the importance of the principles of healthcare management. The second objective of this course is to make the students understand the
various roles in leadership and administration management in the field of healthcare (Daly, Hill & Jackson, 2015). The third objective of this course is to ready the students to uptake those roles and
responsibilities. The fourth objective of this course is to teach the learners about the ethics that are followed in the healthcare. The fifth and the final objective of this course is to equip the learners
properly to pursue a professional growth in the field of healthcare management.
Selected Learning Group:
The group of students selected for this course is the students, who have completed a nursing course.
Teaching Strategies :
There can be various teaching strategies to teach the students about the healthcare management. The teaching strategies must be focused on developing the theoretical concepts in the learners and
the skills development in the students.
Theoretical concepts:
To teach the students theoretical concepts, various strategies can be used to teach the learners effectively. The strategies can be providing them with various question based homework in order to help
the students to develop problem solving skills and evaluation skills. The implication of the strategy will require the students apply their theoretical knowledge to analyse some hypothetical situation. This
will help in checking the learning of the students without any risk of failure in the practical field. This will also help in developing confidence in the students about their knowledge (Dr ăghicescu et al.,
2014). Another strategy to teach the learners will involve asking them to build a concept map by the application of their theoretical knowledge or to study different concept maps made by the senior
students. This will help them to process the information effectively and thus learning effectively (Jaafarpour, Aazami & Mozafari, 2016).
Skills:
In order to develop different skills of the learners, many strategies can be used. A strategy to help the learners in developing their professional skills effectively can be the adoption of role playing. In this
activity, the learners will be encouraged to play the roles of different healthcare professionals and the patients. This will help the learners to understand the perspective of the patients better along with
the understanding of their own roles and duties better (Kilgour, Reynaud, Northcote & Shields, 2015). The second strategy for the development of the skills can be encouraging the learners to participate
in different internship programs , where they will be working in the practical field of their expertise and interest under the close supervision of the expert professionals in the same field (Valadares &
Magro, 2014).
The evaluation of the strategies of teaching will involve testing the learners using various modes of academic testing, such as subjective tests on the theoretical concepts and practical assessment tests
on the skill development. The test results must be analysed properly to check the efficacy of the strategies in providing the learners appropriate lessons. The evaluation process must be repeated every
week. If the outcome is not properly satisfactory, necessary changes in the strategies must be made.
Grading Rubric:
Assessment Marks Criteria
81-100% (Passed) Shows excellent understanding on the theoretical concepts and exceptionally improved skills.
61-80% (Passed) Shows excellent understanding on the theoretical concepts but skills development is slower.
40-60% (Passed) Shows moderate understanding on the theoretical concepts and skills development is also slower.
20-40% (Failed) Shows poor level of understanding on the theoretical concepts and skills development is very slow.
Method of Teaching:
The classes will be conducted using the offline modes mainly. However, the lectures will be recorded for the future references of the learners. This has been found to be an effective method to increase
the understandings of the students (Sadeghi-Gandomani, Delaram & Naseri-Brugeni, 2014). This recordings will also be shared with the students, who are unable to attend the offline classes due to
various reasons. There will be about 4 classes arranged on a particular subject every week. Each class will involve 20 students. If a class contain a lower number of learners it will be easier for the
teachers to keep their focus fixed on every learners and thus it will be easier to monitor the learning of the students. The learners will be provided with the options of attending a morning class or an
evening class, so they will be able to choose a learning time as per their requirement. The syllabus should be divided in such a way, every topic of the course is covered within a time period of 2 weeks.
In case of a particularly diverse topic, the time can be extended to a maximum of 3 weeks to cover the whole topic.
Materials and Resources required:
The materials required for providing the teaching of this course can be listed as following,
• Necessary books and essential reading materials to provide the teaching;
• A classroom setting;
• The whiteboards and markers to explain the teachings;
• A projector and computers to display the presentations;
• A video camera and audio recorder for the recording of the classes.
• Sitting arrangements for the learners;
The resources required can be described as following,
• Human Resources:
o Teachers or educators, who have a proper experience in the field they are supposed to teach.
o The technical persons, who will be in charge of maintaining the technical instruments, like the projectors, computers, video cameras and the audio recorders (Yuan, 2016).
• Financial Resources:
o The resources to arrange all the materials that were mentioned above.
o The resources to afford the monthly salaries of the human resources.
Expected Outcome:
The principle expected outcome of this course is that the learners will be able to learn effectively about the principles of the healthcare management. It is also expected that the learners will have a clear
idea on the roles and responsibilities that are associated with their professional field. After the completion of the course the learners are expected to be able to perform their duties with a sufficient level of
efficacy. They should also be confident about uptaking their responsibilities. The learners should possess clear knowledge on the theoretical concepts in the area of healthcare management. They must
also have proper skills in their field of choice, which are supposed to be developed during the course time. The learners are also expected to have a clear knowledge on the ethical concepts that are
applicable in the healthcare management field. They are also expected to be able to apply those knowledge properly into application. The learners should be able to pursue a professional growth in their
field after starting the work.
References:
Choi, Y., Song, E., & Oh, E. (2015). Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students. Archives
of psychiatric nursing, 29(2), 90-95.
Daly, J., Hill, M. N., & Jackson, D. (2015). Leadership and healthcare change management. J. Daly, J., S. Speedy, & D. Jackson (Eds.). Leadership & Nursing, 81-90.
Drăghicescu, L. M., Petrescu, A. M., Cristea, G. C., Gorghiu, L. M., & Gorghiu, G. (2014). Application of problem-based learning strategy in science lessons–Examples of good practice. Procedia-Social
and Behavioral Sciences, 149, 297-301.
Jaafarpour, M., Aazami, S., & Mozafari, M. (2016). Does concept mapping enhance learning outcome of nursing students?. Nurse education today, 36, 129-132.
Kilgour, P. W., Reynaud, D., Northcote, M. T., & Shields, M. (2015). Role-playing as a tool to facilitate learning, self reflection and social awareness in teacher education. This article was originally
published as: Kilgour, P., Reynaud, D., Northcote, MT, & Shields, M.(2015). Role-playing as a tool to facilitate learning, self-reflection and social awareness in teacher education. International Journal of
Innovative Interdisciplinary Research, 2 (4), 8-20. Retrieved from http://www. auamii. com/jiir/Vol-02/issue-04/2Kilgour. pdf ISSN: 1839-9053.
Sadeghi-Gandomani, H. R., Delaram, M., & Naseri-Brugeni, N. (2014). Comparison of concept mapping and conventional teaching methods on creativity of nursing students. The Journal of Medical
Education and Development, 9(3), 48-57.
Valadares, A. F. M., & Magro, M. D. S. (2014). Opinion of nursing students on realistic simulation and the curriculum internship in hospital setting. Acta Paul Enferm, 27(2), 138-43.
Yuan, Y. (2016, July). Cloud Classroom Boost Online Learning and Educational Resources Sharing. In 2016 International Symposium on Educational Technology (ISET) (pp. 80-83). IEEE.

Stage 3 Worksheet
NSG/531 v2
Page 3 of 3
The worksheet above follows the design principles laid out in the Understanding by Design model from
Wiggins, G., & McTighe, J. (2005). Understanding by Design.
Design Your Learning Plan - Continued