Nursing Education: Teaching Plan Development and Evaluation of Success

This report details the development and evaluation of a teaching plan focused on cord prolapse within a nursing education context. The process of topic selection involved researching current health problems and aligning with the curriculum's learning outcomes. The objectives were chosen to equip learners with practical knowledge for real-life situations. A theoretical approach was employed, utilizing existing literature and visual aids. Challenges included limited time, unfamiliarity with advanced technology, and insufficient teaching aids. In-class evaluation revealed that while students grasped theoretical concepts, they struggled with critical thinking and practical application. The report suggests that practical learning strategies are crucial for health education to ensure nurses can effectively manage patients. Improving nursing education is vital for enhancing the quality of patient care, and this requires a collaborative effort from nursing teachers and the government.

THE DEVELOPMENT OF TEACHING PLAN AND EVALUATION OF ITS SUCCESS
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The Development of Teaching Plan and Evaluation of its Success
The process of topic selection was achieved through thorough research of current health
problems. Globally there are various health issues which are exposing people to mass sufferings.
Scholars have the objective of identifying relevant solutions to various infections which are
consuming a significant number of people. They should also be informed of the consequences of
particular infections as the knowledge not only helps them in enhancing the health of society but
also their health. The process of topic selection also observed the formulated curriculum which
the students were expected to cover. This is because the topic should achieve the formulated
learning outcomes at the beginning of the course. The approach towards topic selection was
explicitly based on current health issues as well as the expressed learning outcomes (Moorhead,
Johnson, Maas & Swanson, 2018). The choice of objectives was determined through the
identification of the critical components of the selected topic. It is recommended that the learning
objectives equip the learners with the adequate knowledge which they are expected to apply in
real life situations. The approach to the selection of targets was also guided by the formulated
learning outcomes as well as the ability to solve existing problems. The learning strategies were
expressed regarding the nature of the topic. My topic being cord prolapse, it required the
application of theoretical methodologies. I employed the existing literature concerning the topic,
and I explained various aspects through the use of pictures to facilitate quick understanding and
achievement of the formulated objectives.
As a nursing educator, I faced various challenges in formulation and presentation of the lesson.
The selected topic was broad and required detailed research yet the time was limited. Though I
was able to come up with the lesson, I was not familiar with most of the content. This indicates
that during the presentation I faced challenges while explaining the content to the learners. I had

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no adequate knowledge concerning the advanced technology equipment which is currently
incorporated cord prolapse. I also lacked an adequate supply of teaching and learning aids which
were essential in ensuring that I instill sufficient knowledge to the learners. Availability of
proper time could have enabled me to conduct appropriate research concerning the topic. This
could have also helped me to digest the content adequately such that I can handle the lesson well.
Sufficient knowledge on the existing advanced technology concerning the topic could have
ensured that the lesson is highly fruitful (Marchi-Alves et al., 2013, p.33). Availability of proper
supply of teaching and learning aids could have enabled the lesson become more productive.
The in-class evaluation of the students indicated that the teaching efforts were successful. This is
because the majority of the students had outstanding knowledge on cord prolapse. Although most
of the students understood the concepts, it was evident that the lesson did not meet the set
targets. This is because most students understood cord prolapse concepts theoretically, and they
were unable to stimulate critical thinking. For teaching plan to be considered valid, the learners
should be able to apply the concepts in solving real-life problems (Moorhead et al., 2018). In this
case, the teaching efforts were not highly fruitful as the students had no adequate knowledge
concerning cord prolapse. Also, according to the evaluation, it is evident that the anticipated
objectives were not achieved.
Health care education is essential and should be conducted in a strategic manner such that the
anticipated objectives are achieved. Unfortunately, in my case, I did not meet the set targets, and
this can be closely associated with poor learning strategies. It is recommended that appropriate
learning strategies are employed regarding the nature of the topic. The learning strategies dictate
the methodology to be used in passing knowledge (Billings & Halstead, 2015). In health
teaching, a practical learning strategy is recommended especially when the lesson concerns

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medication to health problems. This is essential as it equips the learners with adequate
knowledge and they get to know on how to handle patients appropriately. Nurses should gain
sufficient knowledge so that they can apply them when managing patients. This ensures that they
provide the best health care as well as enhancing the well-being of patients. The process ensures
that patients get the right medication and therefore facilitating recovery. Cases of incompetent
nurses have been reported from all corners of the world. Such scenarios are associated with
severe repercussions especially to the patients. Improvement of nursing education is a reliable
solution towards solving such cases and enhancing quality patient care. Nursing teachers, as
well as the government, should take the responsibilities of ensuring that quality nursing
education is provided.

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Bibliography
Billings, D.M. and Halstead, J.A., 2015. Teaching in nursing-e-book: A guide for faculty.
Elsevier Health Sciences.
Marchi-Alves, L.M., Ventura, C.A.A., Trevizan, M.A., Mazzo, A., de Godoy, S. and Mendes,
I.A.C., 2013. Challenges for nursing education in Angola: the perception of nurse leaders
affiliated with professional education institutions. Human resources for health, 11(1), p.33.
Moorhead, S., Johnson, M., Maas, M.L. and Swanson, E., 2018. Nursing Outcomes
Classification (NOC)-E-Book: Measurement of Health Outcomes. Elsevier Health Sciences.