Research Paper: Lesson Plan for an Education Program That Is Intended for a Particular Target Audience

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Nurse Lesson Plan

Nursing Lesson Plan for Information Technology Adoption

Designing a lesson plan for a student body engaged in an education toward effective healthcare provision in a context of evolving technological and legal requirements must incorporate both the various values and procedures that have become standardized and the continually shifting paradigm for best practices herein. The lesson plan and relevant literature discussed here are intended to establish this balance. The content and strategy which is presented hereafter is informed by the literature and current realties emerging from the field, established a three-hour class stressing the importance of high-quality healthcare and the manner in which effective information management contributes directly thereto. A course intended to provide introductory information and context for continuing studies in the field of health information management (H.I.M.), its three hour duration and its target entering students will have a substantial bearing on the shape which the lesson plan takes, as demonstrated by this discussion. To this end, the course will focus on introducing students to the various approaches and methodologies which they will be expected to learn and apply throughout the course of their collective curriculum. As we proceed, the emphasis will be on creating modern healthcare professionals who are skilled both in the traditional values of nursing and in those pertaining to the use of newly sophisticated information technology and databasing. As the lesson plan will assert, there is a distinct value in creating a new generation of healthcare professionals that possess technological savvy equal to the necessary physiological and psychological skills.

Educational Need, Rationale and Learner Outcomes:

The field of healthcare is in a state of evolution just as are most professions in light of recent technological developments. Primary among these developments is the use of information technology as a way of driving safer, faster and more efficient access to information. This in turn, creates a healthcare professional who is less constrained by time pressures and staff shortages. This also helps to create a level of informational consistency across the organization to the extent of preventing data bottlenecks, which can cause critical delays in appropriating crucial treatment.

Naturally, the technological advances that we have made cannot alone improve the quality of healthcare provision. Effective application of the technology by qualified healthcare professionals is essential. Therefore, the present lesson plan is driven by the educational need to create a new generation of healthcare professionals that is comfortable with and skill in the usage of constantly evolving information technologies. The rationale for this educational need is the understanding that advancing hospitals and other healthcare facilities have increasingly come to adopt sophisticated new information technology systems and that failure to properly train personnel in the usage of such systems would lead to critical implementation failure. It is thus that the overarching learning outcome of this lesson plan will be comfort and competence in the usage of critical and evolving Health Information Systems.

Learning Objectives:

Bastable's text on the subject of nursing education orients course content toward what it identifies as three essential domains through which to shape learning objectives. Each of Bastable's domain's is constituted of skills sets which are to be sought through these learning objectives:

Bastable identifies the Cognitive Domain as the individual and collective matrices by which students will employ their knowledge and intuition in order to make use of information received in a learning context. Among the skills that are contained by this category are comprehension, application, analysis, synthesis and evaluation. With regard to prospective learning objectives, this means that course content and curricular approach must be concordant with the active processes by which students gather, use and integrate information. A particular objective of the course will be to require students to employ the skills under this domain as a means of overcoming a lacking of practical context.

Bastable's second skill set is the Affective Domain, wherewith students will compose themselves as part of a formal educational context. The skills considered here will be demonstrable of the most basic building blocks to making useful resolutions of information gained from scholarly and direct experience. Included here are the actions of receiving, responding, valuing, organizing and characterizing, all relating to the way that learners will enact automated approaches to education that can be sharpened through honing. Therefore, a primary learning objective will be to help students sharpen these instinctual aspects of the information being gathered. This will help to instigate the transition of information into knowledge.

A third area which this text addresses is the Psychomotor Domain. It is here that learners are typically set apart from one another, with a diverse range of aptitudes naturally represented herein. Skills such as perception, guided response, complex overt response, adaptation and origination all will inevitably constitute a broad spectrum of abilities, to which the lesson plan must be considerate. Therefore, learning objectives will be informed by this domain, which determines that content must be perceptible to class members of any of various permutations on this subject. (Bastable, pp. 319-354)

Instructional Design Model and Learner Characteristics:

The group that I would intend to instruct is a class of pre-professional basic students who will, for the larger part, be using the instruction as a point of entry for knowledge on the subjects of Health Information Management and the directly correlated provision of high-quality healthcare provision. This will be of importance in my assessment of these students upon the basic characteristics offered by Dubhorne and Gunawardena (2005), who identify age, scholastic performance records, work experience and critical thinking disposition all as factors that mold the needs and abilities of the target group.

Using these qualifiers, we might identify the student body as being of a mixed age distribution, though with a likely tilt toward younger students seeking entry-level work out of any number of completed levels of education. This is to note that the majority of students are likely to be in a range from high-school graduate, community college graduate or university student age, indicating that the technological and organizational challenges of this subject may be matched by a demographic with a firm grasp on many of its underlying concepts.

Age will likely have a bearing on my ability to evaluate the next characteristic due for consideration. With many students only recently emergent from institutions of scholastic engagement, it is highly likely that records concerning previous GPAs in nursing courses and other indicators of academic performance will be available. For those entering this course at a more advanced age, it is less likely that such a background will be as well ingrained. The lesson plan will seek to find balance in this condition, attempting to cater in content and approach to a diversity of scholastic and introductory needs.

Duphonre and Gunawardena discuss work experience as a characteristic as well. The level of on-site experience which a student has achieved will be of central relevance to the manner in which instruction will be received. Therefore, in carrying out this lesson plan, it will be imperative to endow it with the flexibility to have meaning for students who have no onsite experience and to still possess the depth and spectrum of relevance to be of value to those who have already spent some time in the environment which we will discuss. As our chosen text notes, it is likely that the application of the lesson plan will require a higher degree of theoretical input so that it may represent the potential for value to students with a modest to considerable range of on-site interactive experience. For those who are lacking in this experience, the theoretically will be heavily counter-balanced by a continuing emphasis on the appropriate procedural way to attend to the practical demands of the field.

The Hoge (2004) text asserts that the Adult Learning Theory is an appropriate way to approach this potentially diversely aged group of adults. This approach to engaging the student bypasses traditional methods of lecture, where the student body is a passive receiver for information. Instead, this theoretical approach is founded upon the notion that "learning occurs in a broader context and that in order to understand and use the new information, the learner needs to structure, organize and integrate the information based on one's previous knowledge and view of the world." (Hoge et al., 2004, pp5) This approach directly engaged individual students in the material by requiring their input, feedback and overall participation. Particularly, it accomplished a number of our objectives by helping to bring each learner into the subject matter and class community on his or her own terms.

It bears noting that this approach may be challenging to learners of a lower aptitude by rewarding more individually driven approaches to the curriculum. Nonetheless, in the hands of an insightful instructor, this approach may make it more feasible to distill and provide special attention to those learners with this greater level of need.

Another that we must consider is that of the individual student's capacity for critical thinking and problem solving. The aptitude of… [END OF PREVIEW]

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