Simulation for Teaching BCLS Case Study

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Teaching Basic Cardiac Life Support

One of the major responsibilities of a nurse educator is to prepare a clinically-proficient and culturally-competent nursing workforce through nursing education. This role includes promoting excellence in patient care and ensuring safe patient outcomes through patient education. In order to achieve these objectives, nurse educators need to conduct a proper assessment of the diverse age, ethnicity, and learning preferences of learners to gain helpful direction about the teaching methodology to be adopted in a particular setting. While the assessment data is applied to teaching strategies for diverse kinds of learning groups, these strategies should bridge existing gaps in knowledge, develop learning opportunities, and help in the realization of learning outcomes. These various aspects of teaching assessment of learners and developing teaching strategies are applicable to teaching Basic Cardiac Life Support (BCLS) class or course.

Scenario for BCLS Class

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A healthcare facility has just purchased a simulation mannequin worth $60,000 to help in basic cardiac life support services. However, the instructions show that there are no modules needed to teach basic cardiac life support included in the simulator purchase. Moreover, the simulator cannot be utilized to its full extent because of lack of interactive EKG and AED modules. The director of nursing has also stated that there were no adequate financial resources in the budget to purchase the whole package. Therefore, as a nurse educator, I have to make do with what is available to teach a class of 30 learners of different ages and diverse backgrounds.

Teaching BCLS Class

Case Study on Simulation for Teaching BCLS Assignment

According to Berg et. al. (2010), basic life support is generally regarded as the cornerstone for saving lives following cardiac arrest (p.S685). Teaching basic cardiac life support helps to provide learners with knowledge and skills for basic cardiac life support and prepare to handle such situations in various settings, particularly the nursing setting and/or environment. The process of teaching basic cardiac life support requires consideration of various aspects as a nurse educator. These different aspects help in the development of learning opportunities and selection of appropriate teaching methodologies that will contribute to the achievement of the learning goals, objectives, and outcomes. Some of the most important aspects to incorporate in this process include proper assessment of learners' needs and preferences, developing suitable teaching strategies, creating learning opportunities, and using emerging technologies to keep learners engaged and interested.

The above scenario requires conducting these various processes to help achieve learning outcomes despite the absence of important interactive modules. For this BCLS class, the teaching process requires conducting a proper assessment of the 30 learners of varying ages and diverse backgrounds. The information derived from the assessment will be utilized in creating teaching strategies that create learning opportunities, bridging the existing gaps in knowledge, and help accomplish learning objectives and outcomes.

The various aspects in the scenario will be addressed through the lens of the Academic Nurse Educator, which entails assuming the role of a leader and role model in nursing education. The academic nurse educator is an advanced nursing practice specialist with a focus in promoting learning (Byers, n.d.). This professional places considerable emphasis on promoting learner development and socialization, evaluation and assessment strategies, and designing curriculum and assessing program outcomes. The use of this perspective in addressing the various aspects of the scenario is attributed to its role in nursing education in relation to acting as a leader and change agent within the academic environment.

Overall Goal for this BCLS Class

The overall goal for this BCLS class is to provide learners with knowledge and skills for basic cardiac life support based on guidelines by the American Heart Association regarding resuscitation and emergency cardiovascular care. The need for learners to obtain necessary knowledge and skills for cardiovascular care is attributed to the nature of basic life support. Generally, basic life support is a level of clinical care through which patients with life-threatening injuries or illnesses can receive support before being given full medical attention or care at a hospital.

The main aim of basic life support is to promote sufficient blood circulation as well as breathing via a clear airway. Basic life support deal with three major areas relating to improved cardiovascular functioning and cardiopulmonary resuscitation known as circulation, airway, and breathing (Khalid & Juma, 2010). Circulation refers to the provision of enough blood supply to tissue, particularly vital organs, in order to promote deliver of oxygen to all cells and elimination of metabolic waste. In contrast, airway is the protection and maintenance of a clear channel for passage of gases, especially oxygen and carbon dioxide. On the other hand, breathing is also known as respiration through the airway or inflation and deflation of the lungs.

In order to achieve the overall goal of this class, the BCLS course is developed to teach various healthcare professionals and practitioners on how to identify a series of life-threatening emergencies. Moreover, the learners will be taught on how to provide cardiopulmonary resuscitation, the process of using automated external defibrillation, and how to alleviate chocking in a timely, safe, and effective way. Given the nature of basic life support, these learners will be prepared to provide and utilize their life-saving skills in a variety of settings in-hospital and out-of-hospital settings.

Two Objectives Using Bloom's Taxonomy Behavioral (Action) Verbs

Educators in various fields including the nursing profession have constantly utilized instructional and behavioral objectives for a long period of time (Waller, n.d.). This process has been preceded by the various guidelines developed to help instructors in developing and writing objectives. Instructors benefit from incorporating objectives within the coursework since they emphasize main points and lessen non-essential material. Through established learning objectives, learners emphasize the main points, properly organize and study content material, and study important information. In essence, the development of learning objectives helps students in studying more efficiently and using the objectives to expect test items.

Objectives are basically made of components i.e. The action verb, standard, situations, and the desired audience. The most important component in an objective is the action verb that cannot be omitted since it precisely shows what the student is required to do by following instruction. Bloom's Taxonomy incorporates various hierarchies or levels that are classified into various categories through which learning objectives can be developed. The various hierarchies and levels are based on the cognitive or thinking domain through which Bloom's Taxonomy is developed and established.

This BCLS class will benefit from the use of Bloom's Taxonomy behavioral or action verbs at the 4-6 levels to create objectives. Level 4 of Bloom's Taxonomy focuses on analysis while level 5 addresses synthesis and level 6 deals with evaluation. Based on action verbs in these levels, the first objective for this BCLS class is to formulate effective strategies for providing basic life support to patients with cardiovascular diseases. The learners are expected to utilize knowledge and skills obtained from this class to develop these strategies that can be used in a variety of settings including in-hospital and out-of-hospital settings. The second objective is for learners to properly assess guidelines for provision of basic life support and provide recommendations through which basic cardiac life support can be enhanced in hospital and out-of-hospital settings. When developing these recommendations, the learners will utilize the knowledge and skill obtained from the class and consideration of these guidelines.

Expected Outcome at the End of the Class

The expected outcome at the end of the class is for learners to develop competence and expertise in provision of basic cardiac life support. This competence and expertise will be demonstrated through showing ability to recognize patients experiencing emergencies relating to cardiovascular diseases and providing necessary emergency treatment to promote the well-being of such patients. The achievement of this expected outcome will be evident when learners demonstrate understanding their role in promoting survival of patients with emergencies and ability to carry out cardiopulmonary resuscitation for infant and adult victims of cardiovascular diseases. Moreover, learners are expected to demonstrate ability to relieve any foreign airway obstruction in unconscious and conscious infant and adult victims.

Assessing the Needs of the Diverse Group of Learners

As previously indicated, this basic cardiac life support class comprises 30 learners of different ages and diverse backgrounds. Therefore, one of the most important elements in ensuring the achievement of the learning objective and expected outcome is evaluating the needs of this diverse group of learners. The need for assessing the needs of this diverse group of learners is brought by increased diversity in the classroom, which requires nursing educators to identify issues that could interfere with teaching or perils (Bednarz, Schim & Doorenbos, 2010, p.253). Moreover, the role of nurse educators in assessing learners' needs has expanded to incorporate evaluating barriers for educators and students and creating new strategies for working with non-conventional students.

The most effective means for assessing the needs of this diverse group of learners is through focusing on culturally congruent education and creating a faculty of cultural competence. This process entails conducting a proper assessment to understand the… [END OF PREVIEW] . . . READ MORE

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Simulation for Teaching BCLS.  (2015, May 26).  Retrieved September 23, 2020, from

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