Essay Sample on 3 Essential Communication Models for Nurses

Introduction

Communication is an essential aspect in the field of nursing. Close interactions between a nurse, patients, and the family may result in a successful patient treatment plan. Obviously, in the presence of functional interrelations, the principles of the concept and other essential notions would get shared easily between the three major parties, hence making it easier to achieve the targets. The primary aim of this discussion is to discuss three various fundamental models effectively. They include patient education, family education and staff development. The main objective of studying these components is to develop extensive knowledge and understanding of the activities that take place in the nursing sector.

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Instructional Goals for the Teaching Experiences

For instance, the primary goal of patient education was to make the ill people informed concerning every aspect that relates to their health and wellbeing. Secondly, patient education is meant to reduce the case scenario of patient confusion whenever they experience challenges that need an immediate response from the attending nurses. The patient education program also aimed at minimizing the tasks perfumed by the staff by making them lean heavily on the higher priority duties.

Family education is equally essential as it helps in the overall psychological, mental, physical, and emotional wellbeing of the patients, by avoiding depression cases among other severe types of illnesses such as chronic diseases. Primarily, the goals of doing the program on family life education including but not limited to; promotion of the emotional, mental and social adverse changes, that children usually adapt as they continuously grow and become older. It also performs the task of ensuring a stabilized relationship interaction between the family members, by minimizing the consistent quarrels and fights, which may trigger cases of disagreement. Sadness significantly impacts health negatively. Hence the teaching plan shall act as the tool to ensure that its possibilities of occurrence at the household level reduce tremendously.

Finally, the teaching plan also targets on the staff development for the nursing department organs. The vital goal of the project was to impart the nurses and other health professionals with the necessary essential skills and knowledge on the underlying trends such as the security and privacy of the personal health information PHI. Besides, the plan aimed at letting the nurses understand their duties, to eliminate or completely eradicate any potential cases of confusion, on duty allocation and implementation.

Learning Objectives for the Teaching Experiences

Benjamin Bloom, in the year 1956, designed the specific taxonomical structure, which he proposed that researchers and scholars should always adapt when providing the various learning objectives in their studies. Meanwhile, the suggestion was only to get applied when dealing with research studies based on education. Bloom's taxonomy for educational purposes consists of six primary determining parameters. They include "knowledge, comprehension, application, analysis, synthesis, and evaluation" (Krathwohl & Anderson, 2009).

For the section of patient education, the main objective was to train the patients on the most severe diseases that are fatal. With the knowledge, the patients can control some of the easily contacted infections by adhering to the necessary preventive measures and mechanisms, learnt during the sessions. The second objective was also to reduce the load of tasks which are regularly done by the staff. In an occasional basis, some health facilities have been identified to have been missing enough nurses to attend to the patients, so that the number of unnecessary, preventable deaths are reduced. The third objective of the study was based on evaluation as a distinct component of Bloom's educational purposes (Krathwohl & Anderson, 2009).

About patient education, the core objectives included the following; to implement the knowledge of the patients and practice it in real life situation, by helping the patients in dealing with their mental and psychological feelings. Bloom's taxonomy contains an application as one of the components, that best describes the benefits of using the learner's knowledge in the real-life occasion (Sosniak, 1994). Besides, another objective was to analyze the best methods that parents, guardians or caretakers can usually synthesize the knowledge gained, to avoid future occurrence of similar mistakes by their patients.

Finally, based on Bloom's taxonomy educational objectives, the following constitutes the purposes specifically for doing a teaching plan on staff development, to achieve the goals that had been pre-stated:

• To advance the overall student's level of intellectual property.
• Critically develop comprehensive creative thinking and models for effective communication through brainstorming and other means

Description of the Lesson Content

The teaching plan for the three groups that generally interact in the nursing health care may vary from one group to another. For example., for the patient education, objectives must be well set to provide a guide of the plan and to prevent ignorance for other more critical aspects. The performance. However, for the family life education teaching plan, the attentions of the parents should be grabbed by the educators such that they are in a position to recognize the challenges being faced by the patient, should the patient go unconscious. The lesson plan also includes the methods which will get employed to achieve the targeted goals.

Moreover, the source of resources to be used during the teaching plan are also discussed in the latter part of this discussion. Most importantly, it is the urge to improve patient outcome. The applicable methods for enhancing the nurse-patient relationship and the benefits of maintaining the principles of consent as stated also forms part of the lesson content.

Instructional Methods

The study engaged the use of various teaching instructional methods. For the patient education teaching plan, a teacher-centred based approach for learning was used. The technique gives the educator the full authority to instruct the learner as the patients are considered illiterate concerning the new developmental goals and objectives. For the family education teaching plan, a student-centred learning approach was employed. Its use grants the educator and the learner more or less the same power, although the educator still enjoys a more significant share. Finally, a high-tech method of learning was implemented in delivering the lesson content for the staff. The use of modern technologies was much appreciated, as the educators and staff were able to surf the internet and connect to the outside world. This was achieved by the use of high performing computers and laptops, which enhanced the teaching session, and more ideas were brainstormed on the potential means of achieving the goals and objectives.

Sequence for the Teaching Activities

The first activity in the teaching plan is to ensure that all the tools and materials for carrying out the teaching plan are in order. It includes dissemination of the means both to the patients, family and the staff. All the electric technological devices such as laptops shouldn't be left behind. This should take an average of 1 month; there are typical resources that may seem costly, hence more time for funding may be needed.

The other teaching activity that the educator needs to observe is to memorize the teaching objectives for each group. Any slight mistake may lead to miscommunication hence distortion of the information. Because there are three different groups, more time like one month may be necessary to enable educators to familiarize with the objectives and propose the best delivery strategies to use. The patients, families and staff should also be notified in advance of their respective learning objectives and goals, to enable them to prepare adequately for the actual teaching session, as they acknowledge and appreciate the steps.

Activation of the background knowledge followed by an integrated direct presentation is the subsequent activity. The offering of background information to the audience (patient, families and staff) such as prior life experience, the drawbacks of the previous events that triggered the need for the improvement aims, among others can make the learners ready to adapt to the new suggested plans. Besides, giving a direct presentation is also essential since it forms the core component of the teaching plan. The educators are required to introduce the audience to any problematic terms that are in the program, to allow for an effortless time of understanding the concepts.

Instructional Resources/Materials

When doing a teaching plan to the patients, families and staff to improve the patient outcome, it is almost unjust to fail to recognize the importance of using various sources. The teaching sources include can get classified into traditional and in structural materials. Conventional sources that will get employed in this study are textbooks and workbooks that are usable in the classroom. Learning assessment is an example of the structural material that is very crucial as a confirmatory test that the patients or families or staff have understood the content of the teaching. Secondary electronic data resources like internet, laptops and computers were also used to increase the effectiveness of the learners understanding. Studies indicate that the possibilities of forgetting something obtained through hearing only are higher than that of forgetting those obtained through seeing or touching (Fisher et al., 2004).

Evaluation Methodology of the Teaching Plan

There are numerous methods which may get used for the evaluation of the teaching plan, effectiveness success. The primary purpose of doing the assessment is usually to ascertain that the earlier stated goals are achieved and that all the teaching objectives are undertaken. Besides, it helps in identifying whether the time, cost and scope parameters are met or if there were deviations and their possible causes. The following are the methods that may get employed to achieve the objectives:

• Doing an instructional delivery which may include quality and time.
• Grading or creating learning assessment to the patients and families based on the lesson content
• Supporting learner practical learning or real-life environment activities which helps the educator to evaluate the success rate of the teaching plan.

References

Fisher, B., Fels, S., MacLean, K., Munzner, T., & Rensink, R. (2004). Seeing, hearing, and touching: putting it all together. In ACM SIGGRAPH 2004 Course Notes (pp. 8-es).

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Sosniak, L. A. (1994). Bloom's taxonomy. L. W. Anderson (Ed.). Chicago, IL: Univ. Chicago Press.