NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

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NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan – Step-by-Step Guide

The first step before starting to write the NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan Instructions

  • Create a 12-15 page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.

Introduction

Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design. Have a look at NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment.

Note: Assessments in this course build on each other and must be completed in sequential order.

For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.

Preparation

Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessment do you believe are most appropriate for your educational topic and intended audience?

  • How will you evaluate whether or not learning outcomes were accomplished?
  • Do the assessments you selected support cultural competence?
  • How will the assessments demonstrate that learning has occurred?
  • As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?

Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • What criteria would you use to evaluate computer-assisted instruction (CAI) tools?
  • How can social media be used to facilitate the educational process? What are some of the potential limits or pitfalls of its use?
  • If you are currently a nurse educator, do you routinely conduct course assessments? If so, is that assessment data used for classroom or course improvement?
  • How will you as a nurse-educator stay up-to-date on important trends that impact your field?

Instructions

Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.

Your complete teaching plan should provide:

  • An overview of the course topic, environment, and learner population.
  • An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.
  • An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.
  • An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management.
  • A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.
  • A logical, well-designed assessment plan that addresses these points:
  • A selection of assessment types that are most appropriate for the content, environment, and learner population.
  • An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
  • An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.

Organize your plan as follows:

  • Title page.
  • Table of Contents.
  • An overview of your course (topic, setting audience, and so on).
  • Learning Theories and Diversity (Assessment 1).
  • Teaching Strategies (Assessment 2).
  • Management and Motivation (Assessment 3).
  • Assessment Strategies (designed in this Assessment).
  • Summary.
  • References.
  • Appendices.

Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.

Additional Requirements
  • Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
  • Length: 12–15 pages, plus a title page and a references page.
  • Use correct APA format, including running head, page numbers, and a title page.
  • Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.
  • Writing should be free of grammar and spelling errors that distract from content.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
  • Apply knowledge of methods of thinking, learning, and communicating to specific learning situations.
  • Consider barriers to learning when designing and developing educational programs.
  • Integrate cultural competence in nursing and healthcare educational offerings.
  • Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
  • Apply appropriate theory to optimize the teaching experience and learner outcomes.
  • Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
  • Incorporate evidence-based best practices to enhance learner motivation in a selected learning environment and format.
  • Integrate appropriate teaching strategies, techniques, and outcomes for nursing and healthcare education for use in specific situations and populations.
  • Design appropriate and meaningful assessments for a course.
  • Competency 4: Integrate best practices for classroom management.
  • Integrate evidence-based best practices for classroom and learner management.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
  • Develop a teaching plan for a selected topic that demonstrates flow, cohesion, and application of best practices.
  • Support identified position with effective written communication using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan Example

Palliative Care Assessment Plan

Contents

Palliative Care Assessment Plan. 3

Assessment plan. 15

Course: Palliative Care for Nurses. 15

Assessment Type: Multiple-choice questions, case studies, and reflective essays. 15

Learning Outcomes: 15

Assessment plan: 16

Evaluation of Learning Outcomes: 16

Cultural Competency and Diverse Learning Styles Assessments: 17

Summary. 17

References. 19

Palliative Care Assessment Plan

Nursing palliative care is a specialist course that teaches nurses the information and skills needed to care for patients with life-threatening diseases. The course is primarily designed for registered nurses who want to work in palliative care or who are already working in a healthcare environment that provides end-of-life care. Pain treatment, symptom management, communication, ethical and legal concerns, loss and mourning, cultural factors, and spirituality are among the subjects covered in the course. Participants will learn how to assess patient needs, develop care plans, manage symptoms, and support patients and their families as they approach the end of life.

The course is normally taught in a classroom format, although it may also be given online. The course incorporates hands-on practice and clinical experiences, in addition to didactic education, to provide learners with real-world experience in delivering palliative care. Participants who complete the course are eligible for palliative care nursing certification through professional organizations such as the Hospice and Palliative Credentialing Center (HPCC) or the National Hospice and Palliative Care Organization (NHPCO) (Black, 2022). Certification validates a nurse’s knowledge in palliative care and improves work possibilities and career progression (Black, 2022).

This course is designed for final-year nursing students or nurses who have completed their basic program and wish to specialize in palliative care. The course is designed to meet the needs of students with diverse learning styles and varying levels of expertise, employing a range of teaching strategies to achieve these objectives. The training will address the concepts of palliative care, symptom management, communication skills, ethical and legal obstacles, spiritual and cultural concerns, and grief and bereavement support. After completing the course, students will have a comprehensive understanding of palliative care concepts and methods, as well as the skills and knowledge necessary to provide holistic care to patients with life-threatening illnesses (Dahlin et al., 2018).

Palliative care is a clinical subspecialty that focuses on relieving the physical, emotional, social, and spiritual distress that often accompanies life-limiting illnesses. It is a type of therapy that aims to enhance the quality of life for patients and their families living with serious illnesses such as cancer, heart failure, dementia, and other chronic illnesses. A palliative care course at a university is designed to give nursing students a solid understanding of palliative care principles and practices. Palliative care entails symptom management, communication skills, ethical and legal problems, spiritual and cultural concerns, and grief and bereavement support (Black, 2022). The course also covers advanced topics, including end-of-life care, pain management, and the application of technology in palliative care.

Palliative care is important for students to understand, as it focuses on managing symptoms such as pain, nausea, and shortness of breath, while also offering emotional support, counseling, and assistance with advanced care planning (Pereira et al., 2021). It is frequently used in conjunction with medical therapies aimed at curing the underlying condition, such as radiation therapy, chemotherapy, or surgery. Palliative care is a comprehensive therapeutic approach that can be provided at any stage of a serious disease, not just at the end of life. Its purpose is to assist patients and their loved ones in living as comfortably and entirely as possible while making informed decisions regarding their treatment. Palliative care is a patient-centered and holistic approach that focuses on the physical, emotional, and spiritual needs of both the patient and their family.

For a palliative care course to be effective, the learning environment should encourage student engagement and interaction, promote effective learning, and be aligned with the course objectives. With suitable seating arrangements and instructional materials, the classroom should be welcoming, roomy, and well-lit. Audiovisual equipment, such as multimedia projectors, computer workstations, and whiteboards, should be provided to enhance learning. Traditional methodologies, such as lectures, debates, and case studies, should be incorporated into the teaching plan to engage students with diverse learning styles, as stated by Davis et al. (2021). To encourage active learning and skill development, interactive and experiential learning methods, such as role-playing, simulation exercises, and group work, should be employed.

Clinical practicums at hospices and palliative care units should be included in the course to offer students with practical experience in palliative care settings. Students will be able to apply classroom knowledge to real-world situations, enhancing their ability to care for patients with life-threatening conditions. Furthermore, the course should be organized to encourage collaborative learning and participation from all students (Bishop et al., 2019). Group work, case studies, and group presentations should promote peer learning and collaboration. Meanwhile, the learning environment should foster an open exchange of ideas and promote critical thinking, while also cultivating a courteous and supportive atmosphere. As the course instructor, it is crucial to provide students with regular feedback and be prepared to offer further guidance and support as needed.

The core audience of a palliative care course is nursing students in their final year of study or nurses who have completed their basic training and wish to specialize in palliative care. Other healthcare professionals involved in the care of patients with life-threatening diseases, such as physicians, social workers, chaplains, and therapists, may also benefit from the training. The course can be tailored to accommodate students with varied learning styles and levels of competence, catering to individuals with prior experience in palliative care as well as those new to the profession (Bishop et al., 2019). This course is ideal for students who are empathetic and interested in caring for individuals with life-threatening illnesses. Additionally, students with strong communication skills and experience working in interdisciplinary teams will greatly benefit from this course. Students should leave the course with a thorough understanding of the concepts and practices of palliative care, as well as the skills necessary to provide compassionate care to patients and their families during end-of-life care.

The constructivism learning theory may be applied effectively in the development of a palliative care course to promote active and collaborative learning among nursing students while also improving their knowledge, skills, and attitudes required for nursing practice, according to Martins-Pereira et al. (2021). Students are encouraged to construct their own knowledge via reflection, inquiry, and cooperation under this method, which stresses student-centered learning. In a constructivist learning environment, nursing students are encouraged to engage in active learning activities, including problem-solving, case-based learning, and simulations. This develops critical thinking, clinical reasoning, and problem-solving abilities, which are vital for delivering compassionate care to patients with life-limiting diseases.

The incorporation of constructivism into nursing education also promotes lifelong learning and professional development, both of which are necessary for practicing nursing in today’s quickly changing healthcare system. The constructivism approach is particularly beneficial in addressing the complex and diverse nature of palliative care, including the physical, emotional, and spiritual components of patient care. Furthermore, it enables students to develop their own understanding of the subject matter. Therefore, the constructivist learning theory provides an excellent framework for creating a palliative care course that promotes active learning, teamwork, and the development of essential skills required for compassionate patient care.

A combination of classroom and clinical settings is required to create an effective learning environment for a palliative care course for nursing students. Through diverse teaching tactics such as lectures, group discussions, case studies, and interactive simulations, the classroom should be tailored to foster active learning, according to Creditt and Sing (2021). The learning environment should be inclusive, with accessible resources, varied and inclusive models, and a supportive environment that celebrates the different contributions of all learners.

Furthermore, the clinical setting allows nursing students to apply their knowledge and skills in a real-world scenario. This practical experience helps students to hone the interpersonal and communication skills needed to provide compassionate and thorough care to patients and their families. As a result, for nursing students to become successful and compassionate palliative care practitioners, a balanced approach integrating theoretical and practical knowledge, active learning, and cooperation is critical.

Culture can have a significant impact on learning by influencing learners’ communication skills, learning preferences, and worldviews. Some cultures, for example, may prioritize collectivism and collaboration, whilst others may prioritize individualism and competitiveness. This can potentially affect how students approach group assignments and problem-solving activities. Nurse educators can accommodate diverse cultural perspectives by creating a learning environment that acknowledges and respects different viewpoints while still providing opportunities for both collaborative and individual learning.

Multiculturalism is vital in fostering diversity in nursing education. Teachers must acknowledge and value their students’ different cultural backgrounds, perspectives, and experiences. Teachers can utilize culturally sensitive teaching strategies appropriate for diverse student groups to promote an inclusive learning environment. Case studies or role-playing exercises that mirror the experiences and attitudes of diverse patient populations might be one way. Furthermore, teachers should encourage students to share their personal experiences and perspectives on palliative care, which can foster cultural competency and increase awareness of diverse patient groups (Black, 2022).

Students in a palliative care course can range from regular undergraduates to nontraditional adult learners. To accommodate students of all ages, educators should create a learning environment that is sensitive to their various needs. One strategy may be to utilize technology, such as online learning platforms or virtual simulations, to enable students to access course materials and participate in class discussions at their own pace. Instructors can also utilize instructional strategies such as small group discussions to accommodate the learning styles and preferences of different age groups. Gender equity and acknowledging the contributions of diverse ethnic groups are crucial in fostering an inclusive learning environment. Using gender-neutral vocabulary and incorporating varied opinions into class discussions and activities may help instructors create a welcoming environment.

Allowing students to share their personal experiences and perspectives on palliative care helps promote cultural competency and understanding of different patient groups. Gender and personal experiences, for example, can impact learning.  Learners’ socialization experiences and expectations may be influenced by gender, prompting some students to prefer working in same-gender groups while others prefer mixed-gender groups. Nurse educators must strive to create a friendly and inclusive learning environment that fosters gender awareness and equality to address this issue. Moreover, earlier experiences may influence learning by altering pre-existing knowledge and skills. Learners with personal experience in palliative care may possess a deeper understanding of the course content and be able to offer valuable insights to their peers.

Socioeconomic position can also influence the learning environment in a palliative care course. Low-income students may struggle to access course materials or participate in class discussions. To address this, instructors may provide all children with accessible and inexpensive materials and support services. This might include access to free or low-cost textbooks or digital resources (Black, 2022). Teachers can also foster an inclusive and courteous classroom climate, which contributes to the creation of a supportive learning environment for all learners.

In a palliative care course, limited English proficiency might be a significant cultural barrier that influences the learning environment. Students who do not speak English fluently may struggle to understand course content or participate in class discussions. To address this, teachers can provide materials and support services tailored to the needs of non-native English speakers. Bilingual course materials or language support services might be included. Instructors can also foster an inclusive and courteous classroom climate, which contributes to creating a supportive learning environment for students from diverse linguistic backgrounds.

Conflict management is crucial to creating a supportive and inclusive learning environment tailored to the diverse needs of a varied group of palliative care students. Cultural differences, personal views, and communication styles can all lead to classroom conflicts (Devery et al., 2022). To effectively manage conflict in a palliative care course, a proactive approach is required that tackles potential sources of conflict and fosters open dialogue and understanding among all learners.

One effective technique for managing classroom disagreements is to establish clear expectations and ground rules for courteous speech and behavior. This might include creating active listening standards, avoiding personal assaults or prejudices, and recognizing differences in cultural origins and personal experiences. Teachers can create a supportive learning atmosphere that fosters open discourse and mutual respect among all students by establishing clear communication and behavioral expectations. Allowing students to participate in open and courteous dialogues can help with conflict resolution. This might include employing small group conversations or class-wide debates to encourage students to share their thoughts and interact meaningfully with their peers.

Instructors can also encourage open communication among students by actively listening to them and fostering an environment where they feel comfortable sharing their opinions and experiences in a nonjudgmental and respectful manner. Instructors can take a proactive approach to resolving possible sources of conflict in the classroom by incorporating diversity and inclusion into course materials and activities. This may involve utilizing case studies or real-life examples to illustrate the experiences and perspectives of other patient groups, or incorporating cultural diversity into class discussions and activities (Mallette et al., 2021).

Similarly, instructors can develop understanding and empathy among students by incorporating diversity and inclusion into course content, which can help avoid potential sources of conflict from the outset. Whenever conflict arises in the classroom, instructors might employ a problem-solving strategy that encourages open communication and mutual understanding. This may entail fostering communication among the students engaged in the disagreement and collaborating with them to uncover the root causes of the problem and provide mutually acceptable solutions (Mallette et al., 2021). Instructors can also provide students with tools and support services, such as counseling or mediation, if they need help resolving problems.

Positive reinforcement is used to encourage good behaviors and negative reinforcement is used to discourage undesirable actions in behavior modification, according to behaviorism theory (Scherrens et al., 2023). Nevertheless, in the context of a palliative care course, this strategy may not be the most effective approach because learners are often motivated to learn about palliative care because they want to help patients and families cope with challenging conditions.

On the other hand, humanism emphasizes the significance of self-actualization and personal growth. Teachers are encouraged to create a welcoming and inclusive learning environment that values each student’s unique needs, interests, and abilities (Humaira & Salsabila, 2021). This theory is more appropriate in the context of a palliative care course, when learners are motivated by a desire to develop their communication, empathy, and problem-solving skills, as well as provide compassionate and comprehensive care to patients and their families. Active learning, collaboration, and experiential learning can help learners stay interested and involved, thereby increasing learner engagement and motivation. Including diverse examples, as well as learners’ experiences and perspectives, may also serve to foster a feeling of belonging and relevance in the classroom.

Active learning, inclusive teaching, and motivational interviewing are evidence-based teaching strategies that can improve nursing students’ learning experiences in a palliative care course, according to Rauch et al. (2023). Case studies, role-playing, simulations, and reflective writing are examples of active learning exercises that help increase critical thinking, problem-solving, communication skills, and course knowledge retention. Inclusive teaching that acknowledges and embraces diversity, allowing for sharing and learning from one another, may foster a sense of belonging, minimize stereotype threat, and increase engagement and motivation among diverse learners. Learner motivation and engagement can be enhanced through motivational interviewing, a communication strategy that facilitates learners in identifying their motivations and objectives. Using culturally sensitive teaching practices, individualized help and feedback, and varied and inclusive examples may all improve students’ learning experiences.

Improved communication skills are one of the course’s primary objectives, as healthcare workers and caregivers must learn how to connect compassionately with patients and their families. This entails actively listening, offering emotional support, and addressing anxieties and fears. Improved symptom management abilities are another essential learning outcome, as patients in palliative care commonly have physical and psychological symptoms that require treatment. Palliative care courses educate students about various medications and therapies that help alleviate pain and other symptoms, as well as how to manage complex situations that require a multidisciplinary approach.

In addition, a holistic approach to therapy is stressed, which includes addressing patients’ emotional, social, and spiritual needs, as well as grieving support, end-of-life rituals, and cultural considerations. The palliative care course also covers ethical and legal issues in patient care, including medical ethical principles and legal challenges related to end-of-life care. Healthcare professionals and caregivers must be aware of these considerations to deliver ethical and legally sound care. Ultimately, the palliative care course emphasizes the importance of interdisciplinary treatment and effective teamwork among physicians, nurses, social workers, and other healthcare professionals.

The development of palliative care objectives and learning outcomes is based on the notion that it is the responsibility of healthcare professionals to provide compassionate, patient-centered care to patients with terminal conditions. This requires specialized training to deliver high-quality palliative care, encompassing not only physical symptoms but also psychological, social, and spiritual needs. Palliative care education emphasizes patient-centered care, which includes listening to and respecting the preferences and beliefs of patients and families. Palliative care education can ensure that healthcare workers possess the necessary skills and knowledge to provide competent and compassionate care to patients and their families, ultimately improving the quality of life for those suffering from life-limiting diseases by setting specific learning objectives and outcomes.

Choosing proper teaching strategies for learners in a palliative care course is critical for a nurse educator. Case-based learning, role-playing, and simulation are three excellent teaching strategies (Kirkpatrick et al., 2023). Case-based learning provides learners with challenging patient scenarios to develop a treatment plan, helping them understand how the concepts they learn are applied in real-world settings. This method helps students to develop critical thinking and decision-making skills in a safe and supportive environment, which is especially beneficial for learners who enjoy hands-on learning and group projects.

Role-playing is a teaching approach in which students assume different roles to practice communication and decision-making skills. It is especially beneficial in teaching students how to engage in awkward conversations with patients and relatives about end-of-life care (Kirkpatrick et al., 2023). This method allows students to practice their abilities in a realistic and relevant manner, increasing confidence when presented with similar situations in real life. Students practice skills in a realistic situation, which is especially beneficial in teaching how to handle complicated symptoms like pain and dyspnea. Students can practice skills in a controlled and safe setting, feeling better prepared to address these problems in the real world.

These palliative care teaching approaches are learner-centered and encourage active involvement, which enhances content acquisition and retention. They can also be tailored to accommodate different learning styles and levels of expertise. Evidence-based solutions for overcoming potential learning difficulties in the classroom include creating a supportive environment, customizing instruction, and employing formative evaluation. These tactics are based on the recognition that different learners have different needs and preferences, and that effective teaching must address both internal and external variables that hinder learning.

Setting clear standards, using positive reinforcement, and fostering connections with students are all essential components of creating a happy and supportive classroom environment. This reduces anxiety and stress while providing a secure area for students to ask questions and participate in class. Differentiating teaching entails adapting instructional approaches and resources to meet the diverse needs of learners. This method acknowledges that students have varied learning styles, requirements, and preferences and that effective training must account for these differences. Formative evaluation provides continuous feedback to evaluate and adjust training based on student requirements (Qadir et al., 2020). This method involves using quizzes, polls, and other evaluation tools to identify areas where learners require additional assistance or instruction.

Assessment plan

Assessment Template for Palliative Care Education

Course: Palliative Care for Nurses
Assessment Type: Multiple-choice questions, case studies, and reflective essays.
Learning Outcomes:

By the end of this course, learners will be able to:

1. Define palliative care and its principles.

2. Explain the stages of bereavement and loss.

3. Illustrate effective communication skills in delivering palliative care.

4. Use symptom management knowledge in palliative care.

5. Apply knowledge of ethical issues in palliative care.

6. Acknowledge cultural differences and their influence on palliative care.

7. Examine personal attitudes and beliefs in relation to palliative care.

Assessment plan:
  1. Learners’ understanding of palliative care concepts, symptom management, ethical problems, and cultural diversity will be assessed using multiple-choice questions. The multiple-choice questions will be used to assess students’ grasp of the course’s fundamental ideas and principles.
  2. Case studies will be utilized to test learners’ abilities to apply their palliative care knowledge in real-world scenarios. The case studies will be developed to imitate circumstances that nurses may experience in the course of their work.
  3. The ability of learners to evaluate their attitudes and beliefs in the context of palliative care will be assessed through reflective essays. The essays will be written to encourage students to reflect on their values, beliefs, and biases, and how these may impact their ability to deliver effective palliative care.
Evaluation of Learning Outcomes:

A grading rubric will be used to analyze learners’ performance on multiple-choice questions, case studies, and reflective essays to determine whether or not learning goals were met. The following criteria will be used to create the grading rubric:

  1. Topic knowledge and comprehension.
  2. Knowledge application in real-life settings.
  3. Critical thinking and problem-solving abilities are required.
  4. Communication abilities.
  5. Self-reflection and awareness.
Cultural Competency and Diverse Learning Styles Assessments:

The selected assessment types support cultural competence and varied learning styles in the following ways:

  1. To guarantee that cultural diversity is taken into account in palliative care, multiple-choice questions will be used. For example, questions will address the significance of cultural awareness, understanding, and respect in palliative care.
  2. Case studies will be created to accommodate various learning styles. The situations will be varied to appeal to visual, auditory, and kinesthetic learners.
  3. Reflective essays will be written to promote self-awareness and critical reflection, both of which are necessary for cultural competency. The essays will allow students to express themselves in their own words and integrate personal experiences and views.
Summary

The palliative care assessment plan template includes several assessment styles tailored to the content, setting, and learner group. Pre-assessment, formative assessment, and summative assessment are all part of the strategy. A knowledge questionnaire will be used for pre-assessment, which will assist in identifying learners’ existing knowledge and areas for development. Observation, modeling, and case studies will be used for formative evaluation. The clinical placement will include observation, while simulation and case studies will take place in the classroom. These strategies will enable students to apply their newly acquired knowledge in a safe and controlled environment.

As part of the summative assessment, a written test will be used to measure learners’ knowledge and understanding of the subject matter. To ensure that the test encompasses all levels of learning, it will be developed using Bloom’s taxonomy. The assessment plan template also outlines how learning outcomes will be evaluated and how assessments will confirm that learners have achieved the intended learning outcomes. Learning results will be evaluated by comparing learners’ performance before and after the course. Assessments will indicate that learners have learned as intended by aligning with and measuring the course learning goals. Additionally, the assessment plan template considers how various assessment methods promote cultural competency and appropriateness for learners with diverse learning styles.

Case studies that reflect the variety of the patient group will be used to enhance cultural competency. Simulation and case studies, which provide a hands-on approach to learning, and the written test, which caters to learners who prefer a more conventional approach, are assessment modalities that accommodate learners with diverse learning styles. As a result, the assessment plan template accommodates the various requirements of learners, ensuring that all learners have an equal opportunity to demonstrate their grasp of the subject matter.

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