Reflective Analysis Practicum Lesson Plan
The effective nurse educator reflects on their practice through analysis of feedback from mentors, peers, and students. Feedback from all stakeholders within education guide a nurse educator towards effective instruction, the realization of career goals, and success in student learning. Reflective Analysis Practicum Lesson Plan
The purpose of this assignment is to analyze the lesson plan feedback provided by your preceptor and students in the practicum setting. Write a 500-800 word analysis with the following information:
1.A description of the lesson plan feedback from your preceptor.
2.A description of the instructor feedback from your students.
3.A comparison of preceptor feedback, student feedback, and your own reflection.
4.An explanation of how you will use the feedback from stakeholders to engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.
5.Plan for continuing professional development and refinement of practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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Benchmark Information
This benchmark assignment assesses the following programmatic competency:
MSN Nursing with Emphasis in Nursing Education
6.4: Engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.
Benchmark- Reflective Analysis
Introduction
The purpose of this assignment is to provide critical analysis of the feedback from the students and the tutor regarding my experience in the practicum setting. Additionally, a description of how the feedback will be used to engage in the professional role of the nurse educator and a plan for continuing professional development and refinement of practice will be provided.
Feedback from the Instructor
The feedback from the instructor included both positive and negative remarks, however, I decided to take all the remarks positively because I wanted to improve my skills and knowledge about the preparation of lesson plans. The positive remarks included the aspects of the lesson plan that were covered, while the negative remarks from the preceptor included the parts that were not adequately addressed in the lesson plan. Reflective Analysis Practicum Lesson Plan
According to the preceptor, the areas that were fully covered include the practicum setting and population; teaching strategies with research-based rationale for effectiveness, and lesson outcomes. However, according to the preceptor the description of various learning styles was not adequately addressed in the teaching strategies, and also the outline of the content covered in the lesson plan was not clear and concise. Additionally, the outline as an appendix was not covered.
Feedback from the Students
According to the instructor feedback from my students, cooperative learning, demonstration, and visualization strategies enabled them to observe and practice the targeted learning activities and objectives. Students recognized that my selected learning strategies enabled them to practically familiarize themselves with the leadership roles of nurse managers. The students were also able to practice and learn leadership skills such as collaboration, teamwork, and effective communication. However, students noted that teaching styles such as simulation and role-playing would have been more effective in the learning process.
Comparison of Preceptor Feedback, Student Feedback, and My Reflection
Both the feedback from the preceptor and instructor feedback from my students form the foundation to improve my teaching skills as a nurse educator. Both feedbacks emphasized the importance of using evidence-based teaching styles that allows students to participate in the learning, provide students with skills, and allows them to learn from errors and mistakes. However, the preceptor further added the importance of providing concise and clear content in the lesson plan. Just like feedback from the student and the preceptor, I think there were some gap areas in my lesson plan, especially regarding teaching methods. The teaching strategies should be engaging. I also think I should have integrated technology into the learning process.
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Use of the Feedback from Stakeholders
I plan to use the feedback to improve my skills as a nurse educator such as helping novice learners, facilitating learning, developing curriculum, and implementing learning and effective evaluation methods. I plan to use teaching methods that are more engaging and demonstrative to the learners such as role-playing, simulation, as well as group discussions especially when teaching in clinical settings (Fitzgerald et al., 2020). I also plan to use evidence-based teaching practices when teaching in both classroom and clinical settings (Mthiyane & Habedi, 2018). Moreover, as per the instructor’s comment, I plan to ensure that the lesson plan is more concise and comprehensive to cover all the learning needs of my students.
Plan for Continuing Professional Development and Refinement of Practice
I plan to participate in professional development in order to improve my competencies as a nurse educator. My targeted top areas of interest in regard to professional development include designing learning activities, assessment, and evaluation processes, as well as simulation teaching (Oprescu et al., 2017). Effective learning activities ensure that learners engage in learning activities that ensure they achieve the assignment and course objectives. On the other hand, effective assessment processes ensure that the student’s level of knowledge, understanding, and clinical performance is determined effectively. I plan to improve my knowledge and competency by attending conferences, presentations, trialing innovations, and conducting research.
References
Fitzgerald, A., McNelis, A. M., & Billings, D. M. (2020). NLN Core Competencies for Nurse Educators: Are They Present in the Course Descriptions of Academic Nurse Educator Programs? Nursing education perspectives, 41(1), 4-9.
Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA = SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177
Oprescu, F., McAllister, M., Duncan, D., & Jones, C. (2017). Professional development needs of nurse educators. An Australian case study. Nurse Education in Practice, 27, 165-168. Reflective Analysis Practicum Lesson Plan
Practicum Lesson Plan
1.Description of practicum setting and population.
The practicum setting is a virtual settings of BSN students taking their capstone course in which I am expected to implement the role components of a nurse educator with a preceptor assigned to guide and facilitate my experience as a novice nurse educator. The BSN nursing students are given the opportunity to apply the attitudes, skills and knowledge of a nurse manager within a health care setting. Two objectives have been identified for the practicum. Firstly, students are expected to apply decision-making and leadership skills to provide high quality and culturally relevant nursing care, as well as providing accountability and oversight for health care delivery and its outcomes. Secondly, promote a professional environment through high level communication skills and accountability, while using effective relationship building and communication strategies (Holland & Roxburgh, 2012).
2.Lesson outcomes with rationale and alignment to student learning needs that were identified in your learning needs assessment.
The lesson outcome was to familiarize the students with nurse manager roles, responsibilities and expectations. They are expected to learn how to build relationships across the organization so as to leverage nursing opportunities and boost the profile of the nursing profession. Also, they learn how to keep the perspective through focusing on targeted functional areas and not being distracted by peripheral issues such as unit politics. These are important lessons for nurse managers (Holland & Roxburgh, 2012).
3.Teaching strategies with research-based rationale for effectiveness.
Demonstration, cooperative learning and visualization strategies are considered effective for the practicum. Demonstration involves performing a task in a step-by-step process within visual sight of the students. Cooperative learning involves forming small groups of students who work together on a common task/assignment, such as creating groups of five students to prepare and present a quality improvement plan. Visualization involves using strong words and descriptive language that lends itself to conjuring vivid images of the subject (Iwasiw, Andrusyszyn & Goldenberg, 2019).
4.Description of how different learning styles are addressed in your chosen teaching strategies.
Demonstration learning offers students the experience of real processes and events thereby helping them to learn by raising their motivation and interest. Cooperative learning strategy encourages students to work with experienced nurse managers by promoting joint activities. This involves the students shadowing the experienced nurse managers and being mentored. Visualization strategy applies practical and visual learning experiences to help students understand what to do in different situations (Iwasiw, Andrusyszyn & Goldenberg, 2019).
5.Outline of content that will be covered in the lesson plan.
The lesson plan will identify the subject, class, unit, date, time and topic. In addition, it will detail the expected prior knowledge from the students and the lesson objectives. In addition, it will present the practicum activities as well as the rationale and resources for each activity. Finally, it will present the instructor’s reflections on the lesson to include the notable events that occurred and how they affect future lessons (Gaberson, Oermann & Shellenbarger, 2015).
References
Gaberson, K., Oermann, M., & Shellenbarger, T. (2015). Clinical Teaching Strategies in Nursing (4th ed.). New York, NY: Springer Publishing Company.
Holland, K. & Roxburgh, M. (2012). Placement Learning in Surgical Nursing: A Guide for Students in Practice. New York, NY: Elsevier.
Iwasiw, C., Andrusyszyn, M. & Goldenberg, D. (2019). Curriculum Development in Nursing Education (4th ed.). Burlington, MA: Jones & Bartlett.
