Teaching Experience TOPIC POST VAGINAL DELIVERY CARE 1. Purpose: ✓ Solved

Document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives:

a. Demonstrate ability to thoroughly assess the learning styles of an individual or family using given developmental or cultural models.

b. Demonstrate ability to anticipate learning needs based on developmental or cultural assessments.

c. Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes.

d. Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes.

e. Support rationales for teaching plan using teaching and learning theories from required readings with references.

2. Nursing Competencies:

a. Assessing and identifying developmental, cultural, and socioeconomic factors affecting a client.

b. Providing evidence-based health information and teaching based on developmental, cultural, and socioeconomic factors affecting a client or family.

c. Integrating teaching/learning activities into client interactions based on developmental, cultural, and socioeconomic factors affecting a client or family.

d. Incorporating health promotion and teaching into the plan of care based on developmental, cultural, and socioeconomic factors affecting a family or client.

3. Plan: submitted to the clinical instructor during the teaching experience. Your clinical instructor must approve the topic.

a. Develop nursing diagnosis (NANDA).

b. Develop two (2) learning objectives.

c. State methodology (teaching methods).

d. Provide and utilize teaching aids.

e. State needed resources.

4. This write-up should be 2-3 pages to follow the Teaching Experience Rubric.

Paper For Above Instructions

Title: Teaching Experience on Vaginal Delivery Care

Abstract: This paper aims to document and evaluate the teaching skills essential for providing effective patient education on vaginal delivery care. With a focus on assessing learning needs and employing appropriate learning strategies, this assignment will ensure that the patient receives comprehensive and individualized teaching tailored to their unique circumstances.

Introduction

In the nursing profession, effective patient teaching is paramount. It is not merely about delivering information, but also understanding the patient’s needs, learning styles, and any cultural or personal factors that may affect their ability to learn (Kirk et al., 2020). This teaching experience focuses on vaginal delivery care, and aims to equip patients with the knowledge needed to prepare for and manage their delivery experience.

Patient Assessment and Learning Style Evaluation

First, it is essential to conduct a thorough assessment of the patient. In this case, Ms. C. is an 81-year-old woman presenting with respiratory distress. However, for the purpose of this teaching assignment, the demographic focus will shift to a pregnant woman anticipating vaginal delivery.

To assess the learning styles effectively, an adaptation of the VARK model (Fleming & Mills, 1992) will be used, which identifies four modalities: Visual, Auditory, Read/Write, and Kinesthetic. Understanding which style resonates most with a patient will influence the teaching approach employed.

Anticipating Learning Needs

The anticipated learning needs for a patient preparing for vaginal delivery include understanding the delivery process, pain management options, and recognizing potential complications (Weisman et al., 2019). Through the initial assessment, the educator should identify the patient's baseline knowledge and any misconceptions, which would serve as a foundation for the teaching session.

Developing Learning Objectives

Based on the assessment, the following learning objectives can be outlined:

  1. The learner will articulate the stages of vaginal delivery by the end of the session.

  2. The learner will identify at least three pain management techniques applicable during labor.

Teaching Methodology

Utilizing a combination of teaching methodologies will address different learning preferences. For visual learners, illustrations of the birthing process can be presented. For kinesthetic learners, practicing breathing techniques or utilizing birthing balls during the session can promote active participation (Harrison et al., 2021).

Teaching Aids

Teaching aids will include charts depicting the stages of labor, handouts summarizing pain management strategies, and videos demonstrating effective breathing techniques. These resources can bolster understanding and retention of information (Miller & McCoy, 2021).

Evaluation of Learning

Learning evaluation can be conducted through a post-teaching quiz on the stages of vaginal delivery and pain management options. Additionally, reflective discussions can help gauge the learner’s understanding and willingness to ask questions (Davis et al., 2020).

Conclusion

This teaching experience on vaginal delivery care encompasses a comprehensive plan aimed at enhancing patient education. Through thorough assessment, tailored learning objectives, strategic use of teaching aids, and evaluation methods, this plan seeks to empower patients in their childbirth experience. The integration of developmentally and culturally sensitive approaches will foster a supportive learning environment that enhances patient autonomy and confidence.

References

  • Davis, S., Moore, C., & Nelson, H. (2020). Teaching Strategies for Health Care Professionals. New York: Health Science Press.

  • Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Learning. To Improve the Academy, 11(1), 137-144.

  • Harrison, P. E., Smith, J. T., & Barnes, L. G. (2021). Approaches to Effective Patient Teaching in Maternity Care. The Journal of Maternal-Fetal & Neonatal Medicine, 34(5), 803-809.

  • Kirk, M. A., Morrow, A. R., & Campbell, A. J. (2020). Understanding Patient Learning Needs: A Practical Guide for Nurses. Nursing Clinics of North America, 55(4), 733-749.

  • Miller, L. D., & McCoy, J. (2021). Engaging Patients through Evidence-Based Education Strategies. Patient Education and Counseling, 104(6), 851-858.

  • Weisman, C., Borman, C., & Batz, G. (2019). Comprehensive Care for Childbirth: A Guide for Educators. Obstetrics & Gynecology, 134(1), 150-158.