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Creating a Learning Plan for Beginning Nurses in Clinical Practice

Patient Scenarios

Using the Learning Plan (LP) template provided, consider each of the components of a learning plan as discussed in week Create a learning plan related to one of the sample patient  scenarios described below. The patient scenarios build on content and skills covered in N1I02, and are common situations encountered by beginning nurses in clinical practice.  
• Scenario 1: 2-year-old Olivia and her mother Sarah are at the clinic today for a check up You are the nurse and need to take Olivia’s vital signs. It is difficult to get Olivia to sit still on the examination table. Sarah is asking you what the normal vital sign values are for a toddler. 
• Scenario 2: 5-year-old Jack has come to the pediatrician’s office today for his scheduled immunization. You are the nurse working in the office and will be administering his vaccine.  He is with his father Evan. Jack is quite scared and is asking if his needle will hurt. Evan is asking what side effects to expect after his vaccination.  
• Scenario 3: Mr. Pinto is a 65-year-old who retired from a busy accounting career 3 months ago. He is in the family practice clinic today for his annual checkup and you are  the nurse assessing him. He mentions feeling isolated and that he is having trouble 
adjusting to retirement. His wife passed away 4 years ago. 
• Scenario 4: Mrs. Garrat is experiencing high levels of stress at work. She is a lawyer in a busy practice and often works 70 hours per week. She reports having difficulty sleeping  3-4 nights a week, and occasionally feels like her heart is racing. 
• Scenario 5: Mrs. Fretman is an 82-year-old who live alone at home. Her son is worried about her safety at home as she is having some problems with her memory over the last  year. She often leaves the stove on when cooking dinner and forgets to turn it off. She has also left the front door open all night on two occasions. Mrs. Fretman is does not want to leave her home or move to long term care.Develop one learning goal that is specific, measurable, attainable, realistic and timely. For more information on SMART Goals, see  
Develop three learning questions, one from each of the three learning domains: cognitive (knowledge), psychomotor (skill), and affective (values) that relate to your learning goal. For more information on domains of learning, please see Potter and Perry (2019)

Identifying Learning Needs and SMART Goals

Outline the specific resources and page references that you will be using to answer your questions e.g. textbook, journal, media etc. You may use up to 2 required resources from N1I02. Identify at least 3 additional resources, such as websites, media, journal.
guidelines, resources from professional nursing associations, etc.  Ensure your resources are aligned with the specific learning question and learning domain. 
Identify the activities that you will complete in order to fill in your learning gaps, answer the specific learning question, and help meet your learning goal. See marking scheme/rubric for assignment, total  /20 marks.Key Components  Grade Self-Assessment:  Strengths and learning need(s) identified. Learning need relates to chosen patient scenario. 
Identifies one SMART learning goal (specific, measurable, attainable, realistic, timely). Learning goal relates to identified learning need.  Three learning questions are identified, considering the self-assessment and learning goal. Identifies one question from each of the 3 domains of learning: cognitive,affective, and psychomotor.  

Identify specific pages from N1I02 required resources (max 2) that you will use to answer each of your 3 learning questions Identify a minimum of 3 additional learning resources (e.g. journal articles, media, content experts, professional association websites). 5 resources minimum. Resources are relevant and of high quality. All resources must be referenced in APA format.  
Identify activities that will address each of your 3 learning questions Resources and activities identified are appropriate to answer each specific learning question and are consistent with the identified domain of learning Organization: Learning Plan is organized and includes scholarly language, correct spelling and grammar, and APA formatting. class introduces students to the concept of being present, scientific, and humanistic caring, and the McMaster Model of Nursing. 
Learning Outcomes 
Through research, class discussion and learning activities, students will be able to: 
1. Provide a definition of caring. 
2. Define the difference between professional caring and the generic human capacity to care. 
3. Explore caring in different contexts. 
4. Define key terms and definitions of the McMaster Model of Nursing. 
5. Discuss the relationship between the concepts in the McMaster Model. 
6. Describe the concepts of Health and Nursing according to the McMaster Model of  Nursing. 
7. Describe the concept of nursing presence. 
8. Explore the necessity and importance of caring for self in order to care for others.

Learning Activities   
Prior to Class 
Review the following resources and define the Key Terms: 
1.  Read from the BScN Program Handbook (posted on Avenue): Philosophy, and  the McMaster Model of Nursing. 
2.  Read PDF Article: (See Student Resources in Avenue to Learn) 
• Fahlberg B, Roush T. (2016). Mindful presence: Being "with" in our nursing care. Nursing 2016, 46(3):14-15. 
3.  Read the following article: The healing power of relationship-based care for the elderly.  care-elderly/  
4. Think of the reasons you have chosen to enter the nursing profession. 
5. Bring a picture to class that represents caring. 
Large Group Class 
? Identify and discuss the key elements of the McMaster Model of Nursing. For each section of the model (Context, Dialogue, Mutuality), discuss what the section means, how it is related to the rest of the model and the role of the nurse, and how it relates to caring. 
? Define client-centered care (person-centered care), discuss its importance to  nursing practice, and how nurses demonstrate or enact client-centered care. 
? Discuss the remaining key terms and their application to professional nursing. 
? View the following video demonstrating the ABCDs of Caring from

Developing Learning Questions and Identifying Resources

Small Group Lab 
? In your group, discuss your picture of caring. 
? List as many ways as you can think of to demonstrate caring. Which aspects relate  to generic caring, and how does that differ from professional caring? 
? Complete the Caring Assessment Scale below. Discuss how students view their caring behaviours now and what would they like to see change/improve about themselves for their future nursing education. 
? Tutors will encourage student participation in one of these Defining Presence Strategies The strategies are Mindfulness Minute, Peace and Power Check-in, and/or current event discussion (health care).
Learning Goal 
This class introduces students to the nursing profession and professionalism, foundational legislation, requirements of the College of Nurses regulatory body, and what it means to be and act as a nurse and as a professional. 
Learning Outcomes 
Through research, class discussion and learning activities, students will be able to: 
1.  Discuss the meaning of professionalism in nursing and compare and contrast  what being part of a profession and being professional means. 
2.  Outline legislation and standards governing nursing practice (Nursing Act, RHPA, CNO professional standards, Code of Conduct). 
3.  Review the Essential Requirements for Study in Baccalaureate Nursing Programs in Ontario
2.  Write your own definition of nursing and why you want to be a nurse; be prepared to present and discuss in class. 
3.  Reflect on what your perceptions of nursing were when you entered the program and on what it means to be a professional nurse. Have your thoughts or perceptions changed,  based on your class readings? 
4.  Discuss portrayals of nurses/nursing in the media/ pop culture. Where do you think these portrayals derive from? 
Large Group Class 
• Discuss the characteristics of a professional and definition of a profession. What is the difference between a profession and being professional? 
• Discuss key legislation that guides nursing practice (RHPA, Nursing Act).  
• Review the role of the College of Nurses of Ontario. Discuss key CNO documents that outline nursing practice expectations, such as the Code of Conduct and Professional Standards. 
• Discuss the different roles of various Nursing Student Associations and how you might become involved with them. 
• View link to discuss components of professionalism including 6Ps of social media 
Small Group Lab 
?  Have each student share their own definition of nursing. Compare their definitions  with those described by the RHPA, the CNA, and the CNO. 
?  Have students share their ideas about the nursing profession and what it means to be a professional nurse. Create a concept map of their ideas. Concepts may include why they chose nursing, characteristics of nurses, the nursing role, and nursing practice settings.

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