NURS6351 Discussion Response #3: Addressing the Needs of Underperforming Learners

 

 

Respond to the discussion #3 below using the following approaches:

1.      Ask a probing question, substantiated with additional background information or research.

2.      Propose means/resources an educator could utilize to address the situation/issues.

 

 

Learner Challenge

            I currently teach a first quarter fundamentals nursing course. This is the introductory course to nursing basics. The student population can be very diverse. Many students have not been in school for many years and are not sure how to study and prepare for exams. Each week I use a formative evaluation to assess student learning. Formative evaluation involves assessment throughout the course, such as weekly exams (Laureate, 2013e). The goal of formative assessment is to monitor student learning and provide the instructor with feedback to improve learning as well as teaching (Eberly Center for Teaching Excellence, 2015). Formative assessment can help students identify their strengths and weaknesses and areas for improvement. Formative assessment can also help faculty to recognize those students who are struggling and problems can then be addressed early on (Eberly Center for Teaching Excellence, 2015). By offering weekly exams I am able to clearly identify those students who are struggling.

Strategies

            When a student fails an exam I think it is important to meet with that student immediately to find out why they struggled. There are several factors that can lead to student performing poorly. These factors include poor study skills and possible personal problems (Cleland, Ross & Lee, 2010). Many students may not recognize their own struggles and fail to seek support (Cleland et. al., 2010). This is why it is important for educators to intervene early. We need to be alert to these cues and clues so that we can offer the appropriate resources for the students (Laureate, 2013e).

            Cleland, Ross and Lee (2010) suggest the remediation process for students who are struggling. Remediation is the process of correcting a deficiency. The process involves diagnosis, remedial activities, and retesting (Cleland et. al., 2010). One we have addressed the student and diagnosed the problem we then offer a remedial activity to assist the student. In order to see if the process has worked we retest and evaluate the strategy.

            Does remediation work? I have found it to be very successful. When my students fail the first test I make them meet with me to discuss why. Many times it is lack of preparation or poor study skills. We discuss the resources available to them. I usually send them to the learning assistance center for help with study skills and test taking strategies. I then look at their performance on the following weekly exams. I have found that by the next test they have improved. If they continue to seek assistance by the time the midterm and final exam come around I see great success. Midway through the quarter and at the end of the quarter I use summative evaluation in the form of midterm and final exam. I usually see great success if the student has used the resources. The summative evaluation evaluates the student at the end of the quarter and helps me to assess whether or not they are ready to move on (Eberly Center for Teaching Excellence, 2015).

 

Conclusion

            Nursing school is not easy by any means, and students are going to struggle. As educators, it is important that we identify and address those students early on, so we can provide resources and strategies to help them be successful.

References:

Cleland, J., Mackenzie, R. K., Ross, S., Sinclair, H. K., & Lee, A. J. (2010). A remedial

intervention linked to a formative assessment is effective in terms of improving student

performance in subsequent degree examinations. Medical Teacher, 32(4), e185-e190.

doi:10.3109/01421591003657485

Eberly Center for Teaching Excellence. (2015). Whys and hows of assessment. Retrieved from

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Laureate Education (Producer). (2013e). Identifying and managing learner performance [Video

file]. Retrieved from MyMedia Player. (NURS 6351)

 

 

 

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

 

Required Readings

 

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

• Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116)

 

This chapter focuses on the cultivation of community in education.

Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students.Creative Nursing, 16(2), 53–58.
Retrieved from the Walden Library databases.

 

This article describes strategies for addressing learning needs in culturally diverse nursing education settings.

Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49(5), 253–260. Retrieved from the Walden Library databases.

 

The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body.

Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students.Journal of Cultural Diversity, 17(4), 122–126.
Retrieved from the Walden Library databases.

 

The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy.

Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16(2), 40–49.
Retrieved from the Walden Library databases.

 

This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups.

Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19(3), 79–84.
Retrieved from the Walden Library databases.

 

As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue.

Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272–275.
Retrieved from the Walden Library databases.

 

The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups.

Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219–222.
Retrieved from the Walden Library databases.

 

This article examines problem-based learning within an online context to promote nursing students’ development of essential skills.

Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49(4), 215–218.
Retrieved from the Walden Library databases.

 

The authors examine the effects of gender on nursing students’ experiences.

 

Article is attached 

This is an academic, professionally written exercise consisting of a minimum of 3 to 4 paragraphs in length. 

Each paragraph to contain of a minimum of 4 to 5 sentences.

To consist of 750 to 1000 words. (No Less no more.)

No other reference, can only use article, 0 plagiarism   

Example: INTRODUCTION: First review and summarize the journal article. Describe what the article is about. Present a clear, non-biased understanding of the article’s topic. Mention the article name and source. What makes the article important? “The main topic of this journal article is ….” 

MAIN BODY: Critically review the article. Analyze the evidence. Was the research presented in the article objective or bias? Describe the article’s strength and weakness. Highlight the positive or negative points. “This article presents the material (well / not well) because …

” Do not give your opinion on the article’s topic, we are not experts. Why should or should not the article be recommend reading? Was the article successful or a failure in relaying information based on the topic?  “I (recommend/ don’t recommend) reading this article because…” 

CONCLUSION: Conclude with what you learned from analyzing the article. What knowledge was gained from reading this article? What do the results cited in the article indicate? Do not present new or additional information in the conclusion, stay focused on the article topic at hand. “After reading and analyzing this article I learned that …. “ 

Scenario: Family
An 83, year old woman is recovering from pneumonia. She has Alzheimer’s disease and has become increasingly hostile and unmanageable in the home setting. Her 65, year old daughter is distraught about the idea of placing her mother in a long term care facility but feels she is not able to care for her.

Directions:
• The original post must be at least 200 – 300 words in length
• What is your role in this situation?
• How might you help the daughter with her decision?
• What information would you give the daughter?

 

Write a 4-5 page population health improvement plan, based on your evaluation of the best available evidence from a minimum of 3-5 current scholarly or professional sources of demographic, environmental, and epidemiological data that focuses on your diagnosis of a widespread population health issue.

Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice.

In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop.

 

Scenario

Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, insect bites, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for your community and has entrusted you with gathering and evaluating the relevant data.

Your Role

You are a nurse in a community clinic or hospital and you have a good idea about the most common chronic health issues among its patients. You have been asked to prepare a presentation for the next staff meeting about the issue and the plan that you are proposing to help improve the community’s health.

Instructions

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

Part 1: Data Evaluation

Evaluate the outcomes of a population health improvement initiative from community demographic, epidemiological, and environmental data.

• Identify the relevant data.
• Identify the level of evidence, validity, and reliability for each source.
• Describe the major community health concerns suggested by the data.
• Explain how environmental factors affect the health of community residents.

Part 2: Health Improvement Plan

Develop a health improvement plan that ethically and effectively addresses the population health concern that you identified in your evaluation of the relevant data.

• Base your plan on the best available evidence from a minimum of 3-5 current scholarly or professional sources.
  • Apply correct APA formatting to all in-text citations and references.
  • Attach a reference list to your plan.
• Ensure that your plan meets the cultural and environmental needs of your community and will likely lead to some improvement in the community’s health related to this concern.
  • Consider the environmental realities and challenges existing in the community.
  • Address potential barriers or misunderstandings related to the various cultures prevalent in the community.
• Justify the value and relevance of the evidence you used as the basis of your plan.
  • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
  • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
• Propose relevant and measurable criteria for evaluating the outcomes of your plan.
  • Explain why your proposed criteria are appropriate and useful measures of success.
• Explain how you will communicate with colleagues and members of the community, in an ethical, culturally sensitive, and inclusive way, with regard to the development and implementation of your plan.
  • Develop a clear communications strategy mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
  • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community, regardless of language, disabilities, or level of education.
• The headings for your Evidence-Based Population Health Improvement Plan should be the following:
  • Data Evaluation.
  • Meeting Community Needs.
  • Evidence.
  • Measuring Outcomes.
  • Communication Plan.

Step 1: Read the following quote by Hubert H. Humphrey, United States politician (1911-1978).

“It was once said that the moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; and those who are in the shadows of life, the sick, the needy, and the handicapped.”

Step 2: Post a response to the discussion board by addressing the following questions:

1. Do you agree or disagree with the Humphrey statement? Why or why not?
2. State your reasons based on your knowledge of the health care system, current research, observations in the clinical area, and personal experience.
3. Justify your responses with appropriate resources.