Demonstrate an assessment of a postpartum woman.

Question description

Case Study – Unexpected Instructional Events

Introduction

At the completion of this unfolding case study you will be able to:

  • Formulate appropriate responses to unexpected instructional events based on self-reflection and critical thinking.
  • Engage in self-reflection to design and improve teaching strategies.
  • Develop individualized teaching and learning strategies appropriate for a variety of settings.

Directions

  1. Based on the information presented in this case study provide answers to the statements listed below.
  2. Your Assignment should be written as a 3–4 page paper observing the rules of 6th edition APA format.
  3. Use each numbered task listed as a Level 1 Heading style in your paper.

At the meeting the next day with the Dean, Edith presented an individual learning plan for Kim that included the following objectives and strategies for learning. The Dean’s request the day before was, “I would ask that you create a learning plan based on Kim’s individual learning needs expressed in this letter and the outcomes listed in the lesson plan for the first clinical experience.”

Clinical Outcomes

  • Outcome 1 – Explain the five rights of administration for medications used in the postpartum period.
    • The student will verbalize the five rights of administration for each prescribed medication before providing to the patient in the clinical setting.
    • The student will attend two remediation sessions with a peer tutor and successfully complete a medication administration skills return demonstration.
  • Outcome 2 – Practice writing a detailed, objective, and efficient nursing note.
    • The student will attend two remediation sessions with a peer tutor and successfully complete an electronic documentation for a head to toe physical assessment of a postpartum patient.
    • The student will electronically document a head to toe physical assessment of a postpartum patient free of errors.
  • Outcome 3 – Demonstrate an assessment of a postpartum woman.
    • The student will attend two remediation sessions with a peer tutor and successfully complete a head to toe physical assessment of a postpartum patient.
    • The student will perform an appropriate head to toe physical examination of a head to toe assessment of a postpartum patient.

With the objectives Edith included a learning contract.

Respond to these statements and questions:

1. Is the learning contract specific, appropriate and measurable?

  1. If you state yes then support your answer with at least three detailed rationales explaining why.
  2. If you state no then support your answer with at least three detailed rationales explaining why.

2. Are the objectives for clinical outcome 1 appropriate?

  1. If you state yes then support your answer with at least three detailed rationales explaining why.
  2. If you state no then support your answer with at least three detailed rationales explaining why.

3. Are the objectives for clinical outcome 2 appropriate?

  1. If you state yes then support your answer with at least three detailed rationales explaining why.
  2. If you state no then support your answer with at least three detailed rationales explaining why.

4. Are the objectives for clinical outcome 3 appropriate?

  1. If you state yes then support your answer with at least three detailed rationales explaining why.
  2. If you state no then support your answer with at least three detailed rationales explaining why.

At the meeting the Dean approves Edith’s plan. Two days later in the first clinical experience since the meeting Edith presents the plan to Kim at lunch in the employee cafeteria and asks for agreement. At first Kim sits quietly reading the objectives and the learning contract then asks, “How is this going to help me?” Edith responds, “If you meet these objectives you can continue in this clinical, if not you will receive a failing grade for the course and be given the option to repeat the theory and clinical courses next term. What do you not understand?” At this point Kim crushes the paper and throws it on the floor yelling, “This is not to help me, you just want to see me fail. You have never liked Asians so you won’t help me. Not once have you asked me what I need to be successful. You are disrespectful to me and my family.”

5. Identify what you view as the most appropriate immediate response Edith could choose at this point including:

  1. an immediate response to Kim’s yelling in an attempt to defuse the situation;
  2. explanation of the strategy you chose to deal with student incivility and;
  3. at least one peer reviewed article to support your selection.

6. Was the setting for this teacher-student meeting appropriate?

  1. If you state yes then support your answer with at least two detailed rationales explaining why.
  2. If you state no then support your answer with at least two detailed rationales explaining why.

Edith is shocked by Kim’s outburst and immediately asks him to leave the clinical area. He refuses and states, “I have a right to be here and you can’t make me leave.” Edith tells Kim, “Leave now or I will call hospital security.”

7. Did Edith handle the student outburst correctly?

  1. If you state yes then support your answer with at least two detailed rationales explaining why.
  2. If you state no then support your answer with at least two detailed rationales explaining why.

8. Rewrite Kim’s learning plan and learning contract including:

  1. assessment techniques to discover individual learning needs;
  2. creation of mutually agreeable learning goals which are specific and measurable;
  3. appropriate learning contract language illustrating teacher and learner as collaborators and;
  4. faculty strategy to present the plan.

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