Teaching Clinical Experience Focused On COPD Assignment

, ,

Selected Objectives

To understand the pathophysiology and risk factors associated with COPD.
To identify the different stages of COPD and their corresponding management strategies.

To assess and document signs and symptoms, oxygen saturation levels, and vital signs in patients with COPD.

To demonstrate effective communication skills with patients and the healthcare team in managing COPD.
To identify and manage COPD exacerbations Teaching Clinical Experience Focused On COPD Assignment

ORDER HERE A PLAGIARISM-FREE PAPER

Rationale for the Objectives

To understand the pathophysiology and risk factors associated with COPD.

This objective is essential because understanding the pathophysiology and risk factors associated with COPD is fundamental to identifying, preventing, and managing the disease. Tsiligianni et al. (2019) explained that COPD is a chronic, progressive lung disease that primarily affects older adults and is associated with smoking, environmental exposures, and genetics. Given this, understanding the pathophysiology and risk factors of COPD, healthcare providers develop personalized treatment plans and provide targeted education to patients and their families. Teaching Clinical Experience Focused On COPD Assignment

To identify the different stages of COPD and their corresponding management strategies.

COPD is a disease that progresses over time and is characterized by different stages of severity. In heir report on COPD, Tsiligianni et al. (2019) have explained that identifying the different stages and their corresponding management strategies is crucial for providing appropriate care to patients. With this in mind, this objective is helpfuln to healthcare providers by making them understand the different stages of COPD, including mild, moderate, severe, and very severe. This is beneficial in guiding the clinical providers in developing personalized treatment plans that are tailored to each patient’s stage of disease and symptoms. Teaching Clinical Experience Focused On COPD Assignment

To assess and document signs and symptoms, oxygen saturation levels, and vital signs in patients with COPD.

Assessing and documenting signs and symptoms, oxygen saturation levels, and vital signs in patients with COPD is critical for monitoring disease progression and providing appropriate care (ur Rehman et al., 2020)Teaching Clinical Experience Focused On COPD Assignment. Patients with COPD experience symptoms such as cough, shortness of breath, and wheezing and these impact their quality of life. Importantly, healthcare providers must regularly assess and document these symptoms and oxygen saturation levels and vital signs such as blood pressure, heart rate, and respiratory rate, to track disease progression and adjust treatment plans accordingly.

To demonstrate effective communication skills with patients and the healthcare team in managing COPD

Tsiligianni et al. (2019) have written in their article on communication and its relevance that effective communication skills are essential for healthcare providers in managing COPD. Further, the authors have stated that healthcare providers must be able to communicate effectively with patients, their families, and the healthcare team to provide appropriate care and support. Needless to say, effective communication includes active listening, using clear and concise language, and providing patient education in a manner that is easy to understand. This objective is helpful in enabling providers to develop effective communication skills and apply them in their interactions with patients and the healthcare team.

To identify and manage COPD exacerbations

COPD exacerbations are acute worsening of symptoms that lead to hospitalization and increased morbidity and mortality. Identifying and managing COPD exacerbations is critical for improving patient outcomes and reducing healthcare costs and this objective is helpful for healthcare providers as it enables them understand the signs and symptoms of COPD exacerbations that include cough, shortness of breath, and sputum production, and develop effective management strategies such as pharmacologic interventions and oxygen therapy. Teaching Clinical Experience Focused On COPD Assignment

ORDER HERE

Pre-Conference and Post-Conference Activities

Before the clinical day, students will receive a presentation on COPD that covers pathophysiology, risk factors, stages, and management strategies and this presentation will serve as a foundation for the students’ clinical experience and provide them with a broad understanding of COPD and its management. Following the presentation, a pre-conference discussion will take place focusing on student understanding of COPD and its management, communication skills, and identifying potential patient scenarios. Primarily, the discussion will allow students to ask questions and clarify any uncertainties they may have about COPD and its management and allow them to practice communication skills that are essential in managing the disease for example active listening, the use of clear and concise language, and providing patient education.

After the clinical day, a debriefing session will take place to allow students to reflect on their clinical experience. During this session, students will identify areas for improvement and discuss strategies to overcome challenges they faced during the clinical day. This post-conference discussion is essential in helping students process their experience and develop strategies to improve their clinical skills. Teaching Clinical Experience Focused On COPD Assignment

Strategies to Support Students Related to Clinical Knowledge and Skill

Supporting students in developing their clinical knowledge and skills is vital for their success as future healthcare professionals. To achieve this goal, clear learning objectives should be provided for the clinical experience, outlining what students are expected to learn and achieve (Tabyshova et al., 2021). Also, creating a supportive learning environment is crucial for students to feel comfortable asking questions, seeking feedback, and tasking risks in their learning and a hands-on learning is also important for them to develop clinical skills and gain practical experience, and regular feedback to help recognize areas for improvement and adjust their approach accordingly. An approach to support student learning suggested by Tsiligianni et al. (2019) is the utilization of rounding. The researcher has explained that this is a structured approach to patient care that involves visiting each patient and discussing their care with the healthcare team. Moreover, rounding provides an opportunity for students to observe and participate in patient care, ask questions, and learn from experienced healthcare professionals. To implement this approach, students will be divided into smaller groups led by an experienced healthcare professional. Approximately 30-45 minutes will be spent with each group, observing patient care, answering questions, and providing feedback. The groups will be rotated throughout the day to ensure that each student has an opportunity to participate in rounding and receive feedback. Following this, it is important to note that this plan will be made flexible and need to be adjusted depending on the clinical setting and the number of students involved. The goal is to provide a structured approach to rounding that supports student learning and development of clinical skills, ultimately leading to better patient care. Teaching Clinical Experience Focused On COPD Assignment

Alternate Activities to Teach Clinical Concepts

To gaurantee that students still have opportunities to learn and practice clinical concepts in situations where there is a lack of available patients to meet clinical objectives, it is important to have alternate activities in place. Internet activities such as videos, interactive modules, and case studies can be used to teach clinical concepts, while hands-on activities can simulate patient scenarios and allow students to practice clinical skills (ur Rehman et al., 2020). Socratic questioning would encourage critical thinking and facilitate discussions, while creative assignments can be scheduled to align with clinical objectives. Instructors should identify clinical objectives, create a list of potential activities, assign them to students, provide clear instructions and guidelines, and schedule regular check-ins to monitor progress. Alternate activities should align with clinical objectives and provide opportunities for students to develop their clinical skills. Teaching Clinical Experience Focused On COPD Assignment

The teaching clinical experience plan discussed in this report addresses all three learning domains of cognitive, affective, and psychomotor. Cognitive learning involves the acquisition of knowledge and understanding, addressed in the plan through the pre-conference presentation on COPD that covers the pathophysiology, risk factors, stages, and management strategies. Students will be required to identify different stages of COPD and corresponding management strategies, and assess and document signs and symptoms, oxygen saturation levels, and vital signs in patients with COPD. In addition, they will be required to identify and manage COPD exacerbations. These activities will aid them to develop knowledge and understanding related to COPD and its management. Affective learning involves the development of attitudes, values, and beliefs, and is addressed in the plan through the post-conference debriefing session. During this session, students will reflect on their clinical experience, identify areas for improvement, and discuss strategies to overcome challenges they faced during the clinical day and this will be beneficial in enabling learners to develop a positive attitude towards managing COPD and working with patients and the healthcare team (Tabyshova et al., 2021). Psychomotor learning involves the development of physical skills, and is addressed in the plan through the clinical day itself. Students will be required to assess and document signs and symptoms, oxygen saturation levels, and vital signs in patients with COPD, and demonstrate effective communication skills with patients and the healthcare team in managing COPD. These activities will develop physical skills related to managing COPD and working with patients and the healthcare team.

References

Tabyshova, A., Hurst, J. R., Soriano, J. B., Checkley, W., Huang, E. W. C., Trofor, A. C., … & van Boven, J. F. (2021). Gaps in COPD guidelines of low-and middle-income countries: a systematic scoping review. Chest, 159(2), 575-584. https://doi.org/10.1016/j.chest.2020.09.260 Teaching Clinical Experience Focused On COPD Assignment

Tsiligianni, I., Kampouraki, M., Ierodiakonou, D., Poulonirakis, I., & Papadokostakis, P. (2019). COPD patients’ characteristics, usual care, and adherence to guidelines: the Greek UNLOCK study. International Journal of Chronic Obstructive Pulmonary Disease, 547-556.

ur Rehman, A., Ahmad Hassali, M. A., Muhammad, S. A., Shah, S., Abbas, S., Hyder Ali, I. A. B., & Salman, A. (2020). The economic burden of chronic obstructive pulmonary disease (COPD) in the USA, Europe, and Asia: results from a systematic review of the literature. Expert review of pharmacoeconomics & outcomes research, 20(6), 661-672. https://doi.org/10.1080/14737167.2020.1678385

Class/Learning Unit: Clinical Teaching Plan Assignment Instructions

Overview

While an educator spends many hours developing classroom content, students learn how to care for patients at the patient bedside. It is important to put care and planning into teaching in the clinical area. The live clinical setting is unique in that students interact with live patients, in real time, and must adapt to unpredictable and changing situations. Although simulations can be amazing and realistic, there is no substitute for caring for live patients. It also provides the opportunity for the nursing instructor to model professionalism, teamwork, organization, and adaptability.

You will create a plan for teaching your chosen topic in a live clinical setting, supervising 6–8 undergraduate students. The plan should include: Teaching Clinical Experience Focused On COPD Assignment

At least three objectives for the clinical day. These can be based on the type of patient setting, the level of student, and the placement in the semester. For example, if you’re planning a beginning level student’s first day, the objectives might lean toward student orientation/comfort. If you’re planning for a senior level student’s clinical experience, the objectives might include being able to provide complete care for more than one patient. At least one objective should be included related to knowledge and skill of your teaching topic.
Pre-conference and Post-conferences activities/possible questions. Include any handouts or other aides you might use in a clinical conference.
Strategies to support/remediate students related to clinical knowledge and skill. This should include a plan for how you will “round” in the clinical area and approximately how much time you would spend with each student.
Alternate activities to teach clinical concepts if there is a lack of available patients to meet the clinical objectives. This may include things like: internet activities, hands-on activities, socratic question, or creative assignment scheduling. Be specific as to how you would implement alternate activities.
Discuss the learning domains (cognitive, affective, psychomotor) addressed in your plan.

ORDER TODAY

Instructions

This assignment should be 5–7 pages, exclusive of any handouts. Handouts may be put in an appendix and noted in your narrative.
Use the current edition of professional style APA for this assignment. Consult the LU graduate level template and sample paper as needed.
It is not necessary to include an abstract or table of contents.
Use 2–3 scholarly, peer-reviewed, sources less than 5 years old.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool Teaching Clinical Experience Focused On COPD Assignment