Posted: March 31st, 2023

Teaching Plan: Enhancing Clinical Decision-Making Skills in Nursing

Teaching Plan. Select one class period from your course syllabus and develop a teaching plan for your chosen class. Following the assignment guidelines below, develop and submit your teaching plan for the class period during week 6 and deliver a mini presentation explaining your teaching plan during week 7.

Assignment Guidelines

Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:

The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).

Teaching Plan: Enhancing Clinical Decision-Making Skills in Nursing

Subject or Topic: Clinical Decision-Making Process in Nursing
Level of Instruction: Junior-Level Nursing Course
Method/Mode of Delivery: Interactive Case-Based Learning

Learning Objectives:

Students will differentiate between critical thinking and clinical reasoning in nursing practice.
Students will analyze the components of the clinical decision-making process.
Students will evaluate the role of evidence-based practice in enhancing clinical decision-making.
Students will apply clinical reasoning skills to a complex patient case scenario.
Students will construct a comprehensive care plan based on their clinical decision-making analysis.
Content Outline:

Introduction to Clinical Decision-Making

Defining critical thinking and clinical reasoning in nursing
Importance of effective clinical decision-making
Components of Clinical Decision-Making Process

Problem identification and assessment
Gathering relevant patient data
Formulating nursing diagnoses
Establishing priorities of care
Developing and implementing nursing interventions
Evaluating patient outcomes
Role of Evidence-Based Practice (EBP)

Introduction to evidence-based practice and its significance in nursing
Integrating research findings into clinical decision-making
Utilizing EBP resources and guidelines
Application of Clinical Reasoning

Analysis of a complex patient case scenario
Identifying pertinent patient information
Formulating nursing diagnoses based on assessment findings
Prioritizing nursing interventions
Justifying decisions with evidence-based rationale
Care Plan Development

Constructing a comprehensive care plan based on clinical reasoning
Incorporating interdisciplinary collaboration
Addressing patient-centered goals and outcomes
Teaching Strategies and Learning Activities:

Interactive Case Studies: Engage students in analyzing real-life patient scenarios to develop critical thinking skills and apply clinical reasoning.
Small Group Discussions: Encourage students to collaborate and share their clinical decision-making thought processes for the case studies.
Concept Mapping: Assist students in visually representing the components of clinical decision-making and their interconnections.
Role Play: Allow students to simulate nurse-patient interactions, fostering empathy and enhancing their understanding of patient needs.
Guided Reflection: Lead discussions on the rationale behind each student’s clinical decisions, promoting self-assessment and deeper understanding.
Plans for Individual Learning Differences:

Cater to diverse learning styles through varied activities such as visual aids, group discussions, and hands-on exercises.
Offer supplementary resources for further exploration, accommodating self-directed learners.
Provide individualized feedback and guidance during group discussions and case analysis.
Evaluation Process:

Formative Assessment: In-class questioning and discussions, case study analysis, concept mapping exercises.
Summative Assessment:
Written Assignment: Students will develop a care plan for a given complex case, integrating clinical reasoning and evidence-based practice. (Rubric provided below)
Presentation: Students will present their care plans, explaining their clinical decision-making process and evidence-based rationale.
Rubric for Written Assignment: Care Plan Development

Criteria Excellent Proficient Satisfactory Needs Improvement Inadequate
Nursing Diagnoses 5 4 3 2 1
Evidence-Based Rationale 5 4 3 2 1
Care Plan Components 5 4 3 2 1
Interdisciplinary Approach 5 4 3 2 1
Presentation & Clarity 5 4 3 2 1
Scale:

Excellent: Thoroughly addresses all aspects with exceptional quality.
Proficient: Adequately addresses all aspects with good quality.
Satisfactory: Addresses most aspects with acceptable quality.
Needs Improvement: Partially addresses aspects with several shortcomings.
Inadequate: Little to no fulfillment of criteria.
References:

Benner, P., Hooper-Kyriakidis, P. L., & Stannard, D. (2016). Clinical Wisdom and Interventions in Critical Care: A Thinking-in-Action Approach. Springer.

Thompson, C., Stapley, S., & Doody, K. (2017). Nurses’ decision‐making in clinical practice. Nursing Standard, 31(40), 52-63.

Tanner, C. A. (2016). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.

Saver, C. (2016). Nursing theories and nursing practice (4th ed.). FA Davis.