A collaborative learning approach combines both inquiry-based and learner-centered initiatives. Educators embracing this theory place students in groups and guide them to solve problems. Lecturers can also use teacher-centered methods to address learners’ needs. The first part is a syllabus for a continuing education course for expatriate nurses based on the collaborative learning model. A detailed discussion to support this relationship is also presented. The second part provides an educational program for CAPD home maintenance.
Continuing Education Course Syllabus: The Future of Nursing Practice
Vision, Mission, and Goals
Vision
Leadership, professionalism, and excellence in nursing
Mission
To empower expatriate nurses by equipping them with futuristic concepts and ideas that can guide them to meet the changing needs of many patients from different religious, cultural, ethnic, and regional backgrounds.
Goals
- To introduce expatriate nurses to emerging concepts and ideas in nursing practice (Hooper, 2016).
- To encourage the idea of continuous learning among expatriate nurses.
- To improve nurses’ competencies in research, health education, and care delivery.
- To create awareness and promote desirable principles for meeting emerging patients’ needs.
- To empower expatriate nurses and guide them to become pioneers in the field of nursing.
Ethical Principles
These are the targeted ethical principles for this course:
- Nurses should respect each other.
- Nurses should focus on the course’s objectives and goals.
- Nurses should promote altruism, justice, empathy, and nonmaleficence.
- Nurses should put patients’ health needs first.
Topics and Programs
Program Day 1
Topic: Professional Nursing.
Objectives
Discuss nursing as a science and an art
Describe emerging trends in this field
Explore the role of nursing education
Analyze the contributions of theory to nursing practice
Content
Aspects of professional nursing
Scope of practice
Ethics and principles of nursing
Required Activities
Form groups of 4-5 members
Discuss the identified objectives and make notes
Complete group exercises and assignments
Program Day 2
Topic: Emerging Trends in Nursing.
Objectives
Analyse and discuss emerging issues in nursing
Describe the potential future of nursing
Analyze possible developments and ideas that might transform nursing practice in the future (Bastable, 2003).
Content
The importance of cultural competence
Lifelong learning
Nursing theorists and theories
Required Activities
Engage in group activities
Work together to achieve the outlined objectives
Attend a lecture for one hour
Engage in class discussions
Complete assigned group assignment
Program Day 3
Topic: Critical Thinking.
Content
Critical thinking skills
Attitudes for critical thinking: confidence, integrity, intellectual humility, fair-mindedness, curiosity, and independence of thought
Strategies for developing proper critical thinking concepts
Objectives
Discuss and analyze the required attitudes and skills of critical thinking
Analyze the relationship between critical thinking and problem-solving (Hooper, 2016).
Required Activities
Groups to define and discuss critical thinking
Analyze the unique benefits of critical thinking in nursing practice
Groups to complete this discussion topic: Critical thinking
Program Day 4
Topic: Professionalism in Nursing.
Content
The roles of professional nurses: advocacy, care delivery, and management of patients (Bastable, 2003).
Personal professional skills and growth
Legal, professional, and ethical issues for nurses
Leadership and accountability
Collaboration and teamwork
Objectives
Identify the importance of professionalism in the field of nursing
Discuss the responsibilities and goals of expatriate nurses
Identify and describe the scope of practice for practitioners
Describe the unique roles and tasks for nurses
Required Activities
Review the state’s Nurse Practice Act
Complete this group topic: Discuss the major attributes that promote professionalism in nursing
Program Day 5
Topic: Emerging Trends in Nursing.
Content
The role of modern technologies in nursing practice
Multidisciplinary teams
Integrating theory and practice
Formulation of personal philosophies of nursing
Objectives
Analyze various trends that have emerged in the field of nursing
Examine new ideas and concepts that will continue to drive the future of nursing practice
Required Activities
Complete this group assignment: Write a research paper describing the major trends experienced in nursing today
Groups to complete the above activity and present their findings in class
Program Day 5
Topic: Transition for Expatriate Nurses.
Content
Identification of personal objectives
Strategies for personal growth and success
Overcoming barriers to care delivery
Time management
Objectives
Describe/analyze the transition process for nurses to become professional providers of services in different settings and situations
Discuss the major practices and strategies for personal improvement
Required Activities
Complete group exercises and tests.
Write a final personal reflection of the entire course.
Discussion
The above syllabus for continuing education is in accordance with the collaborative learning theory. This is true since the plan appears to combine inquiry-based and learner-centered models. This course syllabus indicates that learners (the targeted expatriate nurses) will be required to form groups and focus on the targeted objectives. The tutors will offer them the opportunity to focus on the outlined common goals. The groups will also complete exercises and activities that can result in knowledge acquisition or expansion (Kay & Kibble, 2016). At some points, the tutor will be required to provide insights, guidelines, and ideas.
The lecturer will also guide the learners throughout the program days to complete different discussions. The last session will give the nurses an opportunity to complete a personal reflection paper, identify strengths, and create appropriate models for pursuing their goals. This continuing education course will empower the targeted expatriate nurses to achieve their professional goals and meet their patients’ medical demands.
Educational Program for CAPD Home Maintenance
Background Information
Kidney failure is a health challenge many people face. However, dialysis is an evidence-based method for supporting affected patients. Peritoneal dialysis is a procedure for draining unwanted materials or wastes into the body’s peritoneal cavity. The fluid collected here absorbs large quantities of wastes before it is drained out. Patients can repeat this process severally throughout the day (Bonomo, 2017). Consequently, those who use this practice can pursue their normal duties or activities. This is known as continuous ambulatory peritoneal dialysis (CAPD). Using an anesthetic procedure, a physician inserts a soft tube (called catheter) in the abdomen. This educational tool will, therefore, guide the targeted patient to perform and maintain CAPD successfully at home.
Goals
- Guide the targeted patient to change the (peritoneal dialysis) PD bag successfully
- Achieve personal objectives
- Improve the experiences of the patient
- Encourage more patients to embrace CAPD
Required Items
- A bathroom scale
- Buckets for placing empty bags
- Hook (to hang fluid bag)
- Clean table
Behavioral Objectives
These activities are necessary for PD bag change:
- Ensure that there is a clean environment for this procedure
- Connect a new fluid and a drain bag
- Drain out old fluid into the connected drain bag
- Drain in clean fluid
- Disconnect fluid and drain bag
- Lie down or sit down throughout the period
- Pour the drained fluid into a bucket
- Repeat the procedure (4 times a day)
- A new bag of fluid is connected
Key Issues to Consider
- Always wash hands after every CAPD change or cycle
- Clean exit site (area around catheter) thoroughly and frequently
- Keep surrounding environment clean
- Avoid salt since it increases blood pressure and can cause fluid retention
- Consider the compounds: iron, vitamins, blood pressure drugs, and erythropoietin
- Take all prescribed drugs
- Consult your caregivers and carers frequently
- Attend clinics as indicated by your physician
- Return to work if necessary and engage in physical exercises
- Communicate with family members to support you throughout the period
- Avoid strenuous activities
- Always ask for teaching aids and videos that can support you whenever doing CAPD at home
Potential Complications
- Peritonitis is the most common problem many CAPD patients face
- Follow exchange procedures and processes accordingly to reduce chances of infection
- Contact your CPAD unit immediately whenever a problem is recorded
Discussion and Analysis
The presented educational program is aimed at meeting the needs of a middle-aged patient who is need of peritoneal dialysis. The tool is readable and meaningful to the individual. The selected words and terms are also understandable. The program also promotes the use of learner-centered learning theory or approach (Bonomo, 2017). This is true since the tool provides evidence-based ideas, guidelines, and instructions that can result in successful CAPD home maintenance. After going through this tool, the targeted patient can ask questions and receive direct answers from his or her physician.
Conclusion
The above syllabus is appropriate for expatriate nurses who want to expand their competencies and address their patients’ needs. The presented educational program is effective for promote CAPD home maintenance. The use of the learner-centered approach can, therefore, guide practitioners to empower patients and make to easier for them to lead quality lives even when they have terminal conditions.
References
Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Bonomo, V. (2017). Brain-based learning theory. Journal of Education and Development, 6(1), 27-43. Web.
Hooper, V. D. (2016). The Institute of Medicine report on the future of nursing: Where are we 5 years later? Journal of PeriAnesthesia Nursing, 31(5), 367-369. Web.
Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advances in Physiology Education, 40, 17-25. Web.