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Collaborative Learning Approach Essay

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Updated: Apr 30th, 2021

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.

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