Introduction
In consideration of the completion of the course proposal, various strategies are used to commence what has so far been neglected concerning the current BSN students learning module. The proposal focuses on successfully implementing a new curriculum based on the gap noted in the clinical field. According to the previous studies, the academic setting had a curriculum gap that included neglecting Lesbian, Bisexual, Gay, Transgender and Queer patient care.
There is more to this since the current hospital setup has left the nurses in a dilemma on dealing adequately with such cases. In the implementation phase, the central idea is to identify the critical prospects of ensuring that the future prevention of lousy exposure to BSN students does not affect their judgment. The factors considered include; human, financial, and finally, technological resources needed to make sure that the course is a success.
Implementation Resources
In the current hospital setup, there is an increasing need for excellence in ensuring that there is perfection in patient care. Thus, the curriculum proposal needs to ensure learners are equipped with skills and prior knowledge of how to deal with all types of patients. On implementation, some of the crucial partakers involved include the students, the lecturers, experienced trainees in the field, mental health counsellors, and the NPD, Nurse Professional Development practitioners (Oermann & Gaberson, 2016).
All the mentioned individuals ensure that the patient based care is conducive and inclusive of everyone who comes to them for help. The students are vital to this process as they hold the upper hand in influencing their colleagues’ characters and reactions towards these patients. The students themselves also influence each other’s attitude towards such patients, shaping a majority of them to understand their state of health.
The involvement of the NPD practitioners will make sure that the students, more so the ones ready to head into the field, handle the patients at their best. These people mainly assess the competency involvement of Lesbians, Bisexual, Gay and Transgender individuals in all types of health care settings (Central Carolina Community College, 2021). They initiate the intervention to increase these individuals’ well-being and safety measures. The practitioners have vast experience managing these types of patients, which makes them the key to sharing the strong points and how best to administer patient care to the nursing students. Many institutions have not considered this, and hence the learners do not have sound exposure to most of the cases they are going to face while doing the actual treatment in the hospitals.
The financial framework for implementing the curriculum involves funds directed towards the start-up of the department of this proposal in most learning institutions. Exposure of the nursing students to this learning module in the early stages of their learning prepares them adequately for this process. Hence both the government and the learning institutions should spare some resources to ensure that good educators are involved in this study. Funds to arrange transport to the premises of the experts in this field should also kick start to ensure that the learners are well exposed. The financial part of any organization is always a more significant burden to deal with, but directing resources to develop a curriculum well suited for good patient care would be splendid.
Financing from alternative areas may also take a leap toward ensuring that the learners are well taught in this field. The presence of many organizations that deal with inequalities in the health module will be so much interested in ideas that enhance the purpose of diminishing poor patient care (Henriquez et al., 2019). Organizations and learning institutions can therefore take the advantage and involve governmental or non-governmental institutions in getting the necessary funds for the implementation of this project. The student leaders can also take a step in the formulation of chapters or clubs that involves the nursing students’ approach to these type of patients, and the fact that it will attract some attention will help in sourcing funds. The presence of the alumni program that may finance is crucial to getting the funds necessary for the resources used in the process.
There has been vast development in the technology sector that involves access to more than a million people with the touch of a button. In this era, there has been some recent creation of mobile applications that spearhead the communication of individuals all over. Most people know what is happening in each continent without being there personally. Thus in the wake of the implementation of the project, technological advancements such as the presence of Twitter avails discussion forums such as the Twitter space, where millions of people are involved. There is also the presence of other platforms, including Instagram and Facebook. When used in the right way, more learners will be reached, and to some extent, it might drive the people themselves to emphasize the government to develop this part.
Pilot Testing Procedures
There were three main stakeholders that were to make sure that the phase was implemented and the new module was up and running. The three identified stakeholders included the clinical instructor, the theory instructor, and the students themselves. The students are involved as the stakeholders as they are the key to employers having good investment in the type of nurses they will hire in the future. The clinical instructor’s prominent role is to formulate the learning module into a more lively format. The clinical instructor is best suited for this type of job due to the broad exposure; hence the students gain firsthand information on ways to use while in the clinical field. The clinical instructors involve the learners by giving them real-life puzzles and engaging them to understand how they are thinking. More learners will learn to appreciate the fact that a community has all types of people.
Secondly, the other stakeholder involved was the theoretical instructor. The primary duty of this instructor is to formulate modules that will make learning as enjoyable as possible. The module will also enhance the grasping capabilities of the learners by making them show some interest in getting to know ways to care for the LBGTQ patients. Such learning models include videos, rehearsal assignments of the students mimicking how they would react in such conditions and exam criteria. The exam model makes sure that the students learn and grasp and are capable of performing what they have been taught while in class. The theoretical instructors are to ensure full curriculum coverage and complete understanding to eradicate this problem in future nurses. The last stakeholders are the students themselves since they must be involved in the module as they are the ones that will handle patients in the field after graduation.
Feedback on the response of the stakeholders involved must be one-on-one interaction with either of them. All the pretty involved three are assessed to see the impact and the level of acceptance of the new module. The students often are the easiest to deal with since the instructors and even the board will use exams as a tool to ensure grasping of the topic. Both theoretical exams and practical exams will help the instructors get feedback from the students. Since most instructors will shy away from teaching the matter, the course should be mandatory. After which, the instructors are involved in a series of meetings to ensure that they include this type of module for the learners. Getting feedback can hence involve exams that keep the students alert, sessions with the instructors to learn their view on the course, and the picture that the students have.
All factors must be considered to implement the new course module fully. Based on the results from the students’ series of practical and theoretical exams, the instructors might increase the number of hours spent teaching this module. The instructors may also shift the approach to being entirely practical to gain clinical skills if theory poses more of a challenge in evaluating their understanding. The stakeholder’s feedback also helps in regrouping the topics and arranging them in a stepwise manner that is not burdensome to the students. Creating a course outline based on weeks and the type of study is also key to preparing the learners to be fit and mentally prepared for that class. The course content can also feature the involvement of a more practical approach to the area than the theoretical approach to make sure that the students are well experienced and oriented in helping patients.
Faculty Training Plan
The academic setting involves two measures that must be incorporated together to ensure that the course outline is achieved within the shortest time. The presence of the curriculum is divided into two formats that include practical sessions and theoretical sessions to gauge how the learners respond. The theoretical part enhances the cognition part of the BSN learners of ways that they can use to best handle such patients (Central Carolina Community College, 2021). The theory also plays a significant role in ensuring that the students’ ideas are met and the perception of the learners’ changes before they are presented in the field. Evaluation of the nursing students’ critical thinking on ways that they will use in different scenarios is enveloped in the theoretical part of the learning. This will also entail using the VSGs and online lectures that other participants may be invited to air out their experiences, creating a conducive and more exposed environment for the students.
The other faculty training plan agreed upon includes prompt access to hospital practical sessions. One-on-one interaction of the students seeing how the experienced nurses and other personnel handle such patients also positively impacts the students. Immediately after the theoretical sessions in class, the learning module incorporates days that will make the students fully engage in the course outline and gain skills. Practical sessions enhance behaviour change and even the perspective that they might have developed due to cultural and environmental influence on the students. Practical sessions also will enlighten the students on how to handle different scenarios depending on how they observe the nurses manage such people.
A different approach is used in the implementation prospect to ensure that the knowledge is well disbanded to the students. Different students typically have different cognition levels and how fast or slow they understand specific topics. A blended learning module incorporating videos with lectures improves knowledge (Billings & Halstead, 2016). The experts with the crucial and technical know-how in the field must use the simplest of methods to ensure that the students are at par with what is to be taught. The course outline is broken down into manageable topics according to the correct time that it will not bore the students and make them lose interest.
Exposure to a variety of assessments also enhances the knowledge taught during sessions. This helps the stakeholders know which topics to focus on and which ones not to dwell so much on. The evaluations are also done to make sure that the nursing students constantly read and remember a good percentage of the present curriculum in the course outline. All these measures are topped up to be a physical examination that involves the use of oral examinations to engage the learners’ minds. The oral examinations create a platform in which the examiners evaluate the critical thinking part of the students as they are presented with different scenarios. This aspect jogs the student’s minds in making sure that at least they retain more than half of all that is taught in the school setup.
The skill needed to implement this course project involves the ones presented by the two key stakeholders. The clinical instructor and the theoretical instructor are actively engaged to ensure that the learning module makes them understand easily. One of the proposed prospects was using VSGs and the inclusion of online learning platforms where more than one university is involved (Billings & Halstead, 2016). The students getting to learn on their own makes them feel that they lack something; hence, it is a driving factor to show interest. Therefore the LGBTQ patients will feel utmost care and treatment of high quality by the learners sharing different approaches and experiences from the other students.
Technical Problems with Implementation
The online system exhibits some advantages, but some niche is present in steps to ensure that the learner gets the best teaching criterion. The fact that all students are the same identifies with the ones that may find this module challenging to use. Therefore, most students will resort to missing classes and avoiding lectures due to a lack of knowledge of using the platform. The online system also does not ascertain the instructor that all the learners who have logged in listen to what is currently going on. The instructor might teach only a third of the students who understand, in contrast to the other students engaged in some other duties that took their attention.
The two problems presented above are mitigated by using the simplest platforms that are easy to operate. This will encourage the students to access the online lessons with ease, and hence the learning will be smooth (Hinkle & Cheever, 2017). The other problem of students not paying full attention and the instructor’s inability to know what is going on in the background is mitigated in two different approaches. One happens to minimize the number of online lectures, and if there is to be one, then the topic must be accessible and will not strain the students in understanding. The next part involves continuous assessment of questions to the students to briefly explain the subjects taught, which will keep the students on their toes.
Similarly, not all the students will manage to attend the online meetings due to lack of Wi-Fi connection. Internet connectivity is key to the online sessions taking place. In the absence of the internet, most learners will not be in a position to access the online content; thus, they end up affected. This factor leads to the failure of implementation of the course project hence taking back the measures undertaken to ground zero. The Wi-Fi problem should be considered first if online learning occurs. In as much as most institutions have placed accessible internet connectivity in some places in the university, the instructors should try to make sure that lessons are well-timed.
The academic setting may also pose some problems in how the students are well engaged in the learning process. A good learning environment makes sure that the learners at least retain some information from the lectures. However, a lousy learning environment makes the students lose a lot; hence the project course is not implemented (McDonald, 2018). A hybrid approach also sometimes confuses the learners and makes it hard for the students to follow what the instructors are teaching. To solve this problem, the correct instructional format is often used to ensure that all the learners are engaged. The online platform is the only platform that students from other institutions join.
Evaluation Phase
Course Performance Metrics Procedures
The learners are evaluated accordingly to ensure that they are well equipped with knowledge on how to treat LBGTQ patients. Skills such as remorsefulness, understanding nature and active involvement of the patient are among the critical areas tested. The procedure that I and my precedent used involved a four-point plan. The plan included setting achievable goals for the students for the learning process based on every test. To add, there was the generation of transcripts after every test module to determine whether there was an improvement in the results and teaching technique. The KPIs made it easy to note which areas needed much improvement and continuous evaluation of all the individuals, including the stakeholders. The series of tests and blending of theoretical and practical assessments made it easy to evaluate if the formulated course would be a success. I chose the performance metrics because this module offers quite a reliable method of evaluation, and the results are genuine, more so due to the results from the oral examinations.
End-of-Course Survey Procedures
After a rigorous time of formulation of a course and seeing its implementation, I managed to use some format to create a survey to note the curriculum gap among LBGTQ patients. The procedure I used to develop this survey included a series of consultations with the learners themselves to make sure that each phase implemented was beneficial to them. The independent procedures included using questionnaires with specific questions specifically targeting how the students think and so on (Oermann & Gaberson, 2016). Another key prospect was evaluating the instructors’ response on how they responded in tackling the issue of dealing with the lesbians, gays, transgender and bisexual patients. Some collaborative procedures included assessing the colleagues in the clinical area on aspects that include care for these types of patients.
Survey Question Analysis
The module included two personnel; the clinical instructor and the theoretical instructor. From the survey, the performance index of the instructors is critical to note. The learners shed some light on how they felt about their instructors and whether they taught well or not. One-on-one talk with the students also produced some relevant information regarding which instructors brought out content well and the ones that did not. An interview with the instructors also proved successful in the evaluation of the achievement of the course.
Different methodologies were involved in generating the new course that included videos and books involved in the process. Most students admitted to preferring videos and the likes of VSG to learn compared to the theoretical-based curriculum. When asked personally and in the questionnaires, most students admitted that they preferred the videos due to the real-life imagery. This made them try and engage themselves by putting themselves in such scenarios as a nurse.
The end of course survey also yields information regarding technological use and how best the students acclimatize to the different learning methods. Most students ticked the box containing the online mode of learning, followed by a good percentage that preferred the blended type of learning (Hinkle & Cheever, 2017). The usefulness came about in that they were more comfortable learning in their various places than all of them confined in one place.
The end of course survey provided more information regarding the view of the students toward assignments and such. Most students express openly that they do not need exams since the assignments prove that they already understand the topics and the contents they are supposed to learn (Oermann & Gaberson, 2016). Physical engagement with the students shows that most prefer the free learning module without exams, while the instructors stick to the need to have exams to evaluate what they have taught.
The learners also were quite interactive in disseminating content regarding how best they learned. The social concept comes in when you observe how the students interact and how best they consider learning (Henriquez et al., 2019). This module showed that the learners developed a changed perspective on how they viewed the LBGTQ patients through influence from their peers. One main reason is that most of them directed their thinking toward one commonplace, hence being influenced by society.
Formative Evaluation Plan
The formative plan is used to critically evaluate the nature of the course in regards to whether the system is beneficial to the learners themselves. Constant meetings with the instructors enable critical evaluation of where they need to see change. The instructors have needs, and the involvement plan in decision making makes it easier for all prospects regarding what they will need to be acquired. The process involves the direct involvement of both the clinical and the theory instructors in the field. Tasks are created while in these types of meetings, such as proper assessment tests and making the learning process more fun. The formative evaluation plan also involved the inclusion of the students in making sure that their preferred learning module was used.
The formative plan presented the strengths of the proposal and the changes that need to be done. Clear assessment of the proposal based on all the factors considered avails a neat laid out plan of the current performance. The stakeholders are involved and their insights are taken into consideration to ensure that the plan is a success. All criteria that involve assessment of both the instructors and the students affirms that the plan of the proposal most definitely will lead to success. The patients present in the community will in turn receive one of the best treatments from the graduates due to the inclusion of the proposal in the curriculum. Financial resources and the technological assets embrace the type of needs conferred to ensuring that there is no gap once the proposal has started in most institutions.
Conclusion
The whole idea of the proposal aims to increase the number of nursing students involved in care for LGBTQ patients. Recent studies have shown poor treatment by nurses for these types of patients as they are subjects of stigma from the rest of society. Therefore, ensuring that more nurses care for lesbians, gays, transgender, and bisexual patients is vital. The rationale behind the project is to ensure that most nursing students gain these skills before joining hospital institutions. The proposal will create an environment of pre-exposure of the students to these scenarios and hence the development of the best critical assessment when faced with them in the hospital setup.
Some new insights that are crucial to the development of this project included the pure practical process by taking the students to the field in most of their studies. Taking the upper hand in ensuring that they sharpen their nursing care techniques towards such patients. The proposed course will be beneficial to the nursing students and most students in the health science practice as they will try to emulate it. Since the proposal faces the community, it will be open for discussion and inclusion in most curricula to ensure that the community rejoices in quality service. The proposal contributes to nursing as a science since it focuses on assisting the community and taking care of them in ensuring that the treatment care plan is the best.
Critical Parts of the ADDIE
The ADDIE model involves procedures and a framework used to develop the course. The first step consists of the analysis phase of development. The analysis part entails getting to know how the class-based activities contribute to better course performance (Kurt, 2018). This phase examines al factors that might undermine the proposal, including the internal and the external factors. The analysis part also considers the different learning styles embraced by the various students and the need for prospects such as clinical settings.
The next phase involves the design phase, which focuses on several projects that propose success. Components such as syllabus creation, type of instructors suited for the job, learning materials and the course policies are presented in this phase. The course objectives are also incorporated in this phase to ensure that the learners are well taught. Teaching strategies are fundamental to the development of the proposal and happen to be the critical factor in this stage. The design part considers all the gaps present in the health setup, such as the lack of focus on LGBTQ patients.
The following phase entails the development phase of what has been planned in the previous design. It comprises the actual creation of the materials that will be fundamental to study and the resources used. This stage also majorly focuses on the first impression analysis by students in the clinical setup (Kurt, 2018). Test scores enable the instructors to note whether the teaching module is working or not. The summative assessment procedures present in the development phase make it possible to denote things like an end-of-course survey.
The second last phase entails the implementation phase that involves all the mentioned stakeholders. It involves the instructors delivering the discussed prospects to the learners and making sure they embrace them. This phase makes sure that the instructors strictly adhere to the set rules and guidelines while teaching. Implementation is the crucial part as it needs to be done to perfection to change the students’ awareness. The phase has to produce the best possible outcomes for the community to develop.
The last phase is the evaluation part, which has several procedures done. This phase enables the critical assessment of the success rate of the proposal. Weaknesses are identified in this phase, and the necessary measures are noted. The design in this phase primarily benefits the instructor in ensuring that they know what areas they need to strengthen to enhance learning. In this case, the practice is made better in all aspects to provide more than competent nurses inpatient care in this phase. There is also active interaction between the instructor and the students allowing serious learning and reliable evaluation.
References
Billings, D.M., & Halstead, J. A. (2016). Teaching in nursing: A Guide for Faculty (5th edition). [Western Governs University]. Web.
Central Carolina Community College [CCCC]. (2021). Associate Degree in Nursing. Web.
Henriquez, N., Hyndman, K., & Chachula, K. (2019). It’s complicated: Improving undergraduate nursing students’ understanding of family and care of LGBTQ older adults. Journal of Family Nursing, 25(4), 506–532.
Hinkle, J. L., & Cheever, K. H. (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. Wolters kluwer india Pvt Ltd.
Kurt, S. (2018). ADDIE Model: Instructional Design – Educational Technology. Educational Technology. Web.
McDonald, M. E. (2017). The nurse educator’s guide to assessing learning outcomes. Jones & Bartlett Learning.
Oermann, M.H. and Gaberson, K.B. (2016) Evaluation and Testing in Nursing Education. Springer, New York. – References – Scientific Research Publishing. (2016). Scirp.org. Web.