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– ## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx

**## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx**

Anne Arundel Community College Department of Nursing

Arnold Maryland NUR 230

###### TELEMETRY CLINICAL EDUCATION ASSIGNMENT

###### I. Student Outcomes

1. Students will assess the educational needs and barriers to learning for the client and/or support system including learner readiness and Social Determinants of Health

2. Students will identify learning strategies that will move and empower the client/support person toward health promotion, health restoration, and effective self-care.

3. Students will determine and prioritize a minimum of 3 needs of the client/support person. This may include any social determinants of health needs.

4. Students will develop and implement a teaching plan that will provide the information and/or skills needed to achieve desired positive client outcomes.

5. Students will evaluate the effectiveness of the teaching plan and will modify strategies based on their evaluation.

###### II. Outcome Assessment:

###### Clinical Education Assignment Worksheet

Education is a critical component in holistic nursing, as it empowers clients and their support systems toward health promotion, health restoration, and effective self-care. It requires practice, active listening, and utilization of resources to educate appropriately and effectively.

For this assignment:

· Choose a client on the 1st day of clinical week that will likely be present for both days of clinical.

· Assess your client’s educational needs, prioritize the needs, develop a teaching plan, implement the plan, and evaluate the effectiveness of your teaching.

· Complete the following questions while at the clinical site. It may take you until the second clinical day to complete the effectiveness evaluation.

· Answers are to be written in narrative format with proper grammar, providing detailed information. (minimum 1 paragraph per question)

· Attach any educational resources you used during your teaching session. This can include printed materials, websites or online resources, brochures/booklets.

· Provide any evidence-based research that supports the information you provided to the client/support person. This could include research studies, clinical guidelines, or nursing journals.

· The completed Education Assignment Worksheet is due during post-conference to the clinical faculty. See the Clinical Education Assignment Rubric for guidance.

**Clinical Education Worksheet**

1.
**Identify Educational Needs for the Client/Support Person**

Identify a minimum of
**three (3)** key educational needs based on the client's condition or situation.

·
**Previous Teaching on Identified Needs**:

· Review the client's
**EMR (Electronic Medical Record)**,
**progress notes**,
**social work**,
**case management**,
**physical therapy (PT)**,
**occupational therapy (OT)**, and
**nutrition** notes. Has there been any previous teaching on the identified needs? If yes, summarize the teaching that was done. (Consider methods, frequency, and outcomes.)

·
**Barriers to Learning**:

· Identify
**one barrier for each of the three educational needs** you’ve identified. A barrier could include physical, cognitive, emotional, or environmental factors. Explain each barrier in detail. Examples might include:

· Physical barrier (e.g., pain, limited mobility)

· Cognitive barrier (e.g., memory issues, language barriers)

· Emotional barrier (e.g., anxiety, depression)

· Environmental barrier (e.g., limited access to resources)

·
**Social Determinants of Health (SDOH)**:

· Identify
**at least one Social Determinant of Health** (e.g., income, education, housing, social support, or access to healthcare) that may impact the client’s health or learning. Explain how this could affect their ability to learn or their health outcomes.

·
**Needs Assessment**:

· Explain how you assessed the educational needs. Did you use interviews, observations, assessments, or tools like the
**Teach-Back Method**,
**Health Literacy Assessment**, or any standardized assessment forms?

2.
**Educational Priority**

Based on your assessment,
**identify the most important educational need** for the client/support person.

·
**Educational Goals/Outcomes**:

· Describe the
**educational goal(s)** you set for this person. What are the desired outcomes based on the identified needs? For example:

· If the client has diabetes, the goal might be: “The client will demonstrate correct blood glucose monitoring techniques by the end of the teaching session.”

· Be specific, measurable, achievable, relevant, and time-bound (SMART goals).

3.
**Readiness to Learn**

**Is your client/support person ready to learn?**

· Explain why or why not, including:

·
**Emotional and cognitive state**: Is the person in a calm, focused state? Are they overwhelmed or distracted?

·
**Environmental factors**: Did the person have distractions (e.g., noise, interruptions)?

·
**Physical readiness**: Are they in pain or feeling unwell, which may affect their ability to engage in learning?

·
**Timing**: Was it the right moment in their care process for teaching? Are they motivated and interested in learning?

4.
**Learning Strategies Used**

Identify and describe the
**learning strategies** you implemented for your client and/or their support person.

·
**Rationale**:

· Why did you choose these strategies? Consider factors like:

· The person’s
**learning style** (visual, auditory, kinesthetic, etc.)

· The
**level of education** (basic, advanced)

· Cultural and linguistic needs

·
**Age** and cognitive abilities

· Were these strategies
**appropriate** for the client/support person’s situation and educational needs (explain why or why not)?

5.
**Effectiveness of Teaching Methods**

**Were your teaching methods effective?**

· Evaluate the effectiveness of your teaching using objective and subjective criteria.

·
**Subjective**: Did the person express understanding or show interest? Did they ask questions?

·
**Objective**: Did the person demonstrate learning, such as performing the task independently, recalling key information, or following instructions correctly?

·
**Evaluation of the Teaching Plan**:

· How did you assess if the teaching plan was effective? Did you use tools like:

·
**Teach-Back Method** (asking the person to explain the information back to you)

· Observing the person’s ability to perform a skill or recall information

· Follow-up questions to assess understanding

· The evaluation should be completed
**by end of clinical day 2** to ensure timely feedback.

6.
**Modification of the Educational Plan**

**After the teaching session and evaluation, what would you do differently next time?**

· Reflect on how you would approach the situation differently based on your experience with this person. Consider aspects like:

· Teaching strategies

· Timing of teaching

· Client/Support person engagement

· Addressing barriers

**## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx**

Anne Arundel Community College Department of Nursing

Arnold Maryland NUR 230

###### TELEMETRY CLINICAL EDUCATION ASSIGNMENT

###### I. Student Outcomes

1. Students will assess the educational needs and barriers to learning for the client and/or support system including learner readiness and Social Determinants of Health

2. Students will identify learning strategies that will move and empower the client/support person toward health promotion, health restoration, and effective self-care.

3. Students will determine and prioritize a minimum of 3 needs of the client/support person. This may include any social determinants of health needs.

4. Students will develop and implement a teaching plan that will provide the information and/or skills needed to achieve desired positive client outcomes.

5. Students will evaluate the effectiveness of the teaching plan and will modify strategies based on their evaluation.

###### II. Outcome Assessment:

###### Clinical Education Assignment Worksheet

Education is a critical component in holistic nursing, as it empowers clients and their support systems toward health promotion, health restoration, and effective self-care. It requires practice, active listening, and utilization of resources to educate appropriately and effectively.

For this assignment:

· Choose a client on the 1st day of clinical week that will likely be present for both days of clinical.

· Assess your client’s educational needs, prioritize the needs, develop a teaching plan, implement the plan, and evaluate the effectiveness of your teaching.

· Complete the following questions while at the clinical site. It may take you until the second clinical day to complete the effectiveness evaluation.

· Answers are to be written in narrative format with proper grammar, providing detailed information. (minimum 1 paragraph per question)

· Attach any educational resources you used during your teaching session. This can include printed materials, websites or online resources, brochures/booklets.

· Provide any evidence-based research that supports the information you provided to the client/support person. This could include research studies, clinical guidelines, or nursing journals.

· The completed Education Assignment Worksheet is due during post-conference to the clinical faculty. See the Clinical Education Assignment Rubric for guidance.

**Clinical Education Worksheet**

1.
**Identify Educational Needs for the Client/Support Person**

Identify a minimum of
**three (3)** key educational needs based on the client's condition or situation.

·
**Previous Teaching on Identified Needs**:

· Review the client's
**EMR (Electronic Medical Record)**,
**progress notes**,
**social work**,
**case management**,
**physical therapy (PT)**,
**occupational therapy (OT)**, and
**nutrition** notes. Has there been any previous teaching on the identified needs? If yes, summarize the teaching that was done. (Consider methods, frequency, and outcomes.)

·
**Barriers to Learning**:

· Identify
**one barrier for each of the three educational needs** you’ve identified. A barrier could include physical, cognitive, emotional, or environmental factors. Explain each barrier in detail. Examples might include:

· Physical barrier (e.g., pain, limited mobility)

· Cognitive barrier (e.g., memory issues, language barriers)

· Emotional barrier (e.g., anxiety, depression)

· Environmental barrier (e.g., limited access to resources)

·
**Social Determinants of Health (SDOH)**:

· Identify
**at least one Social Determinant of Health** (e.g., income, education, housing, social support, or access to healthcare) that may impact the client’s health or learning. Explain how this could affect their ability to learn or their health outcomes.

·
**Needs Assessment**:

· Explain how you assessed the educational needs. Did you use interviews, observations, assessments, or tools like the
**Teach-Back Method**,
**Health Literacy Assessment**, or any standardized assessment forms?

2.
**Educational Priority**

Based on your assessment,
**identify the most important educational need** for the client/support person.

·
**Educational Goals/Outcomes**:

· Describe the
**educational goal(s)** you set for this person. What are the desired outcomes based on the identified needs? For example:

· If the client has diabetes, the goal might be: “The client will demonstrate correct blood glucose monitoring techniques by the end of the teaching session.”

· Be specific, measurable, achievable, relevant, and time-bound (SMART goals).

3.
**Readiness to Learn**

**Is your client/support person ready to learn?**

· Explain why or why not, including:

·
**Emotional and cognitive state**: Is the person in a calm, focused state? Are they overwhelmed or distracted?

·
**Environmental factors**: Did the person have distractions (e.g., noise, interruptions)?

·
**Physical readiness**: Are they in pain or feeling unwell, which may affect their ability to engage in learning?

·
**Timing**: Was it the right moment in their care process for teaching? Are they motivated and interested in learning?

4.
**Learning Strategies Used**

Identify and describe the
**learning strategies** you implemented for your client and/or their support person.

·
**Rationale**:

· Why did you choose these strategies? Consider factors like:

· The person’s
**learning style** (visual, auditory, kinesthetic, etc.)

· The
**level of education** (basic, advanced)

· Cultural and linguistic needs

·
**Age** and cognitive abilities

· Were these strategies
**appropriate** for the client/support person’s situation and educational needs (explain why or why not)?

5.
**Effectiveness of Teaching Methods**

**Were your teaching methods effective?**

· Evaluate the effectiveness of your teaching using objective and subjective criteria.

·
**Subjective**: Did the person express understanding or show interest? Did they ask questions?

·
**Objective**: Did the person demonstrate learning, such as performing the task independently, recalling key information, or following instructions correctly?

·
**Evaluation of the Teaching Plan**:

· How did you assess if the teaching plan was effective? Did you use tools like:

·
**Teach-Back Method** (asking the person to explain the information back to you)

· Observing the person’s ability to perform a skill or recall information

· Follow-up questions to assess understanding

· The evaluation should be completed
**by end of clinical day 2** to ensure timely feedback.

6.
**Modification of the Educational Plan**

**After the teaching session and evaluation, what would you do differently next time?**

· Reflect on how you would approach the situation differently based on your experience with this person. Consider aspects like:

· Teaching strategies

· Timing of teaching

· Client/Support person engagement

· Addressing barriers