1

Education Barriers" for Nursing Education

Student's Name

Affiliations

Course

Tutoe

Date
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Education Barriers" to Nursing Education

Lesson plan is an essential aspect of education. It ensures that training is consistent

and of good quality. It helps instructors tailor good content targeting the audience and allows

clear communication and understanding. It provides active learning engagement and will

enable instructors to perform assessments and evaluations. A structured approach helps

address barriers in nursing education linked with communication and listening skills. Having

clear and attainable objectives ensures a comprehensive learning experience for nursing

students.

Main Objectives

1. Understand and apply effective verbal and non-verbal communication techniques in

nursing education.

2. Develop active listening skills for improved learning and patient care.

Sub-objectives

1. Identify the principles of effective verbal communication in nursing education.

2. Recognize the significance of non-verbal communication cues in patient interactions.

3. Explain the importance of active listening in nursing education and patient care.

4. Demonstrate active listening techniques during simulated patient scenarios

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Ti Student's Performing Content Key Questions Methods, Material, Methods of

me Objectives Outline Media Evaluation

1.5 By the end of the Effective  What are the Methods Formative

hr lesson, the student will communica key principles To reach to every student Assessment:

s. be able to: tion of effective in class, the following Participation in

 Understand and Principles verbal entails the method to be class discussions

apply effective of verbal communication used in teaching: and role-play

verbal and non- communica in nursing? Instructional strategies. scenarios.

verbal tion:  How do non- These are techniques that Self-assessment on

communication  Acti verbal a teacher uses to deliver the use of

techniques in ve communication their lessons to the communication

nursing liste cues affect students. Effective techniques.

education. ning. patient instructional strategies Summative

 Identify and  Rap interactions? help students be active in Assessment:

apply key port  Why is active class and participate fully Written test on

principles of build listening in the learning process communication

effective verbal ing important in (Nagro et al., 2019). They principles.

communication.  Emp nursing help the students attain Observation of

 Interpret and athy, education and their learning objectives. active listening

utilize non- clarit clinical  Lecture and skills during a

verbal y, practice? discussion of the clinical simulation.

communication and  Can you introduction and

cues effectively. conc demonstrate content of the

isene active listening barriers to

ss. techniques education in

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Non-Verbal during role-play nursing students.

Communic scenarios?  Role-play

ation Cues: exercises and

 Faci demonstrations

al for application.

expr  Develop small

essio group

ns, discussions.

 Gest Structural strategies

ures Structured applications

 Tone will help in learning as

varia they will be theoretical

tion, and practical. This will

 Bod help students consolidate

y their knowledge and

lang skills, make mistakes,

uage and correct their abilities

 Eye in a mastered and guided

cont manner (Fujii, 2019). This

act. will entail simulations,

role-playing, laboratory

experiments, and small

group discussions.

Materials and Media:

 Whiteboard and
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markers for visual

aids.

 Handouts on

practical

communication

principles.

 Role-play

scenarios for

active listening

practice.

 Projector for

multimedia

presentations.

1.5 By the end of the Active

hr lesson, students will Listening

s be able to: Skills

 Develop active  Bene

listening skills fits

for improved of

learning and activ

patient care. e

 Be able to liste

explain the ning

importance of in

active listening nursi

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in nursing ng

education and educ

clinical ation

practices. and

 Demonstrate patie

active listening nt

techniques care.

during in-class Demonstrat

role-play ing active

scenarios. listening

techniques

 Aski

ng

ques

tions

 Para

phra

sing

what

has

been

said

 Refl

ectin

g
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what

has

been

read

and

felt.

 Givi

ng

feed

back

Application

to be done

during

class:

Students

will have a

role play

that will

help

students

practice and

apply active

listening
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and

communicat

ion skills

they have

been taught

during class

time. For

example,

some

students will

be given

four minutes

to speak

while others

are

listening.

After the

listening,

the group

will reflect

on what

they have

been told

and give

feedback.
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This will

help them

gain

listening

skills while

the patient

shows their

feelings,

signs, and

symptoms

of what they

are suffering

from.

Formative and summative assessments cannot be avoided in any education program.

They are essential components that ensure that education processes run smoothly. This

nursing education lesson plan offers distinct purposes regarding educational barriers to

effective communication and active listening. Formative assessment occurs throughout the

lesson because it's an ongoing process. In most cases, it will allow me as a teacher to gauge

the student's understanding and application of communication techniques in real time (Bhat &

Bhat, 2019). This will entail different strategies like peer discussions, questioning, and

observations. I actively monitor students ' progress during class teachings and role-play

exercises. Whether they are participating in discussions lively or demonstrating an

understanding of the principles of effective communication and active listening, through this
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formative assessment, I will be able to offer immediate feedback to students, which will help

them adjust and get more guidance on areas they are not performing well.

Summative assessment: summative assessment will take place at the end of a lesson.

According to Dolin et al. (2018), summative assessment comprehensively evaluates students'

general knowledge and skills. Summative assessment not only allows students to grasp the

concepts but also allows them to put them into action. In this lesson plan, summative

assessment covers two components: written test and observation of active listening in clinical

simulation. The written test will be used to test the student's understanding of the theoretical

aspects of communication and active listening. This will help them acquire the necessary

knowledge. In the clinical simulation, students will demonstrate functional listening skills

and provide practical evaluation. As the instructor, I will observe the students and determine

how well they can apply what we have learned in class to a real-life scenario. How can they

mirror situations they will likely face in their nursing practices?

In conclusion, this is a comprehensive lesson plan that focuses on overcoming

education barriers in nursing. It is designed to give students a structured and engaging

learning experience. It offers students the essential skills to overcome barriers and enhance

their efficiency as healthcare professionals. The main objectives are practical verbal and non-

verbal communication techniques and active listening skills. These are essential during their

interactions with the patients. Formative and summative assessments will ensure continuous

feedback, adjustments, simulations, and test to evaluate students understanding.

References
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Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson

study. Theory and Practice of Lesson Study in Mathematics: An International

Perspective, 681-704.

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in

mind: Proactive classroom management strategies for curriculum

instruction. Intervention in School and Clinic, 54(3), 131-140.

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between

formative and summative assessment. Transforming assessment: Through an

interplay between practice, research and policy, 53-80.

Bhat, B. A., & Bhat, G. J. (2019). Formative and summative evaluation techniques for

improvement of learning process. European Journal of Business & Social

Sciences, 7(5), 776-785.