Lesson Plan Collaboration and Evaluation
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Lesson Plan Collaboration and Evaluation
The identified areas of reinforcement include collaboration with other healthcare workers to provide a holistic approach to care. Embracing different professionals will ensure they provide the relevant information that the mothers need. For instance, nutritionists are important in the delivery of comprehensive care. The collaboration will boost specialization and the ability to address specific issues that are outside my scope of knowledge (Schot et al., 2020). The collaborators will use the selected modes of delivery of the lessons.
The areas of refinement include the modes of delivery of the lessons to the mothers. One of the reasons for the refinement is because the mothers cannot stay sited in one place. I will embrace both physical and online learning for the mothers. The focus is to ensure they have the knowledge of how to take care of the children and their health (Hossain et a., 2018). Another approach of refinement is the delivery of knowledge using a sustainable approach. It will important for the institution to embrace the program to ensure it can continue even after my term is over. I would like to help more mothers to know the best ways to use to enhance their health and reduce the rate of pediatric admissions.
The changes made in the lesson plan are essential to meet the needs of the patients. For example, the learning will embrace demonstrations that comprise practical ways of learning (Howarth & Swain, 2019). The practical approach is effective since learners will easily remember what they saw. The mothers are already aware of how to take care of their health and thus practical learning is needed in the practicum. The learning will help the mothers to exercise their knowledge, find an opportunity to ask questions, and assess their proficiency in healthcare provision (Howarth & Swain, 2019).
The lesson plan will improve the quality of inquiry-based learning by taking two approaches. One of the approaches is to provide a structured list of questions that the mothers can ask to enhance their knowledge. Another approach is to provide the mothers with an opportunity to discuss what they learned and ask questions. The focus is to deliver the information according to the needs of the mothers (Howarth & Swain, 2019). The learning required in the mother and child clinic is diverse. It is important to ensure that educators can understand the information they will deliver to the patients. Embracing a patient-centered care approach will generate better results in the future.
The importance of interprofessional collaboration is evident in developing quality outcomes in nurse education. One of the benefits of interprofessional collaboration is to eliminate the risk of medical errors, reduce the cost of care, and improve the quality of patient outcomes (Palsson et al., 2018). Nurse students learn that when they collaborate, patients experience better outcomes at a lower cost. Interprofessional collaboration is important in nursing education since it helps the nurse students to appreciate the role of other professionals in nursing care. For example, nurse students appreciate the value of other professionals in meeting the rising needs in the healthcare environment (Palsson et al., 2018). Interprofessional collaboration is effective in the delivery of care in different types of patients such as the elderly, children, and patients with chronic diseases. The collaboration is effective in providing a comprehensive approach to the nurse students about the healthcare environment.
References
Hossain, M., Islam, A., Kamarul, T., & Hossain, G. (2018). Exclusive breastfeeding practice during first six months of an infant’s life in Bangladesh: a country based cross-sectional study. BMC pediatrics, 18(1), 1-9.
Howarth, A. M., & Swain, N. R. (2019). Skills-based childbirth preparation increases childbirth self-efficacy for first time mothers. Midwifery, 70, 100-105.
Palsson, P., Kvist, L. J., Ekelin, M., Hallström, I. K., & Persson, E. K. (2018). “I didn’t know what to ask about”: first-time mothers’ conceptions of prenatal preparation for the early parenthood period. The Journal of perinatal education, 27(3), 163-174.
Schot, E., Tummers, L., & Noordegraaf, M. (2020). Working on working together. A systematic review on how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care, 34(3), 332-342.
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