Teaching Class Design

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TEACHING CLASSIC DESIGN 14

Student Name

Date

Institution Name

Outline

  1. Description of Greenville Memorial Hospital-The section describes the sponsoring organization, which directly affects the course being offered.

  2. Needs assessment for the class-The section provides information on the necessity of the topic for the class to identify the necessary and unnecessary details for the topic.

  3. Description of the class-The part describes the class, which will partake the training

  4. Target audience-This section describes the audience to which the training is meant

  5. Learning resources and outcomes-The section provides the learner objectives for every class. The part indicates the domains of learning as represented by every learner goal.

Summary

The paper describes a class created to provide vital knowledge tohospital staff to ensure they maintain safe environment for all usersof the hospital. The users include patients, visitors, patients, andstaff in all departments of the hospital. The Greenville MemorialHospital sponsors the class sessions to empower the staffs in thehospital with critical environmental knowledge. The class targetsheads of departments, which form a considerable percentage of theentire staff population of the hospital as well as other staff. Theclass’s focus on the appropriate approaches for ensuringenvironmental will engage in the training program, which will take 4hours long, with each class divided into multiple sessions of anhour. The class will undertake the course that will ensure thebetter comprehension of improved methods of addressing environmentalmatters within the care set up. To do this, a needs assessment willbe established to provide the basis for creating the program. Theteaching program will pay attention to the particular target group,which will be critical to spreading the knowledge to members of inthe healthcare facility. This task utilizes different learningresources spanning the different measures and ways of ensuringhealthcare safety. At the end of the course, students are expected toattain affective and cognitive domains of the aspects concerninghealthcare safety. For example, the student’s level ofcomprehension of safety measures, administration of safety, handlingdifferent situations and so on will improve. Ultimately, the fourclass sessions for the program will in effect assist in thecomprehension of the nature of dangers and ways of ensuring safety.The interval for evaluation for the class will be after a week or ona daily basis. The methods of evaluating the students on the aspectcomprise brainstorming, pre- and post- skills and knowledge tests,question and answers in relation to the topic.

GreenvilleMemorial Hospital

The Greenville Memorial Hospitals sponsors the class on maintainingsafety. The institution seeks to achieve its objective by promotingprograms that will ensure responsibility during health care provisionthereby improving the workforce’s safety as a condition for patientsafety (Greenville Health System, 2015). The program will ensure thecreation of a conducive environment for health care administration.Greenville Memorial Hospital is an established referral center fortreating and diagnosing cancer, heart reproductive endocrinology,children medical services, women services, rehabilitation, andemergency programs. The community hospital provides generalinpatients and outpatients services for the community members in theimmediate community (Greenville Health System, 2015). The healthcarefacility is regarded as one of the biggest acute care hospitals inSouth Carolina, having a 24-hour level-one trauma center. Thefacility has more than 1000 employed and affiliated medicalemployees. The health-care environment class sponsored by thefacility will develop the course that will ensure the bettercomprehension of improved methods of addressing environmental matterswithin the care set up. The class is established against the backdropof the intense pressuresexperienced in healthcare including disruptive actions, disregard,and even violence against health workers. Thus, safety concerns are apriority for the institution. Thus, the safety of patients,visitors and of staff within the healthcare institution should not becompromised at any given time. The issues mentioned havea direct influence on patient safety because health care providerscan only perform well in a setting of psychological and physicalsafety.

Need Assessment

The class design for safety issues will use a survey to determine thebasic needs for the class. The needs assessment will establish thefoundation for creating the program. The needs assessment comprisesthe identification of the goals and objectives for the class. Theclass will identify the needed training material through the needsassessment. The program will equally identify the material, which isnot needed to avoid unnecessary frustration and training from theclass. The beginning of the safety-training program will entail thereiteration of the objectives of the class. The survey used willcontain necessary questions for the class to ensure the evaluationprocess focuses on the set skills and knowledge necessities needed toundertake the job safely. Most importantly, the survey will includeobtaining important information on environmental safety concernswithin the facility. The survey templates will be given to differentpatients, staff members, and visitors to obtain important informationfrom all health care stakeholders. The questions raised will provideimportant information as relates to people’s experience. Moreover,the needs assessment will provide an opportunity for the differentstakeholders to contribute on how the program could be improved. Thequestions raised will provide critical information on what can bedone to correct safety matters in the future.

Class

The class will focus on the appropriate approaches forensuring environmental safety within the health care facility. Theclass for the training program will be 4hours in length, which will be divided into multiple sessions eachtaking an hour. Each of the class sessions will be aimed atensuring that all students get the opportunity of attending al thesessions for the program. Two sessions will be conducted during theday while the other two sessions will be conducted at night. Theclass sessions will offer skills and knowledge to the learners tocarry out comprehensive assessment on staff and patients safetywithin the healthcare set up. It is recommended that the learnerstake keen caution in undertaking evidence-grounded actions meant topromote healthcare safety. The class sessions will last for fourhours and it is expected that after each of the classes the learnerswill be more knowledgeable about the workplace hazards and how theycan contribute in ensuring productivity at the hospital facility.

Target Audience

The teaching program is targeted at the head of departments of thehospital. Through the teaching, the head of departments will gainvital knowledge on how to ensure a safe environment for all personswho use the hospital facilities. The teaching program will payattention to the identified target group, who will be charged withthe responsibility of spreading the knowledge to members of in thehealthcare facility. Thus, the training program will affect theservice delivery of all the departmental heads in every departmentwithin the hospital. These include the house keeping supervisors,surgeon managers, nurse managers, and all pertinent offices withinthe hospital.

Learning Resources

The course will use different sources, which are relevant to hospitalsafety administration.

Parand, A., Dopson, S., Renz, A., &ampVincent, C. (2014). The role of hospital managers in quality andpatient safety: a systematic review.&nbspBMJopen,&nbsp4(9),e005055.

The resource reviews empiricalliterature that identifies the events, time used, and the engagementof healthcare managers in providing safety to patients. The resourcewill be useful for the class because it contains evidence onmanagers’ time spent, work, and engagement within thequality and safety context (Parandet al, 2014). The resource provides extensive commentary andanecdotal pieces, which speculate on what managers should be doing asfar as patient safety is concerned. The article provides actions thatare aimed at generating good quality management and provides a modelto present these to managers bearing in mind their own part in safetyand quality.

Pronovost, P. J., Goeschel, C. A.,Marsteller, J. A., Sexton, J. B., Pham, J. C., &amp Berenholtz, S.M. (2009). Framework for patient safety research andimprovement.&nbspCirculation,&nbsp119(2),330-337.

The resource has developed aframework for patient safety studies and research, which wouldaddress many matters emerging from widespread international demandfor safer and higher-quality care (Pronovost et al, 2009). Theresource will be helpful in providing for the class a scientificallysound and feasible approach to evaluate developments in safety at thehealthcare setting. The resource does provides a dialogue forrecognizing and moderating hazards, as well as a connection betweenparticular organizational attributes and outcomes of patient safety.

Needleman, J., &amp Hassmiller, S.(2009). The role of nurses in improving hospital quality andefficiency: real-world results.&nbspHealthAffairs,&nbsp28(4),w625-w633.

The article maintains thathospitals need to integrate their work to enhance quality andpatient-centeredness and to augment the effectiveness of caredelivery (Needleman &amp Hassmiller, 2009). Nurses and other havekey roles to play in ensuring safety at healthcare facilities. Togain from the input and insight of these staff members, healthcareinstitutions will need to value their contributions, changing theirvision of nursing from being a fee center to a critical servicecenter.

Program Outcomes and LearningObjectives

After the training, the class under the program will demonstratecompetency in the cognitive and affective domains of learning. Thenursing class on healthcare safety will generate these domains oflearning and stress the roles of the professionals targeted.

Affective Domains

At the program end, the students should gain sensitivity ofhealthcare safety standards. They should be able to understand theunderlying concepts and know how to respond to different situationsinn their healthcare settings. The students should gain the abilityto describe different theories and frameworks for evaluating andimproving the quality of safety in the medical setting. The studentsshould also have the ability to write major policy and programmaticareas in healthcare setups (Avelinget al., 2015). Moreover, the class should be able toparticipate in the management of care. They should be able to plan,direct, perform, and assess collaborative activities that will aidthe management of the effective care for patients throughcommunication with various interdisciplinary healthcare teams.

The learners should be able todemonstrate the greatest levels of internalization as relates tobehavior and the characterization of different situations thatinfluence care provision. Moreover, they should have the abilityunderstand how to evaluate safety at the facility in differentmedical situations. An important learning outcome is the student’sability to understand how to establish a workable quality evaluationand improvement plan (Hoffmann etal., 2014). The students should have the ability ofinternalizing beliefs and valuesinvolving the conceptualization of issues that relate to thepatient’s basic comfort and care. The learners will be able to plandirect, and assess basic comfort and care measures toundertake activities of daily living, comprising the promotion of thegreatest independence for clients.

Safety Outcomes

At the end of the class, the students will have the ability toevaluate, direct and perform activities, which protect clients, andhealthcare personnel from environmental and health hazards. They willhave the ability to recognize the extent of challenges in generalsafety in medical care. The learners will describe the role ofdifferent factors and systems in establishing safety and in producingerrors and harmful events (Avelinget al., 2015). They will demonstrate knowledge of thefundamentals of carrying out investigation of incidents anddisclosing adverse events (Ente,Oyewumi &amp Mpora, 2010). The learners will create solutionsfor improving patient safety as well as demonstrate an understandingof the legal, ethical, and regulatory implications associated withpatient safety.

Cognitive Outcomes

At the end of the class, thestudents will be able to remember activities needed for safeadministration of healthcare safety at different levels of healthcareprovision. They should have the ability to construct meaningfrom material.&nbspThiswill assist them in arguing for the challenges that areassociated with the mitigation of hazards at their facility.

The students should gain the ability to apply the learned material.For example, the learning will allow them to apply their skills andknowledge in realistic clinicalsituation gained through the interactive learning experiences meantto meet their educational requirements (Manser, 2009).&nbsp

At the end of the class, thestudents will gain analytic skills such as the ability to distinguishthe elements of material into its components. As such, they will havethe ability to compare the different kinds of instrumentsavailable to safety and better quality of life. The students willcritique the application of commonly used health safety measures andreporting such incidences in different situations. The students willfurther gain the ability to judgeand check the value of material for a particular purpose.&nbspTheseactivities will reduce the possibility of difficulties duringtreatments or procedures that necessitate extra safety.

Learner Objective

Timeframe

Teaching Strategy

Evaluation Method

Session 1:

Management of Care

(Affective)

Session 2:

Safety Control

(affective)

Session 3:

An understanding the underlying concepts of healthcare safety provision

Session 4:

Recall of the activities needed for safe administration of healthcare safety

(cognitive)

One hour

One hour

One hour

One hour

The education for the session can be delivered in one-to-one sessions. The students will be expected to learn through simulation. The teaching sessions can as well be tailored to meet the individual learning needs (Manser, 2009).&nbspThe lessons should stress effective communication among the interdisciplinary team members.

The educator could use different methods such as lecturing and letting the students to take notes. The facilitator should be a health care provider with specific skills and knowledge on safety provision and may come from different health professions or other backgrounds.

The teachers will let the students to review different literature on their own and allow them to make choices and assume actions grounded on informed judgment for enhancing safety and the quality of life for the patients. The teachers should introduce simple concepts before advancing to the more complex ideas. The strategy of teaching should use language, which people will find easy to comprehend i.e. avoiding medical terminology. The facilitators should let the students know what is required of them.

The educators will consider the health safety information needed by the learner, the attitudes to be explored as well as the skills needed by the students to grasp the topic. The health educators will access new and better education tools, which will assist the learners to remember the activities needed to make positive changes in their learning to address healthcare safety (Flin, 2007). A key strategy for teaching to ensure the students their knowledge could involve putting the students into group classes, which will simulate the aspects learnt in class. The approach has an advantage of maximizing the time available to the educator. The approach also provides learners with the chance to share their experiences in a structured way, under the educator’s guidance. The strategy also encourages peer learning as well as a socially supportive environment for remembering, describing, discussing, and organization. The educators could also use self-studies as a flexible approach to enable the students to learn alone.

The evaluation for the session ought to be pre-planned and conducted in the entire teaching process. The attitudes and values of the students’ learning can be carried out in interviews and questionnaires. The students will record their learning outcomes in journals. For example, the students record their participation, responses, results, perceptions, or feelings, about outcomes of the lesson.

The methods of evaluating the students on the aspect comprise brainstorming, pre- and post- skills and knowledge tests, question and answers concerning the topic of healthcare safety in their healthcare setup.

The measurement for the affective outcome of student’s learning for healthcare safety could commonly use measures of education assessment (Flin, 2007). For example, the facilitators could use formative assessment to obtain student reflections on what they have learnt.

This evaluation estimates the student’s ability to estimate psychosocial indicators measures of safety (satisfaction, quality of life, attitudes, well-being, self-efficacy, perceptions, mental health, social support, locus of control).

The teachers can evaluate the students based on their self-management behavior, knowledge of ensuring healthcare safety.

The evaluation tools for the session might include oral, written, observational, or audiovisual submissions by the students on what they have learnt and applied. The students will then be evaluated using peer observation, or written tests.

References

Aveling, E. L., Kayonga, Y., Nega,A., &amp Dixon-Woods, M. (2015). Why is patient safety so hard inlow-income countries? A qualitative study of healthcare workers viewsin two African hospitals.&nbspGlobalizationand health,&nbsp11(1),6.

Ente, C.,Oyewumi, A., &amp Mpora, O. B. (2010). Healthcareprofessionals’ understanding and awareness of patient safety andquality of care in Africa: A survey study.&nbspInternationalJournal of Risk and Safety in Medicine,&nbsp22(2),103.

Flin, R. (2007). Measuring safetyculture in healthcare: A case for accurate diagnosis.&nbspSafetyscience,&nbsp45(6),653-667.

Greenville Health System, (2015). Greenville memorial Hospital.Retrieved from: &lthttp://www.ghs.org/locations/gmmc/greenvillememorial/&gt

Hoffmann, B., Müller, V., Rochon,J., Gondan, M., Müller, B., Albay, Z., &amp Parker, D. (2014).Effects of a team-based assessment and intervention on patient safetyculture in general practice: an open randomised controlled trial.BMJquality &amp safety,&nbsp23(1),35-46.

Manser, T. (2009). Teamwork andpatient safety in dynamic domains of healthcare: a review of theliterature.&nbspActaAnaesthesiologica Scandinavica,53(2),143-151.

Needleman, J., &amp Hassmiller, S.(2009). The role of nurses in improving hospital quality andefficiency: real-world results.&nbspHealthAffairs,&nbsp28(4),w625-w633.

Parand, A., Dopson, S., Renz, A., &ampVincent, C. (2014). The role of hospital managers in quality andpatient safety: a systematic review.&nbspBMJopen,&nbsp4(9),e005055.

Pronovost, P. J., Goeschel, C. A.,Marsteller, J. A., Sexton, J. B., Pham, J. C., &amp Berenholtz, S.M. (2009). Framework for patient safety research andimprovement.&nbspCirculation,&nbsp119(2),330-337.

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