Step 1 Worksheet Guide
Specific Context of the Teaching/Learning Situation: How many students are in the class? Is the course lower division, upper division, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, or in a classroom or lab? What physical elements of the learning environment will affect the class?
The class will include approximately 8 students so that each student gets enough time to practice their communication skills, and enriched feedback can be provided as there is more time to assess each student thoroughly. This course is for students enrolled in the nursing program. The class meeting will be 1 hour, starting with a theory on the topic for the week, then hands-on practice and ending with a debrief. The course can be delivered in class, but for the purpose of this assignment, it will be delivered online. One physical element that can affect the class is where the student chooses to participate (ex., Sitting on a bed is unprofessional compared to sitting on a chair).
General Context of the Learning Situation: What learning expectations are placed on this course or curriculum by the university, college and/or department? the profession? Society?
Someone with the same diagnosis can present differently; hence, students should demonstrate adaptability in their communication style to benefit that specific patient. Additionally, students should leave the course feeling familiar with how to use their therapeutic use of self when working with the mental health population. The student should be able to verbally de-escalate a patient with aggression, which will be played by an actor at a level that is appropriate for student nurses.
Nature of the Subject: Is this subject primarily theoretical, practical, or a combination? Is the subject convergent or divergent? Are there essential changes or controversies occurring within the field?
The course combines theory and practice but primarily focuses on applying the practical skills. The subject is divergent as psychiatry is a grey area where it is difficult to treat patients in one specific way; hence, students should become creative with their communication skills.
Characteristics of the Learners What is the life situation of the learners (e.g., working, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals, expectations, and preferred learning styles?
Students in the program have goals to become a registered nurse. While in the program, students may have family responsibilities and be working. Students should be familiar with the different mental health diagnoses and their signs and symptoms and have experience in a tertiary mental health facility from previous semesters. Students are typically anxious to ‘present’ in the course; however, come out with increased confidence.
Characteristics of the Teacher What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?
The teacher believes that all students have personal experiences, strengths and weaknesses that impact their communication strategies. The instructor is a nurse and has lived experience in using various communication skills and witnessing both positive and negative techniques from colleagues. This is a learning experience for students; there is not one correct way of showcasing their skills; as long as students can think critically and rationalize their decisions, the instructor will be satisfied. The instructor’s strength in teaching is that they like to keep the class engaged through a conversational method instead of direction-focused. The instructor encourages sharing personal experiences and is flexible in making necessary changes in the course that benefit student learning.
Activity Questions
How might the information gathered through this step help you to design your online learning experience?
The information gathered can help me better understand what is essential and beneficial from the course. This will help me further decide how I organize and categorize information so that instructions are clear, simple and easy to follow. The information will also encourage me to question how I can improve my current content.
How do you think the situational factors might influence design for the online environment versus the face-to-face classroom?
Regarding the situational factors, the learning goals will remain the same; however, because students engage online via Zoom, they might not feel “connected” or “real” with their interactions. For example, many frontline nurses work in direct contact with patients, so their ability to connect is done physically; however, in this course, the patients will be actors, so perhaps the authenticity might be impacted. Teaching and learning activities will be difficult to adjust as there is a structure in which topics to focus for the week, whereas in a physical environment, the instructor could gather feedback and make changes on the spot if the design allows. Feedback and assessment will continue to occur; however, due to technical issues (staggering, audio, wifi stability), information might get missed and/or not be projected clearly.
References
Dee Fink, L. (2003). A self-directed guide to designing courses for significant learning . Retrieved from “http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf”
awong
February 3, 2024 — 12:56 pm
Specific:
The class size is approximately 8 students.
The course is for students enrolled in the nursing program.
Class meetings are 1 hour long, including theory, hands-on practice, and debrief.
The course will be delivered online.
One physical element affecting the class is the student’s choice of participation location.
Measurable:
The class size is fixed at around 8 students.
The course duration is measurable at 1 hour per class meeting.
The online delivery format provides a clear means of tracking attendance and participation.
Attainable:
The small class size allows for individual attention and thorough assessment.
The 1-hour class structure is manageable for both students and the instructor.
Online delivery is achievable given the nature of the content and the ability to engage students virtually.
Relevant:
The course is tailored for nursing students, aligning with their career goals.
It focuses on practical skills and adaptability, which are crucial in the nursing profession.
The content addresses the specific needs of mental health patients, enhancing the students’ preparedness for real-world scenarios.
Time frame:
The 1-hour class meetings provide a specific time frame for each session.
The course duration is not explicitly mentioned, but the structure implies a timeline for covering the content effectively.
Analysis of the Learning Situation:
Nature of the Subject: The subject combines theory and practice, primarily focusing on practical skills. It is divergent, reflecting the complexity and variability in treating patients in psychiatry.
Characteristics of the Learners:
Students are aspiring registered nurses with family and work responsibilities. They have prior knowledge of mental health diagnoses and experience in tertiary mental health facilities. Their initial anxiety transforms into increased confidence through the course.
Characteristics of the Teacher:
The instructor values individual experiences, strengths, and weaknesses in communication strategies. They have practical experience as a nurse and believe in the importance of critical thinking. The instructor’s strengths include engaging the class through a conversational method, flexibility, and encouraging personal experiences.
Critiques and Suggestions:
Specific:
The class size is mentioned as “approximately eight students.” Specifying if this number is a maximum limit or if there is flexibility would be beneficial. A clear number would enhance the specific nature of the information.
While the class meeting duration is specified (1 hour), additional details on the specific day of the week could provide a more comprehensive understanding.
Measurable:
Encouraging students to use verbal de-escalation techniques to minimize aggression is a positive step towards creating a peaceful learning environment. In addition to this, it would be beneficial to explore other factors that could contribute to the learning outcomes.
Attainable:
The course’s practical focus and adaptability in communication seem achievable, but the online delivery mode might pose challenges in simulating real-life patient interactions. Consider making the online environment more immersive and engaging for the students.
Relevance:
The course’s relevance to nursing students is evident; however, the connection between online learning and the practical nature of the subject could be explored further. Strategies to maintain authenticity and engagement in an online setting should be considered.
Time frame:
While the semester is mentioned, specific dates or timelines for key activities could enhance the time-bound aspect.
The course outline has been created with careful consideration and a well-planned design. However, certain areas require further clarification and improvement to make it more effective. Specifically, there is a need for more specific numbers to provide a better understanding of the learning outcomes. Practical online aspects must be addressed to ensure the course is relevant and applicable to real-world scenarios. Additionally, specific timelines can help students manage their time and plan their learning activities accordingly.
In the online environment, maintaining the authenticity of interactions can be challenging, especially when actors are used instead of real patients. This can result in a lack of real-world experience, a crucial aspect of nursing education. The physical connection that frontline nurses usually experience when interacting with patients might differ in the virtual setting. Therefore, it is important to adjust teaching and learning activities to ensure students are prepared for the challenges they may face in the real world.
The structured weekly topics can make it challenging to adjust teaching and learning activities, which can impact the effectiveness of the course. Technical issues can also arise, affecting feedback and assessment and leading to missed information or unclear projections. Therefore, ensuring that the course is well-designed and that the necessary resources are available to help students overcome any technical issues is essential.
Overall, I enjoyed reading your Step 1 worksheet guide; it is very well thought out, and I can see your passion for the topic.