At least 125 words each and 2 scholarly reference for each post Post 1 Engaging
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At least 125 words each and 2 scholarly reference for each post
Engaging students as key stakeholders in curriculum design can lead to a transformative process for both learners and teachers. Such engagement may lessen hierarchical structures between faculty and students to enhance positive learning experiences, encourage faculty to think differently about their teaching strategies, and support succession management by cultivating graduate students’ own teaching abilities.
Students have a strong understanding of process and structure. If they do not feel connected to the curriculum or objectives of a course, they will become their own barrier to learning through disruptive practice (Rudduck & Flutter, 2000).
While developing a curriculum for a program in my specialty, vascular access, I would ensure the students are competent already as nurses as well as starting PIVS. Next, I would discuss with them the curriculum and determine if there was any part they needed extra help with or things that they were already comfortable with. By doing that, it would help individualize the curriculum to that student. Having an individualized plan, the student will feel more engaged and connected and they will have a higher rate of success.
Stakeholders in patient based education would be the patients and the nurses that are learning to teach the patients the new education. The education that would be used would be evidence based education that was researched in patients that we have done in Interventional radiology. When we have patients in Interventional radiology we use the past experiences that we had with these patients to improve our practices in the future. We saw that if we got orders for tube changes the same day that we put in their tubes then we would follow up with them instead of the doctor’s offices following up this definetly seemed to make the patients not fall out without getting their tubes changed. The education that is given to patients could then be supervised by the manager and constructive feedback to be given to employees to be sure they are doing the best they can (Moving, 2020). There must also be feedback from the patients to make sure that they are understanding the education they are being told (Moving, 2020). When the education is then in rotation for the IR department there must be a review of the new evidence based education and see if changes could be made to improve.