Produce evidence of your teaching session in action in a video clip. Clip should not exceed 20 minutes, you only need to upload approximately 10 minutes of the section that you choose to provide.

Produce evidence of your teaching session in action in a video clip. Clip should not exceed 20 minutes, you only need to upload approximately 10 minutes of the section that you choose to provide.

Refrection on topic session about diabetic foot wound care
Implementation and Evaluation of Teaching

Activity 1: Implementation and evaluation of Teaching Session
? Produce evidence of your teaching session in action in a video clip. Clip should not exceed 20 minutes, you only need to upload approximately 10 minutes of the section that you choose to provide. So choose the best section of your teaching session that demonstrates your implementation of specific teaching and learning strategies. Further down on this page you will see a link and instructions on how to upload your videos.( I will do it this part )
Activity 2: Reflection on Teaching (2,500 words)
(this part you will do it)
Reflect on your learning. Your written reflection should demonstrate the following:
? Examination of own values and ideas about teaching and learning in the light of recent learning and literature provide rationale and support with literature).
? Critical reflection on the how the insights you have gained from this activity have impacted on your capacity to develop teaching plans that will promote positive learning environments and learning experiences for future teaching sessions (provide rationale and support with literature)
? Appropriate reference to your piece of evidence to illustrate points made in your critique

1. Using 5 Rs of Critical Reflection

2. Will you read my teaching plan template to understand what is my topic.
3. I give you an example to see how should be look like and use the same headings ( do not copy from the example).


Type of Learning Environment: The Classroom as a Teaching Platform

Title of teaching program: Diabetic Foot Wound Care

Purpose of the Teaching Session
1. To enable the student nurses to outline and provide the relevant explanations for the various concepts involved in diabetic foot wound care as a nursing activity.
2. To give the learner the necessary skills in handling patients with diabetes suffering from the health condition so that they engage in evidence-based practices.
3. To help the learners understand the various dynamics of diabetic foot wound care in relation to nursing practice from the social context.
4. To give the students an opportunity to develop professionalism in practice to improve the health outcomes of the diabetic foot wound patients.
Benchmark Information
Learners entry level
Undergraduate Nursing Students
Learners? special needs

Description Management strategy
Lack of enough time: Most of the school curriculum is often wide and may require a longer time than the allocated teaching duration.
Students Attitude: A proportion of students develop negative attitudes towards selected topics. For instance, wound management is not a particularly interesting topic for many students (Hanna & Marzanna, 2014).
Inadequate Teaching Strategies: In a classroom setting there are different student types requiring expansive teaching strategies to handle properly. Therefore, developing a single working strategy for all would not only be impossible but also irrelevant.
Poor classroom attendance by the learners: Inconsistency in learning is often caused by learners skipping classes. As such, the overall development of the learners in the teaching concepts would be unsatisfactory. Therefore, more time would be wasted trying to develop coherency in teach (Hanna & Marzanna, 2014). 1. Identification of the major areas for focus within the time allocated. The easier areas can be given as assignments.
2. Giving a good introductory remark about the need to change attitudes and calling a resource person for a motivation talk.
3. Develop inclusive teaching strategies upon identification of the learner needs.
4. The learners? given tasks to undertake in each class session to make the attendance a responsibility among them (Dart, 2006).
Type of Teaching Strategy Lectures
Field Assignments

Competency standards to be achieved (Windsor, Douglas, & Harvey, 2011) Nurses should commit to the provision of quality and evidence-based practice manifesting professionalism in all their activities.
Nurses should manifest high levels of professionalism in their interaction with patients in line with their ethical responsibilities.
The nurses should develop the spirit of inquiry to handle the patients adequately to enhance their ability to develop new insights into the practice.
Nurses must have the ability to make evidence-based judgments upon successful assessments of the patient?s situations and conditions.
Learning outcomes for the teaching session (Dart, 2006). At the end of this sessions students would be able to manifest higher levels of cognitive, affective and psychomotor skills regarding diabetic foot wound care.
Cognitive: The students should manifest the basic understanding, recall, apply and synthesize the underlying principles of the topic.
Affective: The nurses would be able to receive, respond and internalize the elements of the topic with motivation and passion.
Psychomotor: The learners should manifest practical skills of the learnt theories in classroom effectively.
Overview and structure of content Week One
? Acknowledgements
? Preface
? Introduction
? Overview of Diabetes and associated infections
Week two
? Introduction to the principles of diabetic foot wound care
? Relationship between nursing and diabetic foot wound care
? Factors affecting the healing of the Diabetic foot wounds
Week three
? Evidence based practice principles in diabetic foot wound care in the clinical and home care settings
? Roles of medication and lifestyle changes to the management of the condition in patients
Week Four
? Diabetic foot wound care techniques
? The role of family members in management of the health condition
? Bio physiological theory
? Group theory
Week Five
? Family therapy
? Assessment of the diabetic wound management at the clinical setting
Week Six
? Trends in Diabetic foot care in clinical settings
? Strategies to learn more about diabetic foot care
Week seven
? Summary of the topic
? Case Studies and Evaluation of the interventions necessary
Required resources

Computers, iPads, projectors, classroom settings and the websites for use
Existing resources

Classrooms, Projectors and text books
Resources requiring updating or contextualising Handouts

Delivery and Assessment
Teaching Strategies

? Lectures
These involve face-to-face communication with the students. It encompasses open communication between the learners and the instructor. The physical reactions of the learners as a factor of attitude are easy to gauge. Further, the instructor can provide responses and ask questions to gauge the level of understanding of the learners.
? Discussions
The students are allowed to engage in finding solutions to problems in groups. The groups are focused and work under one leader. They report their findings to the class ensuring all members of the groups participate equally and actively. It enables the understanding of the students and internalization of the concepts. It is one form of peer review learning.
? Application Strategy
The learners get the chance to engage in hands-on experience at the clinical settings. They get to interact with the patients applying the theories learnt in classroom under the guidance of the teacher or the resident clinicians at the respective facility.
Assessment of Learning

These entail both summative and formative assessment techniques. Summative assessments are the terminal evaluations done at the end of the learning period. They include PowerPoint presentations and exams. On the other hand, formative assessments are continuous tests for understanding and effectiveness of the teaching methods utilized for the learners. It assess on the cognitive abilities of the learners (Griffin & Care, 2015).
Learning environment

The formal working environment allows both instructor and learners to adhere to the stipulated program. Further, it gives room for evaluation of the relative performance of the teacher and the leaners. As such, it allows them to be improving on the teaching methods and strategies.

Seven weeks
Summary of costs

For effective teaching and practicum lessons to be conducted each learner should pay $ 50 per week to cover all the required costs. The amount is inclusive of the required material resources.

Evaluation of the Teaching Session
Evaluation is an important part of a teaching program as it reveals the progress and effectiveness of the teaching program and strategies employed. It include questionnaire and feedback. It will enable provision of positive feedback to the learners and allow for development of the various aspects of the course to help in the learning process. The various identified sections for improvement would help in the future development and choice of appropriate teaching methods to help the students learn more effectively. The problem solving abilities of the students as a response to a question in class or a scenario is a sure sign of evaluation of the teaching strategies and program developed. These queries would encompass both classroom and clinical settings.
Reviewers ? name and position, organization and contact details







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