Non-Opioid Pain Management

This topic was purposely selected because postoperative pain is increasingly becoming a major health concern among patients, hospitals, healthcare professionals, including other interested stakeholders. It is estimated that at least 80% of patients experience acute pain following a surgery (Luo & Min, 2017). Teaching patients regarding how to use non-opioids to manage their pains following a surgery can play an essential role in enhancing their quality of life. In essence, non-opioids have been as one of the effectively treatment for patients experiencing acute postoperative pain. In particular, the patient may respond well to non-surgical, treatment such as corticosteroid injections, traction, spinal manipulation, chiropractic treatment, and physical therapy (Schoenfeld & Weiner, 2010). The current teaching plan target nursing students who are interesting in addressing the increasing needs of patients experiencing postoperative pain. Some barriers to learning encompass learning disabilities and low self-esteem. 

Guidelines for Teaching and Learning 

Scholars have established a broad range of guidelines for teaching and learning. The three guidelines for teaching and learning that will be adopted in tis teaching plan include giving and asking feedback, getting to know your students, including inspiring student interaction and participation. In essence, the teacher will provide feedback to students following an assignment so that they can understand the areas that they need to provide. The teacher will also seek to know the names of the students to increase their engagement, including establishing a positive teacher-student relationship. 

Effective Teaching 

There are several attributes of an effective teaching. The two of these attributes include developing cooperation and reciprocity among students and giving prompt feedback. Existing literature has demonstrated that learning is often enhanced when the student and the teacher increasingly work as a team. Group work also play an essential in enhancing the learning process through the exchange of ideas and opinions among students. Providing prompt feedback to students has also been identified as one of the main attributes of effective learning. In this teaching plan, the teacher will provide prompt feedback to students after completing any assignment. The teacher will also divide students into small groups to enhance cooperation. 

Learners Readiness 

Obtaining information on learners’ needs directly entails doing observational assessments. They often help assess the learners' progress, besides assisting educators in finding more about the child's learning needs. For my school, the children would be observed by the educators in valuable ways as they make good use of time to make necessary observations. The observations are meant for jotting down the child's language, behavior, and socio-emotional functioning (Postareff et al., 2012). There is enough evidence that most teachers can read their learners through classroom observation. That means my instruction plan would incorporate this to allow educators to read when they are excited, frustrated, bored, or even motivated. Besides reading the learners, the educators would be able to identify and group learning problems to plan future lessons. 

Learning Objectives 

Content Outline 

Teaching Strategies 

The following teaching strategies will be adopted in this teaching plan. 

Evaluation 

Checklists, rating scales, and rubrics are tools used by both students and educators for gauging progress and skill development and the students' abilities concerning the outcomes. The preceding tools offer strategic ways of getting data on the relevant skills, knowledge, and behaviors. In this context, checklists would be ideal for the educators to exhibit how the assignment features are essential factors in how evaluation would be done. Also, it would help learners make sure they meet all the needed requirements of an assignment that would be assessed (Postareff et al., 2012). Likewise, to ensure effectiveness in the use of checklists, rating scales, and rubrics, my center would advocate for direct involvement of learners in the assessment process and ensure quality is looked into. The purposes of the checklists, rating scales, and rubrics in the instruction plan provide a record of current student accomplishments which are necessary for demonstrating the learning. 

Conclusion 

The teacher plan was purposely designed for nursing students interested in addressing the increasing needs of patients experiencing pain following a surgery. The three guidelines for teaching and learning that will be adopted in tis teaching plan include giving and asking feedback, getting to know your students, including inspiring student interaction and participation. The teacher will implement three teaching strategies that encompass collaborative learning and personalized learning. 

References 

Luo, J., & Min, S. (2017). Postoperative pain management in the postanesthesia care unit: an 

update. Journal of pain research , 10 , 2687. 

Mehlig, L. M., & Shumow, L. (2013). How is my child doing? Preparing pre-service teachers to 

engage parents through assessment. Teaching Education , 24 (2), 181-194. 

Postareff, L., Virtanen, V., Katajavuori, N., & Lindblom-Ylänne, S. (2012). Academics' 

conceptions of assessment and their assessment practices. Studies in Educational Evaluation, 38 (3-4), 84-92.