The subject of interest in this course is Cardiovascular Defects which is aimed at training the organization staff.
The organization that will be responsible for this course is a hospital setting. The hospital that this class will be partnering with is the New York Community Hospital. This is a not-for-profit healthcare facility that comprises 134 beds and deals in acute care. It is located in the Midwood and Madison Park part of Brooklyn ( N.Y.C.H. , n.d.). The facility is in academic affiliation with the medical students from The Weill Medical College of Cornell University thus fitting the design of this course. The hospital has undergone a myriad of changes ever since it was incepted in 1929 by Dudley and Albert Fritz. The changes are due to the pressure that is brought by the diversifying, ever-growing, and dynamic population.
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Currently, just like in the past, the facility prides itself in the provision of the highest quality and safe services with dignity, compassion, and respect to every patient and the community at large. The philosophy of the hospital is focused around the patient-centered approaches which when combined with the state-of-the-art facilities continue to be helpful in meeting the demands of serving the community (N.Y.C.H., n.d.). This approach makes it possible for the course to be centered around the topics that touch on patient care and management.
New York Community Hospital boasts of a system that operates on a 24-hour basis throughout the week. The operating time makes it serve important functions in the delivery of emergency services. It has both basic life support and advanced life support. The hospital boasts of a dedicated team of more than 150 physicians who are certified by the board and working in 31 specialties. The specialties include Oncology, Ophthalmology, Pain Management, Nephrology, Plastic Surgery, Gynecology, Vascular Surgery, Infectious Diseases, Pulmonology, Gastroenterology, Cardiology, Internal medicine, and Surgery and its subspecialties including Urology, Colorectal Surgery, Cardio Thoracic, and Vascular (N.Y.C.H., n.d.). New York Community Hospital has a caring team composed of management staff, ancillary support, nurses, and physicians who are dedicated to offer quality and safe care. It also has volunteers who offer friendly, essential assistance to both the patients and visitors.
Needs Assessment
There is an occurrence of a higher percentage of population which is experiencing complexities that revolve around cardiac defects throughout the state of New York. Being the largest emergency facility in the area, there are some problems that come with the higher influx of patients when compared to the number of caregivers. The hospital experiences a large number of people in a single day who have cardiac defects. However, there is a shortage of nurses who are trained in caring for cardiac patients. The cardiologist always tries to handpick the individuals they want to train on the care for their post-surgery patients.
The process is insufficient to make an effective system of care in such a big hospital. This is because the cardiac surgeon cannot teach a large number of nurses at a go, given their commitment and them being busy ( Veronovici et al., 2014) . Their method leads to only a handful of people being chosen for the lesson, while the number of the cardiac patients to be provided with the care is still high and cannot be matched with the limited number of the nurses who are handpicked for training. Even if some of the nurses are interested, there is a lack of an appropriate cardiac education program to train them. The busy schedule of the surgeon makes it difficult for them to develop a comprehensive course and do the extensive provision of the vocation. This scenario inspired the need to design a unit-based nurse education program on cardiology and to teach the New York Community Hospital nurses the course.
Course description
The class will comprise of three sessions each running for one hour and two final sessions each going for half an hour. The class is designed to place the individuals undertaking it into a team of training program for the benefit of provision of the course. These sessions will be divided into topics that communicate in breadth the major information that will be pertained in the course. The first section is Cardiovascular Embryology and the Initial Developments of the Heart in Prenatal Stage. The session will take place in half an hour, and it will take two presenters to teach. The second topic will be the Position of the Heart in the Human Body. Just like the first one, it will also take place within half an hour and involve two presenters. The next topic will be Cardiovascular Physiology of the Heart. This session will be 60 minutes long and will be handled by one presenter. Defects and Malformations of the Heart is the other topic that goes for one hour. This session is taken by two facilitators. The final topic is on Risk Factors, Diagnosis, and Treatment Interventions to Cardiovascular Defects. This will take place within one hour and is conducted by three presenters as it is a long one.
Target Audience
The target audience for this type of course includes new graduates or the practicing nurses without experience in the intensive care unit. The new graduates are supposed to be from the nursing practice. They can be having basic knowledge about Cardiovascular care of patients and wish to have advanced knowledge and information for effective practice in patient-centered practice. The type of assessment for this group will be entirely based on the feedback from the target audience. This will involve presentation on the acquired knowledge back to the teaching team. In short, this is a form of teach-back method of education, which is aimed at demonstrating the course content interception.
Learning Resources
Posters
This will be a presentation of information in the format of posters, which includes interactive bulletin boards and story boards. They form an effective teaching strategy for the nursing staff to acquire learning outcomes. Educational research and other investigations have supported the use of posters and termed it as beneficial as it is able to show pictorials. It is also a cost effective method of expressing ideas and disseminating knowledge.
Group Dialogues
The team of learners will be divided into small groups that are able to grasp the knowledge and disseminate it within themselves during discussions. This will help the individuals help one another and have an interactive lesson that is effective.
PowerPoint Presentations
This is another resource that is essential in providing the pictorial views of the diagrams that are required in understanding the functions of the heart and its structure. It is an effective medium of learning that can incorporate both audio and visual aspects of presentations ( Bartsch & Cobern, 2003) . Most people find it to create interest for the subject.
Learner Objectives
Cardiovascular Embryology and the Initial Developments of the Heart in Prenatal Stage.
By the end of this training, the learner will be able to comprehend the development of the heart during the prenatal stage as a result of attending and actively participating in the session activities. They should be able to demonstrate to their best understanding by explaining the process in their own words. This will take part in the form of cognitive domain ( Chapman, 2006) .
Position of the Heart in the Human Body.
By the end of the session, the learner should be able to demonstrate their understanding of the position of the heart in the human body by teaching back the teaching members. This case also involves cognitive domain.
Cardiovascular Physiology of the Heart
By the end of this session, the staff should be able to comprehend the cardiovascular functions of an unimpaired heart by discussing their acquired knowledge to the team. This falls in the cognitive domain of learning as it involves concept understanding.
Defects and Malformations of the Heart
By the end of this session, the learner should be able to demonstrate the understanding of a defective and malfunctioning heart. This form of cognitive learning is able to make them identify a heart that is healthy from the one that is not.
Risk Factors, Diagnosis, and Treatment Interventions to Cardiovascular Defects
By the end of this session, the learner should be able to demonstrate the understanding on risk factors and diagnose a defect of the heart. They should be able to explain the symptomology of the defects and differential diagnosis. This is a form of both cognitive and affective domains. It involves both grasping of the concept and showing feelings of care towards the patient ( Chapman, 2006) .
Reference
Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures: Computers & education , 41 (1), 77-86.
Chapman, A. (2006). Bloom's taxonomy-learning domains: Retrieved April , 3 , 2015.
New York Community Hospital. (n.d.). About us. Accessed May 22, 2018 https://nych.com/about-us/
Veronovici, N. R., Lasiuk, G. C., Rempel, G. R., & Norris, C. M. (2014). Discharge education to promote self-management following cardiovascular surgery: An integrative review. European Journal of Cardiovascular Nursing , 13 (1), 22-31.
