As explained earlier, objectives would be discussed. The learning objectives for this teaching plan were generated by using the guidelines of Bloom’s taxonomy reviewed by Overbaugh and Schultz (Overbaugh & Schultz, n.d.).
· Define what the Cognitive/Neurological Assessment is.
· Explain the concept of the program/reason for the training.
· Demonstrate the cognitive assessment (with co-worker) as it relates to the level of consciousness, the orientation level, and the cognitive/memory portion.
· Illustrate the ears, eyes, nose and throat assessment (with co-worker) as it relates to the verbal stage, and the reaction, size, and shape of the pupils.
· Demonstrate the neurological assessment (with co-worker) as it relates to swallow, smile symmetry, tongue deviation, neglect, diplopia, blurred vision, hand grasps, eye deviation, seizure activity, and reflexes (ulnar and patellar).
· Demonstrate the spine sensory assessment (with co-worker) as it relates to sensory levels, generalized with decreased numbness, para, quad, tingling, observation, spinal cord injury function, (S.C.I.).
Benjamin Bloom (1956) identified three types of learning related to educational activities:
Cognitive: mental skills (Knowledge), Affective: growth in feelings or emotional areas (Attitude), and Psychomotor: manual or physical skills (Skills). This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” After a learning experience, the learner should have acquired new skills, knowledge, and/or attitudes, (Bloom, 1956, para.3). These three domains will focus directly on the teaching/learning plan for a cognitive-neurological assessment.
Learning Resources
Resources that nurses should read and review can be found in (Appendices: A, B, C, D, E). I will include those later. The rationale for its selection is because nurses are already familiar with the cognitive/neurological assessment as evidenced by using it on a daily basis, especially on the (specialized) Inpatient Neurological Rehabilitation unit. The neurological assessment is directly selected and found at the ThedaCare’s website (intranet). The assessment is mostly complete with the exception of any assessment related to cranial nerves.
The summary of information presented will begin with the definition of the Cognitive/Neurological Assessment and the reason for the training. The rationale for this information given is the variation in the way staff is performing the cognitive/neurological assessment, some of the staff have verbalized concern with the variation and asked for a review. Performance objectives will be reviewed, and the rationale for the performance objectives is that R.N’s and L.P.N.’s will verbalize the understanding of the assessment. Simulation with a co-worker will be created and nurses will have a satisfactory completion of it. The rationale for a satisfactory completion of the simulation will provide results whether or not the nurses will have the knowledge and understanding of the assessment, thus, being fully competent of the skill. In addition, the survey results will be discussed. The survey will be retrieved and created from the website of surveymonkey.com (Surveymonkey, n.d.). Again, I will present this later. The rationale for the survey results is that it will illustrate the most difficult components of the assessment, and these problem areas can be corrected through the staff’s education training session. The next item discussed in the upcoming blog will be listing the components of the assessment and description of the standards of care. Any questions, thus far?
See you all, next time! Panthera
References
Bloom’s Taxonomy. (1956). Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Overbaugh, R.C., & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Survey. (n.d.). Retrieved from www.surveymonkey.com
