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Course: Clinical Teaching and Assessment
Topic: Nursing care of the patient with an anxiety disorder
Level of participants: Third year Bscn Nursing Students
Number of articipants: !"
#ate: April $rd% &'!&
Time: !':$' am
#uration: (" minutes
)enue: *nservice +ducation #epartment
,ethodology: Lecture-#iscussion-#emonstration
Learning Theory: Ausubel: +mphasi.ed the use of advance organi.ers which
he said was different from overviews and summaries/ 0is use of an advance organi.er acted as a
bridge the chasm between learning material and existing related ideas/ The advanced organi.er
used% sought to bridge new 1nowledge with what was 1nown 2sometimes what is 3nown is
uncertain and not concrete4/ Though he specified that his theory applied only to reception
learning in schools% it was utili.ed because it introduced the topic and aided the se5uence of the
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i f i b i d 26 d 7 8i &''$4 8 # l i h h d l l h
Students interact with the world by exploring and manipulating ob=ects% wrestling with 5uestions
and controversies% or performing experiments/ As a result% students may be more li1ely to
remember concepts and 1nowledge discovered on their own 2in contrast to a transmissionist
model4/ 2;uinn% &''
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!/ #efine the terms anxiety% anxiety disorders
According to ?risch 7 ?risch% &''hen allowed to participate in decisionma1ing
regarding their care% patients can regain a partial sense of control/ As patient advocates% nurses should ta1e advantage of the
therapeutic effect of music by incorporating it into their plan of care 2+vans% 8ubio% !(4/
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SG,,A8F: The Client with anxiety disorder
Nursing care of the client with an anxiety disorder was presented on April $rd% &'!& at the *nservice +ducation #epartment Bellevue
0ospital/ The purpose of the teaching session was to educate senior nursing students from Northern Caribbean Gniversity 2NCG4 and
Gniversity of Technology 2GT+C04 on the nursing management of patients with anxiety disorder/ The teaching methodologies used
were lecture discussion and demonstration
The learning theories used were: Ausubel who served to brea1 the ice% introduce and se5uence the topic% since it was his theory that
spo1e about the use of an advance organi.er in teaching/ 8ogers: who posited that for the adult% learning is student centered and
personali.ed and that the educator act as a facilitatorD Bruner: who posited that learners were not blan1 slate% but brought their past
experiences to this learning situation/ The students were on the units at Bellevue 0ospital and at >ard &! Gniversity 0ospital of the
>est *ndies and had seen patients with the disorders or had some form of anxiety themselves or had seen some family member with
the disorders% thus they were excited with the topic and gave full participation/
The scientific principle of homeostasis was utili.ed since it loo1ed at the tendency of the organism to maintain and restore certain
steady states/
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The session was evaluated using a formative and summative evaluation method% which is 5uestions were as1ed before and after each
ob=ective followed by a test at the end/
At the end of the ("mins interactive session students were able to:
!/ #efine the terms anxiety% anxiety disorders according to ?risch 7 ?risch% &''
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