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Syllabus for a Continuing Education Course
The educational model of nursing students directly depends on a specific program and speciality. However, the curriculum itself may differ for the representatives of the same group of personnel, and one of the criteria that are important is the level of medical specialists’ preparedness. In particular, an educational course for expatriate nurses should correspond with the skills and abilities of a particular group of students in order for the interaction process in the classroom to be as fruitful as possible.
Despite some challenges that may arise for such students, for instance, a language barrier, a properly designed curriculum with relevant goals and objectives may help in the preparation of highly qualified specialists. For this purpose, the cognitive learning will be used as a basic approach to educating expatriate nurses. According to Bastable (2003), this approach “involves perceiving the information, interpreting it based on what is already known, and then reorganizing the information into new insights or understanding” (p. 50). Therefore, in the context of teaching such a group of future nurses, this technique can be effective and useful.
Learning Approach
The approach to education based on cognitive learning involves the solution of a number of essential tasks. Firstly, in case of its competent application, this technique allows uniting a team and achieving mutual understanding among its participants. Secondly, as Bastable (2003) remarks, such a method helps to not only convey basic knowledge but also to check the degree of students’ preparedness more effectively compared to the traditional forms of education.
Also, cognitive learning makes it possible to reduce the workload and stress experienced by expatriate nurses during the whole educational period, which is an essential advantage. Moreover, this theory may be implemented together with the taxonomy of objectives according to learning domains. Bastable (2003) argues that this concept provides for specific learning domains that exist in a special hierarchy – cognitive, affective, and psychomotor domains. In the context of this approach, the goals, vision, ethical principles, and necessary topics of a specific curriculum will be considered.
Goals
The goals of the expatriate nursing course are:
- To learn the necessary information about Saudi Arabia and the principles of nursing care in the country.
- To gain valuable knowledge and skills through the joint discussion and solution of assigned tasks.
- To use traditional educational techniques, such as lectures and practical training, can partially contribute to memorising new educational material (Vella, 2008).
- To develop cognitive skills within the topics of the course.
- To participate in joint research activities aimed at studying the new culture of the country.
- To carry out the tasks of the course effectively and utilise them in the future in the process of their individual work.
- To apply acquired knowledge in practice.
Vision
Upon the expiration of the course based on cognitive learning, it is assumed that expatriate nurses will be able:
- To implement their skills in practice freely and successfully.
- To communicate with one another in a new environment better.
- To achieve mutual cooperation, which is beneficial if each of the stakeholders fulfils his or her responsibilities efficiently (Wadhwa, 2003).
Consequently, the qualified activities of the tutoring staff and the hard work of expatriate students are those components that contribute to solving the tasks of the curriculum based on cognitive learning. Moreover, the plan should include those species of the educational system that are supported in Saudi Arabia and in Islam on the whole. The teaching process will consist of lectures, presentation, and group discussions. All these components of the course should be taken into account.
Ethical Principles
When working with expatriate nurses and drawing up an educational program for them, it is crucial to take into account a number of ethical principles. The observance of certain conditions when communicating with such students is the indicator of the tutor staff’s professionalism. According to Alosaimi and Ahmad (2016), in the process of working with expatriate nurses, there may be a lack of orientation in relation to religion and the traditional culture of students. The violations of ethical norms are fraught with the loss of credibility among tutors and, consequently, a decline in the reputation of a particular educational establishment.
Moreover, in case of contradictions on cultural, religious, racial, or other grounds, the learning process may be complicated by the hostility of the parties concerned with each other, which will inevitably affect the educational outcomes negatively. As principles that need to be maintained within the framework of the planned curriculum, equal attitude to all the team members is imperative. Differentiation by any of the signs is unacceptable, and if all the aforementioned conditions are met, a high level of training may be maintained throughout all the stages of work.
Topics
The topics proposed for study in accordance with the curriculum under consideration depend on the degree of a particular group’s preparedness. One of the essential aspects of nursing practice is an introduction to a new culture that is unknown to them. Further, it is significant to develop an ability to apply modern diagnostic and care tools when communicating with patients. For this purpose, Bastable (2003) offers to introduce electronic teaching aids and supporting programs aimed at improving literacy in relation to modern medical equipment.
The curriculum may also include basic topics, such as nursing theories with different approaches to care. Expatriate students can learn the peculiarities of primary, patient-oriented, functional, and team nursing to improve their knowledge and be aware of all the existing practices.
The basic curriculum will look as follows:
Syllabus’s Correspondence with the Learning Theory
Due to the fact that the purpose of the curriculum is to train expatriate nurses on the basis of cognitive learning theory, this syllabus can be analysed in the context of compliance with the approach used. According to Bastable (2003), the cognitive domain provides for orientation towards thinking as the primary purpose of education. When applying this model to the curriculum considered, it is possible to note that involving students in the active process of thinking is one of the main tasks, especially in the context of potential challenges that may arise because of students’ foreign origin.
Work aimed at encouraging the desire for new knowledge, acquaintance with an unfamiliar culture, and the acquisition of new skills is the essential component of the learning process. An opportunity to cooperate and share views on the course provides expatriate nurses with positive perspectives for honing crucial communication and practical skills. Therefore, in the context of this curriculum, the cognitive learning theory developed together with the taxonomy of objectives is a suitable teaching approach.
Educational Program for a Patient Undergoing Continuous Ambulatory Peritoneal Dialysis Rehabilitation
A rehabilitation program for patients suffering from kidney diseases may involve interventions not only in medical settings but also at home. For this purpose, an appropriate educational plan should be designed with specific goals and objectives in order to achieve the positive outcomes of recovery. As a target participant, a middle-aged patient with chronic kidney disease (CKD) will be recruited, and a special rehabilitation course will be compiled. As a theoretical rationale for the intervention, a specific learning approach will be used as a method for implementing the work plan.
Learning Theory
In order to introduce the rehabilitation course effectively, it is necessary to select an appropriate learning approach to achieve the correct perception of the tasks set. As such a technique, the cognitive learning theory will be utilised as a tool to enhance the patient’s educational skills regarding the proposed mode of operation. According to Bastable (2003), this method makes it possible to prioritise correctly and establish which activity is key to solving certain problems.
Also, on the basis of this theory, goals, and ways of achieving a positive result will be described. Particular behavioural habits are the essential component of such intervention, and the work with the patient will be carried out in relation to explaining the need for strict adherence to medical prescriptions. All the results obtained will be analysed, and the effectiveness of the proposed approach will be evaluated in the context of this program.
Skills and Knowledge Required
As a rehabilitation technique, the use of specific intervention based on Continuous ambulatory peritoneal dialysis (CAPD) will be observed, and the method one type of peritoneal dialysis will be considered. As Schaepe and Bergjan (2015) note, “the current estimated prevalence of CKD is between 8% and 16%,” and specific attention should be paid to patient education (p. 883). It is crucial for the program member to understand how such a system operates; otherwise, work efficiency may be violated by a misunderstanding between the medical staff and the patient.
The participant should be trained to carry out all necessary procedures by using a catheter and calculating the required volume of medication. Moreover, the medical personnel supervising the educational course is to notify the patient of the importance of maintaining personal hygiene when working with tools. It will help to prevent contamination and the ingress of harmful substances into the blood since it is fraught with peritonitis, which complicates the course of treatment.
Goals
One of the main goals is to teach the participant of a rehabilitation program to assist oneself independently in using specific instruments and medicine that are necessary for peritoneal dialysis. Throughout the course, the patient is to learn:
- To understand the mode of activities and the algorithm of actions.
- To make all possible efforts to maintain a normal lifestyle.
- To follow the instructions of medical professionals.
- To maintain hygiene as an essential component of self-treatment.
The importance of the approach under consideration is that the program participant should not visit healthcare facilities, following the procedures outlined in the plan. In particular, the goals are to teach the patient to maintain correct habits, to help in working medical equipment, and to instil the sense of responsibility for personal health. This aims may be achieved through cooperation between the participant and professional specialists.
Behavioural Objectives
As behavioural objectives, it is required to ensure for the patient:
- To follow the prescribed rehabilitation course.
- To use the multiple sources of information that may be beneficial for patient education (Schaepe & Bergjan, 2015).
- To study self-help techniques (manuals on proper nutrition, video instructions for required physical exercises, and other important components of rehabilitation therapy).
- To the cooperation with loved ones since, as Bastable (2003) remarks, family members “are also major players” in the rehabilitation experience, and their support may be valuable (p. 280).
- To know the peculiarities of the work of specific medical equipment that is needed for peritoneal dialysis.
- To improve one’s health by following the prescriptions of various specialists (a nutritionist, a physiologist, and other medical professionals).
- To identify any dangerous symptoms and to order the necessary equipment timely to avoid serious problems.
Program’s Correspondence with the Theory Applied
The cognitive learning theory applied to the patient suffering from CKD, who is a member of the rehabilitation program is suitable since many valuable skills should be studied to avoid high health risks. According to Bastable (2003), when working with the target group under the conditions of this approach, medical specialists should take into account “the variety of past experiences, perceptions, ways of incorporating and thinking” (p. 50).
In relation to the patient with kidney problems, this technique is relevant due to the comprehensive analysis of the factors influencing a specific problem and help in solving it by explaining all the necessary preventive measures. Therefore, the cognitive learning theory is an effective practice as a tool for a rehabilitation program designed for the middle-aged patient in need of continuous peritoneal dialysis in distance education.
References
Alosaimi, D. N., & Ahmad, M. M. (2016). The challenges of cultural competency among expatriate nurses working in Kingdom of Saudi Arabia. Research and Theory for Nursing Practice, 30(4), 302-319. Web.
Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Boston, MA: Jones & Bartlett.
Schaepe, C., & Bergjan, M. (2015). Educational interventions in peritoneal dialysis: A narrative review of the literature. International Journal of Nursing Studies, 52(4), 882-898. Web.
Vella, J. (2008). On teaching and learning: Putting the principles and practices of dialogue education into action. San Francisco, CA: Jossey-Bass.
Wadhwa, S. (2003) Handbook of teaching and learning. Dehli, India: Ivy Publishing House.
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