Meeting Patient Expectation: A Challenge for Nurses

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Course Description

The course will focus on the development of necessary skills to address and adequately manage patient expectations. This description reflects the main points covered by the Meeting Patient Expectation: A Challenge for Nurses course. The focus would be on the development of location-based time training skills and management of patient experience. The objectives and primary materials are expected to be appropriately utilized by the student and the instructor.

Measurable actions

The students would thoroughly familiarize themselves with appointment scheduling software, mobile labs and gain experience in home-based patient care. Learn the ways to properly communicate with the patient and manage frequently addressed issues related to appointment scheduling and patient expectations. Reenact practical scenarios that encompass addressing patient expectations. Solve case studies related to the main issues covered by the course. Participate in the discussion of the recent research developments in the field and conduct research on the subject of patient expectations management.

Learning Objectives

These learning objectives are to be considered as the primary aim of the course and student learning. In order to enhance results and reduce liability, it is crucial to manage the growing patient expectations in healthcare appropriately. Patients’ level of satisfaction can be increased by being aware of their expectations. Managing patient expectations may be challenging in the emergency department setting, which includes critically ill, serious, and time-sensitive situations, as well as a high degree of stress. Therefore, thoughtful preparations of the nursing specialists to address the issue are necessary.

Objective Fulfillment

Objective 1

The instructor will observe the students in small groups that will undergo practical assessments. The professional conduct and management mistakes would be considered to determine satisfactory performance. It will be measured via practical implementation by the student under professional supervision and in-sight shown during class discussions

Objective 2

The novelty of ideas and accuracy in understanding the lecture material will determine satisfactory performance on a 1 to 5 scale, with 5 exceeding the expectations and 4 being a satisfactory mark. It will be accessed via case discussions using the online dashboard with the core focus on the depth of inquiry and accuracy of the case solutions.

Objective 3

The instructor will assess the professional conduct and communication of the students to determine satisfactory performance. Learners will practice care for home-based and hospitalized patients under the supervision of an instructor and implement practical skills addressed during lectures.

Objective 4

The essay’s relevance in addressing the core principles learned via lectures and practice will be assessed and graded. It would be measured via reflection essays of the students and evaluated based on the accuracy and relevance to modern practice.

Objective 5

The experience will be discussed among students and presented on the discussion board to be graded. It would be revealed via an understanding of the core advantages of mobile labs and hands-on observation of its application.

Course Material

This book Managing Patient Expectations (Baker, 1998) addresses a critical void in medical education and patient care provision. The book is intended as a guide on how to recognize and address patient needs and expectations. The content will be provided via online lectures prepared by professional teaching staff. The discussions will be held online and posted on the dashboard. Lecture notes and slides will be provided to students in pdf format. The majority of lectures will be based on research by Johari et al. (2022) and Cutler et al. (2019) and excerpts from the book by Baker (1998) Managing Patient Expectations and Essentials for nursing practice by Potter et al. (2018). This course is designed to incorporate various methods of content delivery and facilitate learning via a diverse range of activities. The assessment practices are similarly multifarious in order to engage students in active learning and prepare them for the practical implementation of the skills and knowledge acquired. Instructions will be lecture based with parts of the content available for revision in the video format.

Best Way to Understand the Content

The course materials should be seen as supplementary content for self-study. The essential information will be provided by the instructor during lectures. Therefore, active participation and discussion during seminars are highly encouraged. Online courses offer flexibility in learning and act as a way to teach self-discipline. Field training introduces students to the nature of the labor market and its needs, and makes them more ready to work in the future. The best way for learners to understand the content would be practical implementation and field experience.

Facilitate Learning

When learning is facilitated, students are urged to have more influence over their education. The instructor’s job I s that of a facilitator and organizer who offers resources and helps guide the application of the material. Therefore, numerous activities are designed in a way that increases the discussion and improves active participation from the students. These activities encourage the application of wide range of skills and influence various modes of sensual information delivery.

Engaging activities

In order to engage students in active learning, several strategies incorporating will be applied. They would include pre-class assignments, “what if?” scenarios, unfolding case studies, role play, and nursing simulation activities. According to Wolters Kluwer (2018), these approaches to learning are helpful for engaging students in active participation and learning. These activities are engaging because they allow students to demonstrate personal skills in various areas. At the same time, they trigger interest via deep involvement in the process. “What if?” questions will be used to force students into critical thinking and active participation as individuals or small groups.

Content order

The content order is determined via the consideration of the course progression. The course is designed as a combination of practical lessons, in-class seminars, and online lectures. Preparations for the lecture are expected by each student. Therefore, materials would be posted before the lecture. After the lecture, the students are expected to revise learned materials and participate in the discussion; hence during the seminars, the depth of learning would be accessed via various activities. Field experience will be conducted when the essential theoretical material is covered but before the start of the second half of the course duration so that students will be prepared for the midterm. When substantial lecture material is covered, the students are expected to demonstrate their progress in role-playing simulations. This will allow for smooth progress and will give more time for the preparation of the final examination. The content will follow a simple presentation strategy. Lecture slides, research materials, and notes will be posted before the online lecture while quizzes will be available online on Saturday for a short period. The instructor will conduct discussions online or during the seminars once a week. Field experience and practice will be provided once a week in small groups determined beforehand. The case study and essay topics will be available in the final week of the lectures. Practical assessment will be considered as a midterm examination. Group role play presentations will be conducted after the midterm exam. The content will follow a simple presentation strategy. Lecture slides, research materials, and notes will be posted before the online lecture while quizzes will be available online on Saturday for a short period. The instructor will conduct discussions online or during the seminars once a week. Field experience and practice will be provided once a week in small groups determined beforehand. The case study and essay topics will be available in the final week of the lectures. Practical assessment will be considered as a midterm examination. Group role play presentations will be conducted after the midterm exam.

Formative and Summative Assessments

Since formative assessments are designed to test the progress of the learner, they will take the form of weekly assignments and tasks. Namely, quizzes role-play presentations, and discussion posts. At the same time, since summative assessments evaluate the depth of knowledge, they would be considered via practical implementation and a case study essay. Formative assessments will take place during the seminars, online discussions, and practical lessons.

References

Baker, S. K. (1998). Managing patient expectations: The art of finding and keeping loyal patients. Jossey-Bass.

Cutler, S., Morecroft, C., Carey, P., & Kennedy, T. (2019). Are interprofessional healthcare teams meeting patient expectations? An exploration of the perceptions of patients and informal caregivers.Journal of interprofessional care, 33(1), 66-75. Web.

Johari, M. G. R., Tahir, A., & Nasir, M. A. A. (2022). Meeting Patient’s Expectation at Public Health Clinics.Journal of Health Management, 2(1), 1-10. Web.

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. (2018). Essentials for nursing practice. Elsevier – Health Science.

Wolters Kluwer. (2018). 11 active learning strategies to engage active learning. Wolters Kluwer. Web.

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