NURS4009 Clinical Education for practice Assessment 1 Individual Teaching Plan

Individual Teaching Plan-Scenario D Student Nurse Focus Assessment 1 : Teaching Plan

Introduction

A teaching plan defines how nurses or preceptors will educate student nurses on health-related issues. It helps to carry out successful health education and professional practice and ensures that learning goals are fulfilled for student nurses (Bastable, 2019). The current paper proposes an individual teaching plan for the student nurse taking care of a post-operative abdominal hysterectomy patient in the surgical gynaecology unit of the KK Women’s and Children’s Hospital in the final semester. The outcome is the provision of a competent learner capable of the delivery of safe, evidence-based, and holistic immediate post-operative care. The context of learning, learner needs, aims, and outcomes, the teaching theories and strategies available, and the associated strengths and limitations, as well as the expected performance evaluations of the teaching, are within the scope of the paper.

Learning Context [Setting]

The instruction will be in the surgical gynaecology unit of Women’s and Children’s Hospital (KKH) in Singapore, which is the largest tertiary institution specialising in women’s health. The ward specialises in giving post-operative care to patients who undergo complex gynaecological operations, such as abdominal hysterectomy. The scenario includes a 50-year-old female undergoing such a surgery and is now expected to remain for one more week. Such places offer a dynamic setting where patient safety, evidence-based practices, and multidisciplinary collaboration are stressed (Yap, 2021). Clinical education under such a setting is according to the guidelines provided by the Singapore Nursing Board, with patient care in the final semester by student nurses under the supervision of registered nurses acting as preceptors. KKH preceptorship is designed to support gradual responsibility and integrates supervised practice with reflective learning. This environment enables the student to apply theoretical knowledge to the direct care of patients and gives the student the advantage of well-planned orientation, competency-based evaluations, and mentoring. Therefore, the ward is an authentic learning environment to teach immediate postoperative management.

Learning Needs Evidence

The student nurses need to acquire competence in immediate post-operative care of abdominal hysterectomy because it is a critical period in patient safety and recovery. The World Health Organisation (2019) notes that in the first hours after the operation, it is necessary to observe airways, breathing, circulation, and pain. Poor pain management not only prolongs distress but also delays ambulation and increases the risk of thromboembolic or blood clots (Ullah et al. 2025). According to Gillispie-Bell (2020), bleeding and infection on the surgical site are the most common complications after a gynaecologic surgery, so the assessment of wounds and drainage is important. According to the Ministry of Health Singapore (2021), to prevent renal deterioration and early identification of infection, fluid balance and monitoring urine output should be maintained. Additionally, psychological support must be considered because the hysterectomy can cause fear, anxiety, grief, or a change of self-perception in many women (Galal Mohamed Kahlil et al., 2024). There is evidence that suggests that structured teaching and supervised practice can enhance the competency of student nurses, which will decrease complication rates and increase holistic post-operative care.

Learner Type

The learner is a final-semester student nurse who has already done a series of clinical placements and has attained basic competence. At this point, they are still in the intermediate stage (advanced beginner) towards competent practice as described in Benner’s Novice to Expert framework and still need controlled guidance as well as feedback to be able to gain confidence (Dehn, Munch Simonsen &Olesen, 2023). Although it is easy to have knowledge about perioperative principles, independent management of post-hysterectomy patients can be intimidating, and therefore specific instruction is necessary. Knowles’s Adult Learning Theory suggests that these students in their final semester are self-directed, and their learning is best facilitated by making the education relevant to their practice (Charokar & Dulloo, 2022). The visual demonstrations, kinaesthetic demonstrations on how to repack, and reflective discussion can accommodate multimodal learning styles. Demands for learning are also influenced by the multicultural medical sector in Singapore. Students are required to deliver culturally competent care; especially when a patient comes from a different ethnic background, it is a critical skill for students. Nevertheless, learning may be inhibited by clinical workload, time pressure, and performance anxiety (Hinzmann et al., 2022). A positive preceptorship system is therefore crucial towards building self-confidence, strengthening clinical judgement and ensuring that the learner is ready to safely transition to a full professional nursing practice.

Learning Aims and Outcomes

The aim of this teaching plan is to equip the final semester student nurse with the knowledge on how to deliver safe, evidence-based, and holistic immediate post-operative care to a patient after abdominal hysterectomy. In the teaching session, the learner would be expected to demonstrate a level of competence in combining theoretical learning with supervised practice in the ward and also gain confidence and readiness to practice independently. The general aim is not only to guarantee the patient’s safety but also to contribute to improving the student as a competent, reflective practitioner in a surgical ward setting.

Specific Learning Outcomes

• Accurately assess and interpret vital signs, and recognise early warning signs of postoperative complications (American Nurses Association, 2019).
• Implement non-pharmacological and pharmacological interventions in the management of pain every 2-4 hours in a safe, effective way based on pain assessment tools or according to patient needs (American Pain Society, 2019).
• Inspect surgical sites on every shift , perform wound care in accordance with infection prevention standards and change the dressing every 24-48 hours post-operatively with aseptic sterile technique to prevent wound infection (Centres for Disease Control and Prevention, 2019).
• Facilitate and promote early mobility of the patient and support psychosocial issues surrounding hysterectomy (American Nurses Association, 2019).
• Demonstrate proper documentation and communication to the multidisciplinary

healthcare team in an accurate and timely manner (Lewis et al., 2022).

These results are measurable, patient-centred and consistent with clinical standards and with the stage of professional growth that the learner is at.

Teaching: Theories, Strategy, and Methods

To make a personal education plan for the final semester student nurse, it is crucial to base the approach on the relevant learning theories that inform the approach to teaching and the instructional strategies and methods. The Novice- to- Expert model outlined by Benner is also very applicable, since it acknowledges that the student, an advanced one at that, still needs to be put into supervised exposure to hone his/her competence in the field of handling complicated post-operative care (Sterner et al., 2021). The Experiential Learning Theory of Kolb also promotes the learning process since it focuses on the experience, reflection, conceptualisation, and application cycle, which is very appropriate in clinical learning settings (Figueiredo et al., 2022). Moreover, the concepts of the Social Learning Theory

presented by Bandura support the role of role modelling, observation, and practice, guiding the preceptor nurse in the development of safe and competent behaviours (Mukhalalati et al., 2022).

Teaching techniques will be used, which include bedside teaching, guided demonstration, and the use of reflective questions to make it an active process. The preceptor will also employ demonstration and return demonstration in all clinical procedures in wound assessment, taking vital signs, and early mobilisation in order to reinforce psychomotor proficiency. Case-based discussions will prompt critical reasoning regarding possible complications and the priorities of management intentions, and question-and-answer sessions will test a knowledge base and train clinical reasoning (Zhou et al., 2023). Learning will be contextualised using tools including observation charts, medication lists, and patient information handouts. Ultimately, end-of-shift reflective practices every shift will provide a synthesis of information and self-awareness, and equip the student to practise independently.

Anticipated Strengths and Limitations

Evidence-based learning theories with practical teaching at the bedside are the strongest aspects, as they will make learning relevant and applicable to the role of the student nurse. Experiential and reflective learning strategies are also advantageous since they will enhance deeper learning and critical thinking. Moreover, cultural sensitivity is emphasised in the plan, and this element must be considered when working with a population of diverse patients (Gradellini et al., 2021). The limitations may include times in a busy surgical ward where there may be competing clinical priorities, which may limit in-depth teaching, and time constraints since the student nurse has only 1 week in the ward. Learning outcomes could also be determined by the amount of confidence a student has and the previous clinical exposure they might have. In an attempt to ensure that such influences are minimised, the teaching moments will be used flexibly, and feedback will be given on a regular basis to reinforce learning, reflection and theoretical discussions.

Evaluation Plan

The evaluation of teaching and learning will be constructed in various ways. As a learner, clinical competency will be measured by direct observation of the practice, demonstration of skills, and the reflective discussions used to test the knowledge being applied. The opinion of the educator will be captured by a systematic response to the success of teaching methods and the accomplishment of the goals. As an indirect measure of learning outcomes, patient feedback on communication and care delivery will also be taken into consideration (Wang et al., 2023). Formal review will take place upon the conclusion of the placement with a competency checklist and review of the reflective journal. Constant informal assessment in everyday shifts will provide the necessary opportunity to alter the approach to teaching promptly and focus on a student- centred plan.

Conclusion

The evaluation of teaching and learning will be constructed in various ways. As a learner, clinical competency will be measured by direct observation of the practice, demonstration of skills, and the reflective discussions used to test the knowledge being applied. The opinion of the educator will be captured by a systematic response to the success of teaching methods and the accomplishment of the goals. As an indirect measure of learning outcomes, patient feedback on communication and care delivery will also be taken into consideration (Wang et al., 2023). Formal review will take place upon the conclusion of the placement with a competency checklist and review of the reflective journal. Constant informal assessment in everyday shifts will provide the necessary opportunity to alter the approach to teaching promptly and focus on a student centred plan.

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