Prevention of Nosocomial Infections
Class Description: The course will provide the students with a solid foundation in understanding the concepts of prevention of the nosocomial infections; including the risk factors and methods of prevention and will be able to employ the knowledge in the clinical setting.
Student Outcomes:
Upon completion of the class the students will be able to:
• Describe nosocomial infections, including its etiology, risk factors, methods of prevention, and the principles of antibiotic stewardship.
• Discuss the common clinical manifestations and treatment plan for the patients with nosocomial infections in the clinical setting.
• Demonstrate the techniques of prevention of nosocomial infections such as hand washing.
• Perform appropriate behaviors required to prevent nosocomial infections. • Integrate the knowledge to plan nursing care for patients at risk for nosocomial infections. Teaching Strategies: A teaching strategy is an instructor’s plan for what he/she will say and do to enable and empower the student to learn. Classical teaching strategies view learning as merely the transmission of information from the teacher to the student. The teaching/learning strategies are divided into active and passive teaching/learning strategies. Passive Teaching/Learning Strategies: Passive teaching/learning is a traditional instructional style that involves teachers lecturing and students taking notes. The primary activity of passive teaching/ learning is passive listening. The various passive teaching strategies that can be used for the class on prevention of nosocomial infections include; classroom lecture using audio-visual aids, demonstration, and role modeling. Lecture (with audio-visual aids): Lectures are probably the best teaching method in many circumstances and for many students; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between the lecturer and the students. The lecture has many advantages, including a) Ability to provide information to a large number of students. b) Ability to cover a large amount of material quickly c) Provide cost effectiveness & d) Efficient use of class time. On the other hand, lectures provide less opportunity for students to process information and develop problem-solving skills, they lose students’ interest quickly and lack an opportunity to provide feedback, do not allow students to skip content they know or work at a self-directed pace and promote a teacher-centered environment instead of a student-centered environment. Unfortunately, lecture allows students to be passive learners, depending solely on the faculty to teach them information instead of actively involving themselves in the learning process. Demonstration: Demonstrations can be used to provide examples that enhance lectures. Demonstration refers to visual presentation of the activities aiming to facilitate learning. The students directly watch the procedure being performed on actual patients and can ask questions during the procedure. This demonstration method has several advantages: (a) Saves time in presenting (b) Concentrates attention of learners on relationships to be understood. (c) Use efficient use of "power of observation" (d) Creates strong motivation, and (e) Beneficial in training groups or individuals. Foe example: In this class, demonstration of hand washing techniques (both medical and surgical hand washing) will help the students in the better understanding of the steps of hand washing. Hand hygiene is the leading measure for preventing the spread of antimicrobial resistance and reducing nosocomial infections (Allegranzi & Pittet, 2009). The research findings revealed that the demonstration was the most effective strategy for improving students ' skills; reflection, and for improving attitudes (Khan, Ali, Vazir, Barolia, …show more content…
The lecture is a way to introduce new material, continue discussion of a topic, and sum up course content, as well as present large blocks of complex and confusing information. In this class, the students are introduced to a new topic – “prevention of nosocomial infection”. Therefore, the lecture will be the best passive strategy that can be used in the classroom setting to convey the information.
Rationale for Using Lecture:
In this class, the lecture will be delivered by highlighting the common sources of nosocomial infection such as blood stream infection, catheter related infection, ventilator associated pneumonia, and surgical site infections. The use of audiovisual aids such as power point slides with videos and pictures explaining the general measures of infection control such as the use of hand hygiene, isolation, and standard precautions will provide a detailed picturization of the lecture content (Mehta et al., 2014).
Group
Class Description: The course will provide the students with a solid foundation in understanding the concepts of prevention of the nosocomial infections; including the risk factors and methods of prevention and will be able to employ the knowledge in the clinical setting.
Student Outcomes:
Upon completion of the class the students will be able to:
• Describe nosocomial infections, including its etiology, risk factors, methods of prevention, and the principles of antibiotic stewardship.
• Discuss the common clinical manifestations and treatment plan for the patients with nosocomial infections in the clinical setting.
• Demonstrate the techniques of prevention of nosocomial infections such as hand washing.
• Perform appropriate behaviors required to prevent nosocomial infections. • Integrate the knowledge to plan nursing care for patients at risk for nosocomial infections. Teaching Strategies: A teaching strategy is an instructor’s plan for what he/she will say and do to enable and empower the student to learn. Classical teaching strategies view learning as merely the transmission of information from the teacher to the student. The teaching/learning strategies are divided into active and passive teaching/learning strategies. Passive Teaching/Learning Strategies: Passive teaching/learning is a traditional instructional style that involves teachers lecturing and students taking notes. The primary activity of passive teaching/ learning is passive listening. The various passive teaching strategies that can be used for the class on prevention of nosocomial infections include; classroom lecture using audio-visual aids, demonstration, and role modeling. Lecture (with audio-visual aids): Lectures are probably the best teaching method in many circumstances and for many students; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between the lecturer and the students. The lecture has many advantages, including a) Ability to provide information to a large number of students. b) Ability to cover a large amount of material quickly c) Provide cost effectiveness & d) Efficient use of class time. On the other hand, lectures provide less opportunity for students to process information and develop problem-solving skills, they lose students’ interest quickly and lack an opportunity to provide feedback, do not allow students to skip content they know or work at a self-directed pace and promote a teacher-centered environment instead of a student-centered environment. Unfortunately, lecture allows students to be passive learners, depending solely on the faculty to teach them information instead of actively involving themselves in the learning process. Demonstration: Demonstrations can be used to provide examples that enhance lectures. Demonstration refers to visual presentation of the activities aiming to facilitate learning. The students directly watch the procedure being performed on actual patients and can ask questions during the procedure. This demonstration method has several advantages: (a) Saves time in presenting (b) Concentrates attention of learners on relationships to be understood. (c) Use efficient use of "power of observation" (d) Creates strong motivation, and (e) Beneficial in training groups or individuals. Foe example: In this class, demonstration of hand washing techniques (both medical and surgical hand washing) will help the students in the better understanding of the steps of hand washing. Hand hygiene is the leading measure for preventing the spread of antimicrobial resistance and reducing nosocomial infections (Allegranzi & Pittet, 2009). The research findings revealed that the demonstration was the most effective strategy for improving students ' skills; reflection, and for improving attitudes (Khan, Ali, Vazir, Barolia, …show more content…
The lecture is a way to introduce new material, continue discussion of a topic, and sum up course content, as well as present large blocks of complex and confusing information. In this class, the students are introduced to a new topic – “prevention of nosocomial infection”. Therefore, the lecture will be the best passive strategy that can be used in the classroom setting to convey the information.
Rationale for Using Lecture:
In this class, the lecture will be delivered by highlighting the common sources of nosocomial infection such as blood stream infection, catheter related infection, ventilator associated pneumonia, and surgical site infections. The use of audiovisual aids such as power point slides with videos and pictures explaining the general measures of infection control such as the use of hand hygiene, isolation, and standard precautions will provide a detailed picturization of the lecture content (Mehta et al., 2014).
Group