Download (Cognitive) Lesson #5

Lesson Plan for a Volunteer Peer
Mentor Program at Hospital X
Lisa Seldon
N545-Technology and Curriculum Design
August 9, 2013
1
Background
• The Affordable Care Act of 2010 was signed into
law to help support the uninsured and
underinsured as well as hold hospitals
accountable for the care they deliver to patients.
• Healthcare organizations now have to focus of the
quality of care they deliver and patient outcomes
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Background
• A volunteer peer mentor program is a viable ,
innovative alternative to effectively engage patients
and improve the patient care experience during the
hospital stay.
• This peer mentor role will augment, strengthen and
support interactions between patients and the
healthcare team; it will reinforce the motivationalbehavioral aspect of managing disease processes;
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Student Demographics/Contextual
Realities
• Volunteer group, 18-65 years of age
• These volunteers are educated individuals that
are currently in nursing or medical school or
retired healthcare professionals,
administrators/directors, marketing executives,
psychologist, etc.
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Student Demographics/Contextual
Realities
• This will be a two-day, face to face, peer mentor
training program that will be offered during
volunteer orientation.
• A condensed two-hour Healthstream module will
be developed to maintain yearly competency in
this area.
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Program Objectives
By the end of this program:
• Participants will be able to define the following terms: patient
engagement, peer mentor, peer mentee and motivational-behavioral
interactions. (Knowledge & Application-Cognitive) Lesson #1
• Participants will role model effective communication skills including:
active listening, constructive feedback and reflection, verbal,
paraphrasing and nonverbal communication. (Cognitive) Lesson #2
• The participant will acknowledge behaviors necessary for problemsolving and assist the mentee to develop this skill. (Receiving-Affective)
Lesson #3
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Program Objectives (con’t)
By the end of this program:
• Participants will acknowledge behaviors necessary for decision-making and
support the mentee with developing this skill. (Receiving-Affective) Lesson #4
• Participants will support the mentee to build confidence in his/her caregiving
skills. (Human Dimension) Lesson #5
• Participants will demonstrate behaviors to support motivational-behavioral
interactions. (Cognitive) Lesson #5
• Participants will be able to effectively collaborate with the patient care team to
communicate the needs of the patient/mentee. (Human Dimension) Lesson #5
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Lesson #2-Effective Communication
Learning Objectives
• Goal 2.1: Participants will examine scenarios that portray effective
and ineffective communication techniques. (Analysis-Cognitive)
• Goal 2.2: Participants will practice skills such as clear
communication, active listening, constructive feedback and
paraphrasing, in mentoring situations. (Application-Cognitive)
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Lesson #2-Activities
Goal 2.1
• Will send participants pre-work via an e-Learning
Powerpoint presentation regarding effective
communication techniques. Pre-work will be reviewed as
an ice-breaker to the conversation.
• During the face-to face, will use the iMovie technology to
show a total of four different scenarios that depict effective
and ineffective communication techniques during a patient
interaction.
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Lesson #2-Activities
Goal 2.1
• Will solicit participants input regarding what types of
scenarios they witnessed and clarify correct and
incorrect answers.
• Will replay scenarios and help participants identify
strengths and weaknesses of active listening, clear
communication, feedback, verbal/nonverbal
communications, etc.
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Lesson #2-Activities
Goal 2.2
• Participants will be paired into groups of two.
Each participant will receive a scenario that they
must role play. Using a camera, the role play
scenarios will be taped and replayed with
MovieMaker software for group to give feedback
on mentor/mentee interaction.
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Assessment
• A short five question assessment will be attached
to the eLearning pre-work. These questions will
be used as an icebreaker to the effective
communication module/lesson.
• After the lesson, the participants will be verbally
assessed on key components of effective
communication.
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Assessment
• Will use the iMovie technology again to show more
mentor/mentee scenarios and have patients to
respond to questions using clicker technology. This
will ensure participants understand key ideas and
concepts of the mentor/mentee relationship.
• Will shadow participants during their first day on the
floor as mentors and spend an hour at the end of the
day giving feedback regarding the interaction.
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Technology Support
• The hospital conference rooms are wired with high-tech
audio-visual equipment.
• A laptop will be used to present content using Powerpoint
software. The scenarios from iMovie will be integrated
into the presentation slides.
• A support person will be solicited to film/videotape
participants during role play and will use Moviemaker
which is downloaded on the laptop to play the scenarios
• There is a school of nursing connected to our health
system, so I will borrow their clicker technology to use for
part of their assessment.
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References
•
Coulter, A. (2012). Patient engagement-what works? Journal of Ambulatory Care Management, 35(2), 8089.
•
Coulter, A & Ellins, J. (2007). Effectiveness of strategies for information, education and involving patients.
BMJ, 335(7609), 24-27.
•
Ljungberg, I., Kroll, T., Libin, A., & Gordon, S. (2011). Using peer mentoring for people with
spinal cord injury to enhance self-efficacy beliefs and prevent medical complications.
Journal of Clinical Nursing, 20, 351-358.
•
Patterson, B., Kilpatrick, J., & Woekenberg, E. (2010). Evidence for teaching practice: The impact of clickers
in a large classroom environments. Nurse Educator Today, 30, 603-607.
•
iMovie in teacher education http://edweb.sdsu.edu/sciencetg/ie/
•
Introduction to Windows MovieMaker2
https://www.ischool.utexas.edu/technology/tutorials/graphics/moviemaker2/MM2handout.pdf
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