Prevention of Pressure Ulcers: Rationale Assignment Sample

• Type Assignment
• Downloads759
• Pages10
• Words2433

Choice of topic

Looking for expert assistance with pressure ulcer prevention? Our Assignment Help United Kingdom offers comprehensive support on strategies, care, and patient outcomes

Pressure ulcers are very common diseases in the modern world at about 12.8% people are suffering from this disease worldwide (woundsinternational, 2023). This study aims to prevent it from increasing in the future. This is the cause for the choosing the topic. This disease is caused due to skin and soft tissue injury from continuous pressure in the skin from which skin was extracted. It usually occurs in the bonny area of the body such as sacrum, heel and occupant (Wei,et al.,2021). It usually infect in four stages. Stage 1: skin looks red in colour and feels warm to touch; in second stage the area looks more damaged and may have an open sore, scrape, or Blister (familydoctor.org, 2023). The 3rd stage area has the cater-like impression due to damage below the skin and the area damaged all around and a large wound is present (Grešš Halász et al., 2021). Regular cleaning and avoiding stress on skin is very essential to prevent this ulcer. Special mattresses and other aids can help to relieve pressure on at-risk areas of skin (Lavallée et al., 2021). Water bed or air bed is used to affect people in which the patient feels comfortable. 

Session layout

In this comprehensive 30-minute lesson or teaching method on pressure ulcer prevention and tissue viability, Teacher Mohamad Aljasem crafts an engaging and informative session for service user peers, nurses, and healthcare professionals. The introduction sets the stage, dedicating 5 minutes to outlining the session's learning objectives. The subsequent 10-minute main teaching phase delves into the fundamentals of pressure ulcers—what they are, their causes, symptoms, and preventive measures. A 5-minute YouTube video enriches the learning experience.

Transitioning to independent/group activities for 5 minutes, participants engage in stimulating problem-solving activities and a Kahoot quiz, ensuring active participation and reinforcing key concepts. The plenary session, lasting 5 minutes, is dedicated to questions and answers, providing an opportunity to assess participants' understanding.

The learning objectives are thoughtfully designed to cover a spectrum of knowledge and skill. Participant are challenged to identify and retain the overview of ulcer explain risk factor describe risk assessment process and address potential knowledge gap by discussing the impact of pressure injuries. They also learn to recognise warning signs, understand vulnerability of pressure ulcers, and identify strategy to prevent skin breakdown is essential. The different approach of small group learning opportunities is the main concern here. For this learning plan, resources such as puzzle solving, PowerPoint presentation and Kahoot quizzes are required to contribute to a dynamic and engaging learning environment (Omar, 2021). This is how people could understand how to fight against this ulcer and the duty of everybody to fight against it. The comprehensive level session layout evaluates is helpful to identify the warning signs and risk associated with vulnerability to pressure ulcers.

Teaching method, and resources used

The teaching method employed by Teacher Mohamad Aljasem for the prevention of pressure ulcers is a well-balanced combination of didactic instruction, multimedia engagement, and interactive activities (Alobaid, 2020). The session begins with a clear introduction, outlining learning objectives to provide participants with a roadmap for the lesson. The main teaching phase employs traditional lecture-style delivery, covering essential topics like the definition of pressure ulcers, their causes, symptoms, and prevention methods (Singh et al., 2021). Complementing this, a 5-minute YouTube video enhances visual understanding and reinforces key concepts (Guy and Witchel, 2022). The more teaching method is improvised, the more students get in-depth analysis regarding the research topic. Teaching method plays an important role for the prevention of skin ulcers and its related basic strategies development.

To ensure active participation and reinforce learning independent or group activities, puzzle solving activities are required to overcome this issue (Sari, 2020). The plenary session, focusing on questions and answers, serves as a valuable assessment tool, gauging participants' comprehension and retention of the material (Fernandes, 2023). These common resources emphasise the positive outcome of the entire teaching plan. Various resources are strategically integrated, including solving puzzles for critical thinking, powerpoint presentation for structure information delivery and Kahoot for gaming (Seelow, 2022). This multi model approach acts as a different learning option in terms of creating relevant strategies for pressure ulcer (Kamath et al., 2021).The resources not only convey information effectively but also contribute to a dynamic and engaging environment, fostering a deeper understanding of pressure ulcer prevention among participants (Charalambous et al., 2019). In future some more innovative method of learning can be used for better understanding and it could create awareness among many people all around the globe.

Prevention of Pressure Ulcers: Rationale Assignment Sample

Liked This Sample? Hire Me Now

Fiona Clark 5 Years | DPhil

Whether you’re dealing with nursing theories or clinical practices, our nursing assignment help ensures you get the best support to meet your academic requirements.

Underpinning learning theory

The teaching plan designed by Teacher Mohammad Aljasem for pressure ulcer prevention aligns with constructivist learning theory, emphasising active engagement, collaboration, and the construction of knowledge (Rivero, 2021). The approach encourages participants, including service user peers and healthcare professionals, to actively participate in solving puzzles and engaging in a Kahoot quiz during independent/group activities (Attard and Holmes, 2019). By fostering interaction and collaboration, the plan supports the idea that learners construct their understanding through meaningful activities and social exchanges.

Also the YouTube video is the main teaching phase in which a number people come to know the entire issue .as it leverages multimedia resources to enhance visual understanding and provide varied perspectives on pressure ulcer prevention. The differentiation strategy incorporating small group learning opportunity and choice of board assessment caters to diverse need and performance of learners aligning with principal of differentiated instruction within constructivism (Ramos, 2021). By providing multiple texts, learning materials, and varied activities, the plan acknowledges the individualised nature of learning, allowing participants to construct knowledge in ways that resonate with their preferred learning styles (Coyle and Meyer, 2021). Overall, Teacher Mohamad Aljasem's teaching plan aligns with the foundational principles of constructivism, promoting active engagement, collaboration, and personalised through constructivism teaching plan. Learning theory posits that learners actively construct knowledge through meaningful interactions and collaboration. Incorporating activities, quizzes, multimedia resources, and differentiated instruction, aligns with constructivist principles by emphasising engagement, social exchanges, and personalized learning experiences to enhance understanding and knowledge construction among participants. Constructivist learning theory posits that learners actively build their own understanding through engagement with meaningful activities and social interactions. Teachers use education theories as a tool to differentiate knowledge and streamline the teaching process. The distinction between an ineffective teacher and a successful instructor is the thorough study of pedagogy. To help, inspire, and encourage every student to achieve their life goal. At the same time, educators need to possess a solid comprehension of different theories of learning. Teachers can gain an understanding of how children learn, develop in a range of subjects, and reach specific developmental milestones by studying these theories.

Assessment

The assessment strategy within Teacher Mohamad Aljasem's teaching plan for pressure ulcer prevention is comprehensive, aligning with the diverse learning objectives and the constructivist approach. The assessment methods serve not only to gauge participants' understanding but also to promote active engagement and critical thinking (Reynders et al., 2020). Most importantly, teaching assessment is all about a systematic approach that creating major inferences about the development and learning of students, In the context of the prevention of the pressure ulcer, the entire teaching plan is the approach of selecting, defining, collecting, designing, analysing, using, and interpreting information to improve students' development and learning for the specific crisis (Šín et al., 2022). Implement effective pressure relief and redistribution strategies through assessments evaluates the significance of the entire analysis.

The key hinge question during the plenary session functions as formative assessment, allowing teachers to judge participants' grasp in real time (Zinkgraf and Fernández, 2021). The interactive approach encourages immediate feedback and clarification, improving learning experience (Šín et al., 2022). The diverse range of questions, covering identification of pressure ulcers, risk factors, and preventive strategies, ensures a holistic evaluation of participants' knowledge (Taylor et al., 2021).

Key considerations- challenges, risk assessment, limitations

Challenges

The analysis shows how learners could equip themselves with the knowledge and understanding the connection between skin breakdown and pressure ulcers developed (Hultin et al., 2022). However, no age group is mentioned, which shows which strategy is helpful for which age group people that are suffering from pressure ulcer (Ledger, 2021). It is pretty general; in most cases people with the age of more than 60+ and suffering from some critical disease for decades are mostly affected by this disease. But without mentioning this kind of common fact prevention of some specific condition is very critical to handle.

Risk assessment

This teaching plan on pressure ulcer prevention involves certain risks that should be addressed through a comprehensive risk assessment. First, when implementing group activities like solving puzzles and using Kahoot quizzes, it's crucial to consider the diverse learning styles and abilities of participants to ensure equitable engagement. Additionally, the use of a YouTube video raises potential challenges related to accessibility and technological issues; a contingency plan for technical difficulties should be in place. Regular reassessment and feedback loops should be incorporated to adjust the teaching plan based on learner progress and feedback. Overall, a thorough risk assessment will help anticipate and manage potential challenges, ensuring a safe and effective learning experience. I believe it is essential to create a supportive environment, offering resources for emotional support if needed.

Limitations

This disease is very dangerous and painful too. This disease is seen in those who are sick for a long time and cannot move (Moda Vitoriano Budri, 2020). It spreads so much that it cannot be understood at first. It can be revived by good nursing and care(Kottner et al., 2019). Its success rate is not very high, and paralysis patients often suffer from this disease and this kind of facts are missed with teaching plan.

References

• Alobaid, A., 2020. Smart multimedia learning of ICT: role and impact on language learners’ writing fluency—YouTube online English learning resources as an example. Smart Learning Environments, 7(1), p.24.
• Attard, C. and Holmes, K., 2019. Technology-enabled mathematics education: Optimising student engagement. Routledge.
• Coyle, D. and Meyer, O., 2021. Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
• Charalambous, C., Koulouri, A., Roupa, Z., Vasilopoulos, A., Kyriakou, M. and Vasiliou, M., 2019. Knowledge and attitudes of nurses in a major public hospital in Cyprus towards pressure ulcer prevention. Journal of tissue viability, 28(1), pp.40-45.
• Ellis, M.B., 2019. Exploring perceptions of pressure ulcer risk assessment and pressure ulcer prevention practice among registered nurses in the acute hospital setting. Risk, 2, p.8.
• familydoctor.org, 2023. Pressure Sores [Online]. Available at; https://familydoctor.org/condition/pressure-sores/. [Accessed 2.12.2023]
• Fernandes, N.V., 2023. Strategies for Effective Learning Through Practical Works. Blue Rose Publishers.
• Grešš Halász, B., Bérešová, A., Tkáčová, Ľ., Magurová, D. and Lizáková, Ľ., 2021. Nurses’ knowledge and attitudes towards prevention of pressure ulcers. International journal of environmental research and public health, 18(4), p.1705.
• Guy, R. and Witchel, H.J., 2022. Supplementary Videos in the Biosciences: How Stakeholders Can Reinforce Complex Concepts for Self-Directed Learners. In Technologies in Biomedical and Life Sciences Education: Approaches and Evidence of Efficacy for Learning (pp. 199-240). Cham: Springer International Publishing.
• Hultin, L., Gunningberg, L., Coleman, S. and Karlsson, A.C., 2022. Pressure ulcer risk assessment—registered nurses experiences of using PURPOSE T: A focus group study. Journal of clinical nursing, 31(1-2), pp.231-239.
• Kamath, A., Singh, M., LeCun, Y., Synnaeve, G., Misra, I. and Carion, N., 2021. Mdetr-modulated detection for end-to-end multi-modal understanding. In Proceedings of the IEEE/CVF International Conference on Computer Vision (pp. 1780-1790).
• Kottner, J., Cuddigan, J., Carville, K., Balzer, K., Berlowitz, D., Law, S., Litchford, M., Mitchell, P., Moore, Z., Pittman, J. and Sigaudo-Roussel, D., 2019. Prevention and treatment of pressure ulcers/injuries: The protocol for the second update of the international Clinical Practice Guideline 2019. Journal of tissue viability, 28(2), pp.51-58.
• Lavallée, J.F., Gray, T.A., Dumville, J. and Cullum, N., 2019. Preventing pressure ulcers in nursing homes using a care bundle: a feasibility study. Health & social care in the community, 27(4), pp.e417-e427.
• Ledger, L., 2019. Patient perceptions and understanding of pressure ulcer risk and potential factors affecting adherence to prevention strategies in community settings
• Moda Vitoriano Budri, A., 2020. Pressure ulcer risk assessment: risk factors and risk screening in older persons–a validation study
• Moda Vitoriano Budri, A., Moore, Z., Patton, D., O’Connor, T., Nugent, L., Mc Cann, A. and Avsar, P., 2020. Impaired mobility and pressure ulcer development in older adults: Excess movement and too little movement—Two sides of the one coin?. Journal of Clinical Nursing, 29(15-16), pp.2927-2944.
• Moore, Z.E. and Patton, D., 2019. Risk assessment tools for the prevention of pressure ulcers. Cochrane Database of Systematic Reviews, (1).
• Omar, M.A.N.A.M.A.N.I., 2021. Investigating Student’s Attitudes towards the Use of Social Media in Studying during the Pandemic COVID-19 The Case of First Year Master Students at Biskra University.
• Ramos, R.K., 2021. Implementing differentiated instruction by building on multiple ways all students learn. Dorrance Publishing.
• Reynders, G., Lantz, J., Ruder, S.M., Stanford, C.L. and Cole, R.S., 2020. Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7, pp.1-15.
• Rivero, K.R., 2021. Teaching about Global Issues in the Classroom: Learning from Experienced World History Teachers. The Florida State University.
• Saleh, M.Y., Papanikolaou, P., Nassar, O.S., Shahin, A. and Anthony, D., 2019. Nurses' knowledge and practice of pressure ulcer prevention and treatment: an observational study. Journal of tissue viability, 28(4), pp.210-217.
• Sari, F.M., 2020. Exploring English learners’ engagement and their roles in the online language course. Journal of English Language Teaching and Linguistics, 5(3), pp.349-361.
• Seelow, D., 2022. Games as Transformative Experiences for Critical Thinking, Cultural Awareness, and Deep Learning: Strategies & Resources. CRC Press.
• Šín, P., Hokynková, A., Marie, N., Andrea, P., Krč, R. and Podroužek, J., 2022. Machine learning-based pressure ulcer prediction in modular critical care data. diagnostics, 12(4), p.850.
• Singh, S., Charani, E., Devi, S., Sharma, A., Edathadathil, F., Kumar, A., Warrier, A., Shareek, P.S., Jaykrishnan, A.V. and Ellangovan, K., 2021. A road-map for addressing antimicrobial resistance in low-and middle-income countries: lessons learnt from the public private participation and co-designed antimicrobial stewardship programme in the State of Kerala, India. Antimicrobial Resistance & Infection Control, 10(1), pp.1-9.
• Taylor, C., Mulligan, K. and McGraw, C., 2021. Barriers and enablers to the implementation of evidence‐based practice in pressure ulcer prevention and management in an integrated community care setting: A qualitative study informed by the theoretical domains framework. Health & Social Care in the Community, 29(3), pp.766-779.
• Wei, M., Yang, D., Chen, L., Wu, L., Jiang, Q., Niu, N. and Yang, T., 2021. The prevalence and prevention of pressure ulcers: a multicenter study of nine nursing homes in eastern China. Journal of Tissue Viability, 30(1), pp.133-136.
• Woundsinternational, 2023. Pressure ulcers and skin tone [Online]. Available at; https://woundsinternational.com/made-easy/pressure-ulcers-and-skin-tone/#:~:text=The%20prevalence%20rate%20of%20pressure,Li%20et%20al%2C%202020). [Accessed 2.12.2023]
• Zinkgraf, M. and Fernández, G., 2021 In-service Training on Teaching and Learning Formulaic Sequences and its Assessment. Language Testing and Assessment, p.82.