The teaching and learning strategy should be diversified and geared to engage the students’ unique learning styles(Thrane, 2020). Traditional teaching approaches like lectures, debates, and case studies are also included. In order to encourage active learning and skill development, interactive and experiential learning approaches such as group work, role-playing, and simulation exercises must be used.
To offer students with practical experience in palliative care settings, clinical practicums in hospices and palliative care units will be incorporated into the course. This will allow students to apply classroom information to real-world circumstances and develop their abilities in caring for patients with life-threatening conditions. The course, further, will be designed to foster collaborative learning and involvement from all students.
Group work, case studies, and group presentations must all be used to encourage peer learning and cooperation. Simultaneously, the learning environment should generate a good and respectful learning environment that encourages an open exchange of ideas and critical thinking, as stated by Zhou et al. (2021). As the course teacher, I must provide students with regular feedback and be ready to offer further assistance and help as required.
A palliative care course would primarily target nursing students in their last year of study or nurses who have finished their basic training and want to specialize in palliative care. Nevertheless, other healthcare professionals involved in the care of patients with life-limiting conditions, such as physicians, social workers, chaplains, and therapists, may find the training helpful. The course would be tailored to accommodate students with a variety of learning styles and levels of expertise.
Students with prior expertise in palliative care may benefit from the advanced subjects addressed in the course, while those with little to no experience may benefit from the course’s core ideas and practices. Students who are compassionate, sensitive, and interested in caring for people with life-limiting conditions will benefit from this course.
The course would especially benefit students who are comfortable working in an interdisciplinary team and have excellent communication abilities (J. Abel & Kellehear, 2022). Students should have a thorough grasp of the concepts and practices of palliative care at the completion of the course, as well as the skills needed to give compassionate care to patients and their families during end-of-life care.
Constructivism is a learning theory that can be employed in nursing education to promote active and collaborative learning while also assisting nursing students in developing the information, skills, and attitudes required for nursing practice (Abualhaija, 2019). Constructivism stresses the significance of student-centered learning in nursing education, where students are encouraged to develop their knowledge via reflection, inquiry, and cooperation.
In a constructivist learning environment, nursing students are encouraged to engage in active learning activities such as problem-solving, case-based learning, and simulations. Students are encouraged to collaborate, participate in critical thinking debates and exercises, and reflect on their experiences and understanding of nursing practice (Abualhaija, 2019). Students will be better prepared to apply their knowledge and abilities to real-world settings, such as caring for patients in a clinical environment if they develop their own concept of nursing practice. The instructor’s job in a nursing school that employs constructivist theory is to foster learning rather than merely deliver knowledge.
Teachers may serve as facilitators, coaches, or mentors, assisting students in determining their own learning objectives, developing their own learning techniques, and reflecting on their own learning experiences. The use of constructivism in nursing education has been shown to be helpful in developing nursing students’ critical thinking, problem-solving, and clinical reasoning abilities (Barbour & Schuessler, 2019). Constructivism encourages lifelong learning and continual professional growth, which are crucial for nursing practice in today’s fast-changing healthcare environment, by enabling students to create their knowledge and understanding of the nursing practice.
Constructivism is one educational paradigm that might be used to influence the construction of a palliative care course. Learning is an active and social process in which learners develop their understanding via reflection, inquiry, and cooperation, which is one of constructivism’s core themes(Barbour & Schuessler, 2019). According to constructivism, learni
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