Learning Plan for Nursing Unit

Learning Plan

 

Learning Goal:

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        My learning goal is to enhance nursing students’ knowledge and understanding of perinatal loss and grief on the Obstetrics and Gynecology inpatient unit by delivering an informational session by March 29, 2019. This learning plan will follow Colin Murray Parkes theory of grieving (Buglass, 2010).

Theoretical Perspective:

 

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     Colin Murray Parkes theory of grieving is the theoretical perspective that I will be utilizing to guide my learning plan and goal. In my current placement, I care for mom’s and partners who have and may experience perinatal losses such as ectopic pregnancies, miscarriages, and stillbirths. According to the World Health Organization, about 2.9 million perinatal losses occur globally (WHO, 2019). The loss of a child is very personal and tragic and can raise many emotions. Parkes theory of grieving identifies four phases of bereavement: shock or numbness, yearning and pining, disorganization and despair, and finally reorganization and recovery (Buglass, 2010). According to Parkes (1998), these four phases do not always occur in order because everyone grieves in his or her way. Perinatal loss and bereavement is a unique experience where theories of grief and bereavement can help to understand how individuals deal with perinatal loss (Buglass, 2010).  Educating nursing students is imperative as we may be present at the time of bereavement during our clinical placements and although we may be familiar with the variety of emotional and behavioural responses, that does not mean that nursing students necessarily have the knowledge, expertise or confidence regarding perinatal loss and how to cope with bereaved individuals (Buglass, 2010).  By enhancing nursing students’ knowledge and understanding regarding perinatal loss and bereavement can help identify one’s readiness and preparedness by approaching each situation, person and loss as unique. By utilizing Parkes theory, nursing students will have a better understanding why a person’s reaction or state of being may be as it is and to ensure that they respect the uniqueness of the bereaved and offer appropriate person-centered care and support by providing adequate resources within the community (Buglass, 2010). 

 

CNO Competencies for entry level Registered Nurse practice

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CNO Competency #1 Knowledge-based practice

 

• I am delivering an educational session on perinatal loss to nursing students to enhance their knowledge and understanding. According to the competency #25 CNO (2014), “Demonstrates a body of knowledge from nursing” (p.6).
• I am demonstrating a body of knowledge regarding grief and mourning through four phases identified by Parkes theory of grief. According to the competency #27 CNO (2014), “Demonstrates a body of knowledge in nursing science, social sciences, humanities, and health-related research” (P.6).
• I am utilizing the documentation package and perinatal bereavement checklist for patients who have experienced a perinatal loss. According to the competency #44 CNO (2014), “Uses existing health and nursing information systems to manage nursing and health care data during client care” (p.7).

CNO Competency #2 Ethical practice

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• Understanding why a person or family reacts a certain way such as guilt, shock, anger, or feeling misunderstood and alone. According to the competency #75 CNO (2014), “Demonstrates respect in all professional interactions” (p.9).

• The informational session is to help identify nursing students’ readiness and preparedness by approaching each situation, person and loss as unique. According to the competency #79 CNO (2014), “provides care for clients while demonstrating respect for their health/illness status, diagnoses, life experiences, spiritual/religious/cultural beliefs, and practices and health choices” (p.9). 
• Obtaining informed consent after a perinatal loss from patient/significant other such as a picture taken or lock of hair. According to the competency #81 CNO (2014), “ensures that informed consent is provided as it applies to multiple contexts” (p.9).

CNO Competency #3 Service to the public

• The learning plan utilizes knowledge of the health care system to improve health care services on the Obstetrics and Gynecology inpatient unit. According to competency # 87 CNO (2014), “agency level and point of care or program level” (p.10). 
• The learning plan is to help assist nursing students in feeling comfortable in participating and contributing to nursing and the health care team. According to competency #90 CNO (2014), nursing students will be able to do so by “recognizing that one’s values, assumptions and use self- awareness to facilitate team interactions, building partnerships based on respect for the unique and shared competencies of each team member, promoting inter-professional collaboration, and demonstrating respect for diversity” (p.9).
• To advocate and promote health by providing appropriate support and resources within the community. According to competency #93 CNO (2014), nursing students will be able to “advocate and promote healthy public policy and social justice” (p.9).

Objectives	Resources & Timelines	Indicators of Achievement Do You Rely on AI? Not even a little—our writers are real-deal experts with degrees, crafting every paper by hand with care and know-how. No AI shortcuts here; it’s all human skill, backed by thorough research and double-checked for uniqueness. You’re getting authentic work that stands out for all the right reasons.
1. To complete a white and grey literature review document on perinatal loss and bereavement while also achieving a needs assessment on the extent of nursing students’ knowledge and understanding of perinatal loss and bereaved individuals by week 5 (February 15, 2019). (Course/Program Outcomes: #1, #7, #8, #11, #16).	Discuss with preceptor the available resources regarding perinatal loss and grief by week 5. Utilize Ryerson’s library to obtain evidence-based scholarly articles on perinatal loss and grief (white literature) from CINAHL, Google Scholar and ProQuest by week 5. Access St. Michaels Hospital’s (SMH) intranet to retrieve specific documents, protocols, and guidelines on perinatal loss and grief (grey literature) by week 5. Use Google to access national organizations (share pregnancy and infant loss support), networks pregnancy and infant loss (PAIL) and professional guidelines (society of Obstetricians and Gynaecologists of Canada (SOGC) by week 5. Meet with five nursing students to assess their knowledge, understanding, experience and readiness/preparedness regarding perinatal loss and grief by week 5.	I have discussed and obtained available resources from the preceptor. White and grey literature review document completed and shared with the preceptor. Documents, protocols, and guidelines reviewed on SMH intranet. National organizations, networks and professional guidelines reviewed and synthesized. Met with five nursing students to assess their knowledge, understanding, experience, and readiness/preparedness.
2. To develop and prepare a teaching plan for an informational session on perinatal loss and bereavement by week 9 (March 15, 2019).   (Course/Program Outcomes: #4, #5, #6, #8, #13). Why Are You Top for Research Papers? Our writers are Ph.D.-level pros who live for nailing the details—think deep research and razor-sharp arguments. We pair that with top plagiarism tools, free revisions to tweak anything you need, and fast turnarounds that don’t skimp on quality. Your research paper won’t just shine—it’ll set the bar.	Informational session Identifies gaps in nursing students’ knowledge, readiness, and preparedness regarding perinatal loss and grief by week 6. Asses the informational session plan and seek preceptors input by week 7. Utilize the literature review document to guide the development of the informational session by making a power point, handout and case studies by week 8. Role plays an informational session with preceptor by attaining confidence, feedback, ideas and any possible gaps by week 9. Book a room on the Obstetrics and Gynecology inpatient unit for the informational session by week 9.	Gaps in nursing students’ knowledge, readiness and preparedness identified. Informational session plan assessed and constructive feedback given by preceptor. Powerpoint, handout and case studies completed. Role played informational session with preceptor while incorporating feedback, ideas, and gaps into the final draft. Room on the OB/GYN inpatient unit booked for an informational session.
3. To implement an informational session to enhance nursing students’ knowledge and understanding of perinatal loss and bereavement on the Obstetrics and Gynecology inpatient unit by week 11 (March 29, 2019).  (Course/Program Outcomes: #4, #6, #10, #11, #16	Address to nursing students that the informational session will not only be a lecture as it will also be an interactive process to stimulate critical thinking and address the affective domain of learning and becoming more comfortable by utilizing case studies by week 10. Implement strategies and utilize additional resources that promote and address student nurses learning needs such as role-playing with other students, preceptor or other nursing colleagues who have experience working with and communicating with perinatal loss and the bereaved individuals by week 10.  Ensuring nursing students, preceptor and other nursing colleagues know about the informational session by week 10.	I have communicated with nursing students in regards to the informational session teaching method. Preceptor and four nursing colleagues were present to promote and address student nurses learning needs by role-playing their own experiences and communicating what they find helps when having a patient who has experienced perinatal loss. Nursing students, preceptor, and other nursing colleagues know about the informational session. The informational session is delivered by March 29, 2019.
4. Evaluate the effectiveness of the educational session on perinatal loss and bereavement by week 12 (April 5, 2019). (Course/Program Outcomes: #4, #5, #6, #8, #16 Who’s Behind My Essays? You’re in good hands with degree-holding pros—many rocking Master’s or higher—who’ve crushed our tough vetting tests in writing and their fields. They’re your partners in this, hitting tight deadlines and academic standards with ease, all while tailoring every essay to your exact needs. No matter the topic, they’ve got the chops to make it stellar.	Distribute an evaluation handout to assess student nurses’ perceptions, fears, knowledge, understanding, and preparedness of perinatal loss and grief by week 12. Seek preceptors and nursing colleagues input and feedback by week 12. Perform a self-evaluation highlighting my strengths, weaknesses, and areas that need improvement by week 12.	Evaluation handout distributed and was useful in identifying student nurses’ perceptions, fears, knowledge, understanding, and preparedness of perinatal loss and grief. Input, feedback, and appreciation from preceptor and nursing colleagues received. Self-evaluation completed

References

• Buglass, E. (2010). Grief and bereavement theories. Nursing Standard (through 2013), 24(41), 44-7. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=https://search-proquest-com.ezproxy.lib.ryerson.ca/docview/521109783?accountid=13631
• College of Nurses of Ontario. (2014). Competencies for entry-level registered nurse practice. Retrieved from www.cno.org/globalassets/docs/reg/41037_entrytopracitic_final.pdf
• Parkes, C. (1998). Coping with Loss: Bereavement in Adult Life. BMJ: British Medical Journal, 316(7134), 856-859. Retrieved from http://www.jstor.org/stable/25178592
• World Health Organization (2019). Classifying the causes of perinatal death. Retrieved from https://www.who.int/bulletin/volumes/94/2/15-168047/en/

 

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