Theory of Comfort in Nursing
Theory of Comfort in Nursing
Curriculum design is an essential part of a program design and it guides stakeholders to achieve overall desired course and program outcomes. Program evaluation is a routine assessment of various parts of a program and a measure of intended goals. Program evaluation is done for a variety of purposes, including evaluating program implementation, determining program effectiveness, providing direction, and guiding improvements. The purpose of this assignment is to become familiar with the program evaluation process. Use the program outcomes on the example lesson plan in Chapter 10 of the Teaching in Nursing: A Guide for Faculty textbook. Create a hypothetical course framework that includes a course description and learning outcomes. Theory of Comfort in Nursing . Provide a rationale for how your course fits within the program and aligns to program outcomes. Your course outcomes should be different from the ones in the example lesson plan. Include a detailed explanation of how you plan to evaluate the course\’s success within the program. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Program Outcomes Related to the Lesson: • Holistic Health Promotion: Empower patients to improve health using a wide range of individual, social, and environmental interventions. • Cultural Congruence: Apply knowledge, skills, and attitudes to effectively practice within the cultural context of the patient. reference Billings, Diane M.; Halstead, Judith A.. Teaching in Nursing – E-Book (p. 161). Elsevier Health Sciences. Kindle Edition.Theory of Comfort in Nursing
Course Description: Theory of Comfort in Nursing
This course explores one of the middle range theories in nursing, the comfort theory proposed by Katharine Kolcaba. The theory posits that comfort in nursing is achieved through providing the patient with ease, relief, and helping them access transcendence. The purpose of this course is to expose the nursing students to the theory of comfort as a foundation to holistic nursing, which also requires the consideration of nursing within various cultures. The key concepts covered in this course include:
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- Comforting patients by providing them with ease.
- Comforting patients through relief
- Comforting patients through transcendence.
- Understanding patients and their cultures through developing cultural awareness, knowledge, etiquette, and competence.
Program Outcomes
The program outcomes associated with this lesson include holistic health promotion where the students are empowered to improve their health using a variety of individual, social, and environmental intervention, and cultural congruence, where the student should apply knowledge, skills, and attitudes required to effectively practice within the cultural context of the patient. As mentioned earlier, this program will expose the students to the theory of comfort in nursing, hence, understand how to provide holistic care to the patients. The nurse educator focuses on teaching the students the theory, and exposes them to unfolding case studies that integrate course concepts. For instance, with holistic health promotion as a program outcome, the course is relevant because within the learning modules, the student uses case studies to understand the various ways that the nurse can provide the patient with physical and emotional relief through administering medication and talk therapy. The case study exposes the student to holistic health promotion since they will understand how to provide relief to patients. Therefore, the main program outcome is to professionally develop the nursing student to provide holistic care through the theory of comfort. Theory of Comfort in Nursing
The course also fits within the program and aligns to program outcomes because the course includes course concepts that will expose the students to cultural nursing while providing holistic care, hence, achieving cultural congruence as an important program outcome. Once again, as Billings (2015) contends, using unfolding case studies is critical in a lesson experience because they help integrate concepts that are linked to program outcomes. In this case, modules on cultural nursing are critical in the lesson plans because they will achieve the program outcome of cultural congruence, which also forms the concept of holistic nursing. As such, one of the course modules should be cultural awareness in nursing, which will provide the nursing students with information on how to develop the cultural awareness when working in communities.
Course Outcomes
- Explain the theory of comfort in nursing.
- Demonstrate how nurses should provide comfort through relief.
- Demonstrate how nurses provide comfort to patients through transcendence.
- Demonstrate how nurses provide comfort to patients through ease.
- The student should demonstrate the various communication strategies and principles required when interacting with patients within multicultural settings.
These course outcomes are in tandem with the program outcomes of holistic nursing and achieving cultural congruence by applying the knowledge and skills required in practicing within the patient’s cultural context. These course outcomes are also student-centered, which Billings (2015) argued that are important in determining the pedagogical approach the instructor uses. Student-centered outcomes are more desirable because when designing them, the instructor focuses on specific competencies the student should develop, enhancing their professionalism as nurses. Theory of Comfort in Nursing
Assessment
To evaluate the course’s success within the program, Billings (2015) advices that instructors should consider designing assignments in ways that are consistent with the program and lesson outcomes. The students should also be aware of how the instructors plan to evaluate their competency by providing rubrics that assess their achievement of the lesson outcomes. Instructors should therefore provide students with rubrics that serve as guidance of what is expected of them (Billings, 2015). In this case, one of the most effective evaluative strategy will be to issue the students with an assignment to discuss various ways in which they would apply the theory of comfort in a real-world scenario. Additionally, as mentioned before, the use of unfolding case studies is critical in the learning process and experience. Therefore, it would be in order to use case studies as an evaluation strategy to assess whether the learners have mastered the course concepts and can integrate them.
Additionally, using discussion posts, as Billings (2015) suggests, would be ideal evaluation strategies because they evaluate the students’ understanding of the course concepts. Therefore, the instructor should design discussion post questions and assess the student responses to determine their comprehension levels, as well as achievement of the course outcomes.
Lastly, issuing examinations should be included as an evaluation strategy for the course concepts. Examinations issued should test the students’ knowledge and understanding of the course material. The questions asked should assess the student’s ability to practice nursing within a patient’s cultural context, and whether they understand how to provide holistic nursing. The examinations should prepare the students to explain how the theory of comfort applies in real-world scenarios.
Reference
Billings, Diane M.; Halstead, Judith A. (2015). Teaching in Nursing – E-Book (p. 161). Elsevier Health Sciences. Kindle Edition .
Theory of Comfort in Nursing
