Learning Resources and Materials

E-learning tools will be the primary resources utilized for teaching learners in this case (Wynter, Burgess, & Kalman, 2019). Notably, the learners are nurses working within acute care centers. This provides a depiction that most of them will not have time to attend physical classes. However, with e-learning tools and resources, the learners can study at their own time to meet the learning objectives. Googledocs, YouTube, and Twitter will be provided with a priority in this case.

Learning activities

Completing case studies and observation are effective activities which the nurses will engage in to enhance their learning about patient safety. Arguably, Teaching and learning healthcare concepts is a premise founded on the encounters of the patient within a clinical environment (Beigzadeh, Adibi, Bahaadinbeigy & Yamani, 2019).

Priority areas

The students need to know that their actions as nurses directly impact the safety of the patients. The effective content area to be considered in this case includes the importance of team collaboration in fostering a safety culture in clinical settings.

Learning Strategies

Different learning strategies will be considered to educate the learners. Modeling is one of the effective strategies to be implemented in this case. With modeling, the educator is provided with the potential to demonstrate the skills with the learners as they observe (Schupbach, 2012). In this case, the less experienced learners will see how the knowledge of patient safety is incorporated within a clinical setting. Despite the fact that modeling is a strategy utilized with early learners within the healthcare field, using modeling when dealing with more advanced students can also be effective in fostering learning (Schupbach, 2012). Notably, advanced learners have the ability of developing a more sophisticated means of addressing complex issues and problems related with patient safety in the clinical setting. Moreover, this group of learners can also effectively use active listening and critical thinking (Schupbach, 2012). Although the use of active listening and critical thinking in modeling regarded as a relatively passive strategy, they are powerful and effective in encouraging successful learning outcomes as the students will be required to engage in critical thinking to discuss cases of patient safety, development and the proper recommendations to be considered to uphold the safety culture (Schupbach, 2012).

Case presentation is also a teaching strategy to be considered when teaching the students about patient safety. Case presentation is an important strategy of teaching that enables the students to have access to fundamental information about the concepts being taught (Schupbach, 2012). Additionally, the case presentation enables the learner to make applications about the patient safety concepts being taught, hence applying the test battery to generate effective and adequate assumptions about the problem becomes simple. Case presentation is also a simple strategy which enables the educator to complete an assessment of the student’s critical thinking level as well as the ability to transfer the previous experiences to new clinical situations involving the safety of the patients. In this case, I will use highly detailed information for the case studies regarding patient safety. This is driven by the notion that the student already have experience in the clinical setting and enhancing their knowledge the environment would be effective in addressing the issue of patient safety (Schupbach, 2012).

I will also rely on the use of collaborative learning simulations. The use of collaborative learning strategies carried through simulations will be effective in this case. With the simulations, I will be required to select or develop a case related with patient safety issues in the clinical environment. Subsequently, I will work with the students to provide a discussion of a possible case history, possible diagnosis, evaluation strategies and recommendations for upholding the safety of the patients in a clinical setting (Schupbach, 2012). I consider this strategy to be effective because it allows both the educator and the learners to work collaboratively in making the decisions about the learning process. Moreover, the use of simulations enables the learners to engage in brainstorming to learn. Therefore, it is highly likely that the learners will understand what they did wrong in the past that contributed to the increased patient safety issues such as increased number of falls among older patients in acute care settings. This can act as a high confidence building exercise with a highly successful outcome.