That is the development an evolving case study. Once again, you’re going to step into the role of a nurse educator. In this assignment, you have the opportunity to totally develop an actual learning activity. This activity can be once again, in the academic setting or nurse professional development setting. The evolving case study should be the focus of a small group activity. Let’s jump right into the assignment. The first part of this assignment is to provide a general overview of the evolving case study. In this overview, you need to identify the purpose of the case study that you are riding. Identify once again, the type of learner that you are focusing on. You will need to correctly stated learning objectives. Remember, in the tool box of our course, there is a presentation title, Understanding outcomes that will help you write correctly worded objectives. You need a brief description of the overall case study and the setting itself. In this slide, it shows the area that are required for the overview of the case study. See how in the gray box or in the second column, you’re going to identify the purposes, the type of learner, two learning objectives, and a description of the case study. And the study. Once again, we require you to use the template that we provided in the Module Six information. In the next section, we focus on the tics journal patient. You provide a name that basic demographic type of information. Past medical history, present social history, primary medical diagnosis, and surgery. Now remember, this is information that you will be providing your learners is from this information that they will then dive into the different stages and come up with solutions and actions. So this information needs to have detail for them. This is where the information goes. They require template that we have provided you in module six of this course. Following the general information about your patient, it is now time to give report to your learners. By using the SBAR format. You are going to provide to your learners a detailed description of the information or the report to the next shift, a hand-off report so that the student is ready to take over the nursing care of this patient. The case study. Notice, there’s a time of it, who’s giving their report. And again, the basic S bar that is commonly used in hand-off reports. On this slide, this presents the information or this section at the template where you will put the various parts of your report to your learner. Remember, this gets some started. This prepares them for the case study. So in a way, you’re handing the case study over to them for their actions and their thoughts. Now, an evolving case study, changes are evolves over time. That’s why it is such a good learning activity, because it real, it realistically presents changes within the patient or a progression. So you start your students and your learning activity. This assignment was stage what? You need to identify a little bit again of the healthcare situation. What are the students walking into? How is the patient currently right now in stage one? Then in the next column, you want to identify at least two required actions. And these actions should be appropriate to the learner. For example, in most facilities, a student nurse is not able to call the physician and take medical orders. So make sure that the actions are linked to the level of the learner. Then in the last column on the template, need to provide to critical thinking questions. So what would be critical thinking? Application type of questions? Not just asking for knowledge, but true critical thinking. In this situation, you can use the Socratic question format that have been presented in the weekly lessons. Lastly, you need to trigger stage two. So in the trigger, something is going to happen. Okay? Something is going to go on. That’s going to make for a change in the patient. This slide presents the template for stage one. Do notice that there is a spot or column for the health care situation. There is a column for the least to required actions that are appropriate to the learner. And then the far column is where you would put you to critical thinking questions that would challenge the student. You want to go beyond reassigning of knowledge, but to apply information such as using Socratic question format or other application questions. Then notice at the bottom, there’s this trigger for stage two. This occurs right before stage two begins. So something is happening that is going to trigger the next stage. Maybe it’s a drop in blood pressure. Maybe it’s the patient calling out for help because they have unfortunately I hit the floor or whatever, but something is triggering stage two. Then we go into stage two. Often this is a deterioration of the patient, but it doesn’t have to be. So you present again the health care situation, maybe a change in the vital signs, maybe as a blood sugar. Maybe again, like I said, the person has fallen out of bed or forward, walk into the bathroom. Something has happened based on this event. Then there needs to be to appropriate actions and then to critical thinking questions. Then you provide a stage or a trigger for stage three. Again, you can see that there is a spot for the health care situation. So what has happened to this patient in stage two? Then you move to the appropriate actions based on what has occurred to the patient and based on the level of the learner. And then you provide to critical thinking questions to challenge again, the student’s application of learning, not repeating facts but applying it. Then you’ll notice there’s a stage or a trigger. Stage three, that’s the bottom row. A trigger for stage three. Now, with stage three, we have stabilization of the patient. So now you described to health care situation once again, the patient has stabilized, blood pressure, has improved based on correct action. The glucose is coming up, whatever. Okay. Something described the situation so that the patient is now stabilized. Then identify to appropriate actions. Again based on the level of the learner. And once again, two additional critical thinking, our application questions. So in this stage, ok, this is the template and this is stage three. So the patient has now stabilized. So you redescribe the healthcare situation based on the stabilisation to appropriate actions based on the level of the learner. And then once again, to critical thinking, our application questions is, you know, from the lesson, content, debriefing is a major component in the teaching of students. In this case, our debriefing requires you to develop to critical thinking questions. One that must focus on some care or some element of holistic care. Now that can be for the patient or the family member. And second is to focus on an ethical element within the case study. So an ethical element, then you need to provide an explanation of the educator’s role during debriefing. And how does debriefing contribute to the target audience learning? This again is a snippet from the required template. This focuses on the debriefing, and there is a row designated for each of the required bullet points. So there’s a row that asks for the holistic critical thinking question. One for the ethical question. And then the other two remaining bullets that focuses on the role of the educator within debriefing. This section, we move into self reflection. In this self reflection, you are going to present how the evolving case study as a teaching method reflects your educational philosophy. And then you’re going to present how critical thinking questions are consistent with your educational philosophy. This is again, the snippet from the template. And this is where you’re going to record yourself reflection regarding the evolving case study and the use of critical thinking questions. I hope you will find this assignment a little bit challenging because you have the opportunity to use a past experience and turn it into a learning activity for your student. The learning, the learner will greatly benefit from an evolving case study. Because other realistic progression of the patient.