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Lesson Plan for a Volunteer Peer Mentor Program at Hospital X Lisa Seldon N545-Technology and Curriculum Design August 9, 2013 1 Background • The Affordable Care Act of 2010 was signed into law to help support the uninsured and underinsured as well as hold hospitals accountable for the care they deliver to patients. • Healthcare organizations now have to focus of the quality of care they deliver and patient outcomes 2 Background • A volunteer peer mentor program is a viable , innovative alternative to effectively engage patients and improve the patient care experience during the hospital stay. • This peer mentor role will augment, strengthen and support interactions between patients and the healthcare team; it will reinforce the motivationalbehavioral aspect of managing disease processes; 3 Student Demographics/Contextual Realities • Volunteer group, 18-65 years of age • These volunteers are educated individuals that are currently in nursing or medical school or retired healthcare professionals, administrators/directors, marketing executives, psychologist, etc. 4 Student Demographics/Contextual Realities • This will be a two-day, face to face, peer mentor training program that will be offered during volunteer orientation. • A condensed two-hour Healthstream module will be developed to maintain yearly competency in this area. 5 Program Objectives By the end of this program: • Participants will be able to define the following terms: patient engagement, peer mentor, peer mentee and motivational-behavioral interactions. (Knowledge & Application-Cognitive) Lesson #1 • Participants will role model effective communication skills including: active listening, constructive feedback and reflection, verbal, paraphrasing and nonverbal communication. (Cognitive) Lesson #2 • The participant will acknowledge behaviors necessary for problemsolving and assist the mentee to develop this skill. (Receiving-Affective) Lesson #3 6 Program Objectives (con’t) By the end of this program: • Participants will acknowledge behaviors necessary for decision-making and support the mentee with developing this skill. (Receiving-Affective) Lesson #4 • Participants will support the mentee to build confidence in his/her caregiving skills. (Human Dimension) Lesson #5 • Participants will demonstrate behaviors to support motivational-behavioral interactions. (Cognitive) Lesson #5 • Participants will be able to effectively collaborate with the patient care team to communicate the needs of the patient/mentee. (Human Dimension) Lesson #5 7 Lesson #2-Effective Communication Learning Objectives • Goal 2.1: Participants will examine scenarios that portray effective and ineffective communication techniques. (Analysis-Cognitive) • Goal 2.2: Participants will practice skills such as clear communication, active listening, constructive feedback and paraphrasing, in mentoring situations. (Application-Cognitive) 8 Lesson #2-Activities Goal 2.1 • Will send participants pre-work via an e-Learning Powerpoint presentation regarding effective communication techniques. Pre-work will be reviewed as an ice-breaker to the conversation. • During the face-to face, will use the iMovie technology to show a total of four different scenarios that depict effective and ineffective communication techniques during a patient interaction. 9 Lesson #2-Activities Goal 2.1 • Will solicit participants input regarding what types of scenarios they witnessed and clarify correct and incorrect answers. • Will replay scenarios and help participants identify strengths and weaknesses of active listening, clear communication, feedback, verbal/nonverbal communications, etc. 10 Lesson #2-Activities Goal 2.2 • Participants will be paired into groups of two. Each participant will receive a scenario that they must role play. Using a camera, the role play scenarios will be taped and replayed with MovieMaker software for group to give feedback on mentor/mentee interaction. 11 Assessment • A short five question assessment will be attached to the eLearning pre-work. These questions will be used as an icebreaker to the effective communication module/lesson. • After the lesson, the participants will be verbally assessed on key components of effective communication. 12 Assessment • Will use the iMovie technology again to show more mentor/mentee scenarios and have patients to respond to questions using clicker technology. This will ensure participants understand key ideas and concepts of the mentor/mentee relationship. • Will shadow participants during their first day on the floor as mentors and spend an hour at the end of the day giving feedback regarding the interaction. 13 Technology Support • The hospital conference rooms are wired with high-tech audio-visual equipment. • A laptop will be used to present content using Powerpoint software. The scenarios from iMovie will be integrated into the presentation slides. • A support person will be solicited to film/videotape participants during role play and will use Moviemaker which is downloaded on the laptop to play the scenarios • There is a school of nursing connected to our health system, so I will borrow their clicker technology to use for part of their assessment. 14 References • Coulter, A. (2012). Patient engagement-what works? Journal of Ambulatory Care Management, 35(2), 8089. • Coulter, A & Ellins, J. (2007). Effectiveness of strategies for information, education and involving patients. BMJ, 335(7609), 24-27. • Ljungberg, I., Kroll, T., Libin, A., & Gordon, S. (2011). Using peer mentoring for people with spinal cord injury to enhance self-efficacy beliefs and prevent medical complications. Journal of Clinical Nursing, 20, 351-358. • Patterson, B., Kilpatrick, J., & Woekenberg, E. (2010). Evidence for teaching practice: The impact of clickers in a large classroom environments. Nurse Educator Today, 30, 603-607. • iMovie in teacher education http://edweb.sdsu.edu/sciencetg/ie/ • Introduction to Windows MovieMaker2 https://www.ischool.utexas.edu/technology/tutorials/graphics/moviemaker2/MM2handout.pdf 15