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Course: Clinical Teaching and Assessment

Topic: Nursing care of the patient with an anxiety disorder

Level of participants: Third year Bscn Nursing Students

Number of articipants: !"

#ate: April $rd% &'!&

Time: !':$' am

#uration: (" minutes

)enue: *nservice +ducation #epartment

,ethodology: Lecture-#iscussion-#emonstration

Learning Theory: Ausubel: +mphasi.ed the use of advance organi.ers which

he said was different from overviews and summaries/ 0is use of an advance organi.er acted as a

bridge the chasm between learning material and existing related ideas/ The advanced organi.er

used% sought to bridge new 1nowledge with what was 1nown 2sometimes what is 3nown is

uncertain and not concrete4/ Though he specified that his theory applied only to reception

learning in schools% it was utili.ed because it introduced the topic and aided the se5uence of the

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i f i b i d 26 d 7 8i &''$4 8 # l i h h d l l h

Students interact with the world by exploring and manipulating ob=ects% wrestling with 5uestions

and controversies% or performing experiments/ As a result% students may be more li1ely to

remember concepts and 1nowledge discovered on their own 2in contrast to a transmissionist

model4/ 2;uinn% &''

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!/ #efine the terms anxiety% anxiety disorders

According to ?risch 7 ?risch% &''hen allowed to participate in decisionma1ing

regarding their care% patients can regain a partial sense of control/ As patient advocates% nurses should ta1e advantage of the

therapeutic effect of music by incorporating it into their plan of care 2+vans% 8ubio% !(4/

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SG,,A8F: The Client with anxiety disorder

Nursing care of the client with an anxiety disorder was presented on April $rd% &'!& at the *nservice +ducation #epartment Bellevue

0ospital/ The purpose of the teaching session was to educate senior nursing students from Northern Caribbean Gniversity 2NCG4 and

Gniversity of Technology 2GT+C04 on the nursing management of patients with anxiety disorder/ The teaching methodologies used

were lecture discussion and demonstration

The learning theories used were: Ausubel who served to brea1 the ice% introduce and se5uence the topic% since it was his theory that

spo1e about the use of an advance organi.er in teaching/ 8ogers: who posited that for the adult% learning is student centered and

personali.ed and that the educator act as a facilitatorD Bruner: who posited that learners were not blan1 slate% but brought their past

experiences to this learning situation/ The students were on the units at Bellevue 0ospital and at >ard &! Gniversity 0ospital of the

>est *ndies and had seen patients with the disorders or had some form of anxiety themselves or had seen some family member with

the disorders% thus they were excited with the topic and gave full participation/

The scientific principle of homeostasis was utili.ed since it loo1ed at the tendency of the organism to maintain and restore certain

steady states/

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The session was evaluated using a formative and summative evaluation method% which is 5uestions were as1ed before and after each

ob=ective followed by a test at the end/

At the end of the ("mins interactive session students were able to:

!/ #efine the terms anxiety% anxiety disorders according to ?risch 7 ?risch% &''