Teaching Topic. Mental Health Nursing: Anxiety-Related Disorders
The following class is devoted to anxiety and anxiety-related disorders as one of the significant mental health concerns nowadays. The high level of stress, multiple factors causing additional pressure, and the high speed of life might affect individuals and precondition alterations in their behaviors that should be addressed; otherwise, they will suffer from a decreased quality of life and severe adverse effects. For this reason, the class is focused on improving awareness of its problem, its definition, types, and how anxiety can be managed, as it is vital for the modern nursing sphere.
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Level of Instruction
The offered program is designed as a mid-program for junior undergraduates. It focuses on providing the basic knowledge devoted to anxiety, its definition, types, classification, and possible treatment. It does not provide in-depth details linked to diagnosing and educating students on how to work with patients who have this condition. Instead, the class is designed for introducing the issue, clarifying its central aspects, and motivating students to continue studying the topic to acquire an enhanced understanding and the ability to work with anxiety in clients. For this reason, the following level of instruction is chosen.
The Learning Objectives
The learning objectives are introduced following the level of instruction. Students should be ready to define anxiety and list and explain its main characteristics. Moreover, they should be able to outline and discuss four degrees of anxiety offered by the relevant literature. Another objective includes an understanding of how the body responds to anxiety, what defense mechanisms it has, and what psychological factors are linked to it. This knowledge is basic regarding the selected theme, and it will create the basis for further discussion of anxiety by students.
During the class, the definition of anxiety, its types, anxiety-related disorders, and methods to manage the condition will be discussed.
Teaching strategies used during the classes focus on making the learning process more entertaining and fun for students. A PowerPoint presentation is used as the central tool during the lecture to visualize the presented information and make it easier to comprehend. Moreover, discussions and control questions are used to control the overall understanding of learners. The class presupposes group tasks and case studies to help to use the acquired knowledge to solve some practical questions. Finally, a jeopardy game is designed to summarize information and organize a group competition. It is expected these methods will make the teaching process more entertaining, fun, and interesting for learners, improving results and engaging learners.
The teacher’s lecture, with the use of the PowerPoint presentation, will provide information in a comprehensive, visually appealing way. Moreover, students will be able to make notes using slides. Class discussions will provide students an opportunity to demonstrate their understanding of the material and suggest new topics for further research. Questions will help the teacher to evaluate how students understood provided materials. Group tasks and case studies will provide students a chance to assess their understanding by themselves by explaining the material to other group members and applying their knowledge to real-life situations.
Evaluation of the class’s outcomes will be performed using several methods. First, questioning to control the overall understanding will be used. They will help to show whether all learners possess the demanded comprehension or if additional explanations are required. Second, the jeopardy game is viewed as a powerful method to summarize information and show the current level of knowledge among students. Active participation, the ability to answer most of the questions, and motivation to play will show engagement and desired results. A set of these evaluation methods will help to control the effectiveness of the class.
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Case Study Assignment
Students will be provided with the case study with symptoms to do the following:
- Define whether a patient has an anxiety-related disorder.
- Suggest an effective intervention.
- APA citation style should be used.
Case Study Grading Rubric
|Accomplished (90- 100%)||Emerging (75-89%)||Unsatisfactory (below 75%)|
|Content and focus||The presence of a particular disorder and treatment are defined correctly||The presence of a particular disorder is defined correctly. The suggested treatment may be improved||Neither a disorder nor the treatment is identified correctly|
|Organization||Writing is logical and in a consistent order||Writing is logical, but the discussion is hard to follow||No organizational patterns, logical narration, transitional words|
|Sources/format||Information from reliable sources is appropriately cited, and APA guidelines are followed.||Minor mistakes in a format, fewer resources are used.||APA guidelines are not followed, and sources are not used.|
100 points in total.
Plans for Individual Learning Differences
Combining visual and audio appeals, reading, and kinesthetic elements, it is possible to consider individual learning differences.
- Visual – PowerPoint presentation, slides with bullet points
- Audio – lecture, asking questions, class discussions
- Reading/Writing- taking notes, written case studies
- Kinesthetic- mini-breaks for students during which they will have an ability to move.
Working in a group will not limit students’ moves.
Altogether, the proposed teaching plan focuses on teaching students about anxiety-related disorders, their role in the life of individuals, and how they can be managed today. It is planned to use PowerPoint presentation as the tool for visualizing the information and improving its understanding. The teacher can use questions to ensure learners understand the proposed information and can use it to apply to different situations. Finally, the jeopardy game is planned as an entertainment element needed to help students to relax, refresh, and use their knowledge in a specific way.
Chorpita, B. F., & Barlow, D. H. (2016). The development of anxiety: The role of control in the early environment. In The Neurotic Paradox (1st ed.). Routledge.
Holland, K. (2020). Everything you need to know about anxiety disorders. Healthline. Web.
National Institute of Mental Health. (n.d.). Anxiety disorders. Web.
The Recovery Village. (2021). Different levels of anxiety. Web.