Proposal-Teach Out Project

Proposal-Teach Out Final Project

    I have uncovered a unique opportunity to translate Leslie Grinner’s S.C.W.A.M.P. framework into nursing education. Inclusion of the S.C.W.A.M.P. framework within an education module plan for students of nursing can be a powerful and meaningful exercise. This exercise can be operationalized into both the didactic and clinical setting. I propose the teach out project to be delivered in several small lessons over the course of a semester. Lesson delivery will be discussed later in this proposal. 

    Based on the material covered in FNED 502 thus far, an obvious choice for reference is Leslie Grinner’s S.C.W.A.M.P framework.  As I researched to find appropriate reference materials for this project, I came back around to the framework itself.  Grinner has done much work aligning her framework to the multimedia platform, which is detailed in some of her work. I’ve decided to utilize her framework in the setting of healthcare.  All too often patients and families are victims of our dominant ideology which puts those individuals at risk for substandard of or even missed care opportunities (equity and equality) all together in our healthcare system. Supporting literature that I will synthesize and operationalize as part of the teach out will be Allan Johnson’s Privilege, Power and Difference, as mentioned Grinner’s Framework, and data collection/analysis from the Institute of Medicine (IOM) and the World Health Organization (WHO) that discuss healthcare disparities.  

Lesson Delivery Proposal

1. Introduction lesson to present and familiarize the students to Grinner’s framework

2. Classroom activity: display the elements of dominant ideology as a single element on an individual ppt. slide and have each student add appropriate words to each element that describes the dominant ideology

3.  Provide an in-class opportunity for the students to reminisce and story-tell about a times they have seen a patient experience being a victim of a dominant ideology element

4. Encourage students to evaluate their own interactions with their patients and identify an interaction that could be aligned with an ideology element where the outcome could have been more beneficial to the patient

5. Assist the students to uncover and identify concepts identified as health disparities related to the ideology as well as actual or potential risks to the patient

6. Ask students to write a critical reflective journal to summarize Grinner’s framework, the actual or potential impact on their practice present and future, how they might explain the framework to another individual