Nursing Discussion #1: Creating and Aligning Rubrics to Learning Experiences

Lesson Overview

Name:

Lesson Title:

Insertion of a Peripheral Intravenous Line 101

Environment:

(on-site, online, or hybrid)

This lesson can be taught online, on-site, or hybrid because learners will have the information needed to complete the lesson no matter the environment. However, I will prepare this lesson for on-line students.

Lesson Goal:

After the completion of the lesson, learners will successfully know how to start a peripheral intravenous (PIV) line and the importance of the access.

Description of Lesson/ Learning-centered activity:

Learners will learn how to insert a PIV and demonstrate the skill. I will send a link for a video demonstration on how to start a PIV. A powerpoint presentation will also be available to refer to prior to the performing the skill.

ASSURE Model

Analyze Learners

Intended Audience of learners: baccalaureate-nursing students in their first year of nursing.

Prerequisite skills or knowledge needed: head-to-toe assessment, proper handwashing technique, how to assess and palpate veins, and items needed for PIV

Learner Motivation: Learner needs to know this information so patients will have some form of IV access, especially in emergency situations.

State Objectives

The learner will: be able to demonstrate how to properly insert an intravenous needle to start a PIV.

Learners will analyze the importance of having a PIV.

Learners will verbalize the items needed to start a PIV.

Select Methods, Media, and Materials

Teaching method: Active learning and discussions will be used during this lesson. Since the students have reviewed the anatomy of the human body, I will prepare them for the lesson. I would instruct them to:

· Wash hands prior to initiating contact with patient.

· Always ask what the PIV will be used for, assess body site (never place a PIV on the same arm as a dialysis access or on the same side where one has had a mastectomy), apply tourniquet, once vein is found, clean for 30seconds and allow to dry for 1minute, flush saline connector, stabilize vein, insert needle, watch flashback chamber for blood, use index finger to thread catheter, retract needle, insert saline connector, and flush PIV with saline. Once saline connector is inserted, assess for positive blood return. Place dressing on PIV and writing date, time, and initials. PIV is ready to be used.

Media/Technology (if applicable): media (video presentation of me demonstration skill and powerpoint on PIV insertion), provide YouTube video links on proper technique of starting a PIV, and EBP materials on how to start a PIV and its necessities

Materials (if applicable): textbook, mannequin’s arm, IV start kit, needles, alcohol, tape, and gauzes

250ml saline bag with red dye (used with the mannequin’s arm to pretend to be the flash of blood when inside the vein)

Utilize Media and Materials

Learners will prepare for the media by: downloading powerpoint presentation, purchasing correct textbooks, and accessing video presentation on how to start a PIV

Require Learner Participation

Learners will participate/engage with the activity by: The teaching strategies will include active learning and group work. Learners will demonstrate skills learned from lesson. Students can be divided into groups to assist each other with PIV insertions. By Day 7, students will submit a video of them successful starting a PIV using a checklist as part of the evaluation. There could also be a discussion post over PIV and its importance. Students must respond to colleagues. Students must research EBP material on PIV and site it in their discussion post. Lastly, students will complete case studies over PIV insertion and items used during demonstration.

Evaluate and Revise

Noteworthy comments from colleagues/Instructor revised into final Lesson Plan:

· wash hands prior to putting on gloves

· explain appropriate site locations; example: do not place a PIV on the same arm as a dialysis fistula or the same side of a mastectomy without a physician’s order

· develop case studies and visual learning activities that are effective for helping the student remember the lesson

Other information the students recommended included me speaking slower, putting the camera closer, speaking louder when my head was down, and summarizing the important points at the end. Due to time constraints, I was not able to provide a summary of the lesson even though it may have benefit the students. Handwashing was a great recommendation. It was performed prior to the recording. I tried to prepare and set up everything before recording so I would exceed the time limit. The other suggests were appropriate, and I have added them to my lesson.

Identify at Least One in Each Area

Pre-Licensure QSEN Competencies

Integrated Processes

Clinical Relationships

1. Patient-centered care FORMCHECKBOX

2. Teamwork and collaboration FORMCHECKBOX

3. Evidence-based practice (EBP) FORMCHECKBOX

4. Quality Improvement (QI) FORMCHECKBOX

5. Safety FORMCHECKBOX

6. Informatics FORMCHECKBOX

1. Nursing process FORMCHECKBOX

2. Caring FORMCHECKBOX

3. Communication and documentation FORMCHECKBOX

4. Teaching/ Learning FORMCHECKBOX

1. Varied sources of data FORMCHECKBOX

2. Similar options FORMCHECKBOX

3. Prioritization FORMCHECKBOX

4. Teaching FORMCHECKBOX

5. Notes: ​​​​​​​​​​​​ FORMCHECKBOX ______________

Rationale:

Rationale:

Rationale:

Teamwork and collaboration will keep the learners engaged in the activity and promote learning. Safely preforming the skill will minimize harm to self and patient.

Using both teaching and learning will help learners retain the information and its importance.

Teaching and notes are needed to ensure the learners receive the knowledge needed to achieve the learning objectives.

CATEGORY

4

3

2

1

Speaks clearly

Speaks clearly and distinctly all of the time and mispronounces no words.

Speaks clearly and distinctly all of the time but mispronounces 1 or more words.

Speaks clearly and distinctly most of the time and mispronounces no words.

Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.

Duration of presentation

The presentation was between 5 and 7 minutes and did not seem hurried or too slow.

The presentation was between 5 and 7 minutes but seemed SLIGHTLY hurried or too slow.

The presentation was between 5 and 7 minutes but seemed VERY hurried or too slow.

The presentation was too long or too short.

Accuracy of Facts

All supportive facts are reported accurately (3 of 3).

Almost all facts are reported accurately (2 of 3).

One fact is reported accurately.

No facts are reported accurately OR no facts were reported.

Point of View - Purpose

Presentation establishes a purpose at the beginning and maintains that focus throughout! Cohesive presentation.

Establishes a purpose at the beginning, but occasionally wanders from that focus.

The purpose is somewhat clear but many apects of the newscast seem only slightly related.

It was difficult to figure out the purpose of the presentation.

Graphics

Graphics include some original material and are clearly related to the material being presented.

Graphics are clearly related to the material being presented, but none are original.

Graphics include some original material but are only somewhat related to the material being presented.

Graphics are not related to the material being presented.