Biology plan
nosnpe
pediatric_lesson_plan_template.docxLesson Plan 7
Running head: LESSON PLAN
Lesson Plan Assignment
Month Day, Year
Your Name and Credentials here
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Instructional Lesson Plan |
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Course: Pediatric Acute Care Nursing
Topic: Inpatient Nursing Management of Pediatric Diabetes
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Date: Insert |
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Instructor: Insert Your Name and Credentials Here |
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Goal: Novice nursing staff will gain the knowledge and clinical skills necessary to provide safe and competent care to diabetic patients in the pediatric inpatient setting.
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Context (learner group, learner characteristics, style, developmental level, learning theory):
Learner Group: Newly graduated RNs who have just been hired for the pediatric inpatient area are the target learners for this learning one hour session. This session is a portion of the 5-day pediatric acute care nursing course imbedded in their orientation. Learner Characteristics: All the RNs have graduated from nursing school within the last nine months. Ten are female and one of the is a male. Ages range from early 20s to mid 30s. Seven students are Caucasian, two are African American, and two are Asian. English is the primary language of each of the students. As recent graduates, all of these RNs are eager to learn and prepare themselves for their new role as a RN in clinical practice. Students are autonomous and have a sound knowledge base related to this topic. Learning Style: The target audience is a combination of field-independent and field-dependent learners. Therefore, some students will prefer lecture but others will prefer group discussions. Several teaching strategies will be employed to ensure that mastery of the content is obtained. Developmental Level: Learners fall into Erickson’s developmental stage of young adulthood. The psychosocial crisis in this stage is intimacy vs. isolation. Young adults continue in the formal operations stage of cognitive development. Physical development for most young adults is at its height; most young adults can master almost any psychomotor skill (Bastable, 2008). Learning Theory: Cognitive Learning Theory is being utilized in this lesson plan. “Cognitive learning results in the development of perceptions and insight” (Bradshaw and Lowenstein, 2007, p.4). A change in thought patterns and actions then occurs as a result of this insight. As the target audience is motivated and eager to learn, cognitive learning is appropriate. Cognitive learning is an active learning process and research indicates that adults prefer self-directed learning (Bastable, 2008).
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Objectives At the completion of this one hour session, the novice nurse will: 1. compare and contrast type 1 and type 2 diabetes;
2. describe the symptoms of diabetes;
3. differentiate between the signs and symptoms of hypoglycemia and hyperglycemia;
4. demonstrate skill in glucose testing via finger stick and use of a glucometer; and
5. demonstrate competence in “simple carbohydrate counting”.
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Content Outline and Time
1. Diabetes Mellitus – pancreas does not make enough insulin or body becomes insulin resistant a. Type 1 i. Insulin producing cells of the pancreas are destroyed ii. Dependence on replacing insulin iii. Only treatment option is insulin injections or insulin pump iv. 10% of diabetics are type 1 b. Type 2 i. insulin is produced, often at high levels ii. body is resistance to effects of insulin iii. pancreas cannot keep up with increased demands and begins to fail iv. diet, exercise and weight loss are first line treatment options, then medication (15 minutes)
2. Symptoms / warning signs of diabetes a. Frequent urination b. Excessive thirst c. Unusual hunger d. Weight loss e. Fatigue f. Irritability g. Frequent infections h. Blurred vision i. Cuts or bruises that heal very slowly j. Tingling or numbness in the hands or feet k. Recurring skin, gum or bladder infections l. No warning sign (5 minutes)
3. Abnormal blood glucose levels a. Hypoglycemia i. Signs and symptoms ii. Treatment b. Hyperglycemia i. Signs and symptoms ii. Treatment (10 minutes) 4. Monitoring a. Finger stick / Glucometer b. Glycosylated hemoglobin c. Urine ketones (15 minutes)
5. Simple carbohydrate counting a. Used in type 1 diabetes b. Every 15 grams of carbs = carbohydrate choice c. Use fast-acting insulin to cover the carb content of meal (15 minutes) |
Teaching Strategy
1. lecture
2. question and answer, lecture
3. lecture, group discussion based on case study
4. lecture, volunteer in audience to perform return demonstrate of glucometer after video
5. lecture, group discussion based on case study |
Instructional Strategy
1. PowerPoint
2. white board
3. PowerPoint
4. PowerPoint, 5 minute video
5. PowerPoint, handouts to serve as crab counting reference guide |
Method of Evaluation / Assessment
1. true/false, multiple choice, restricted response/short essay
2. true/false, multiple choice
3. matching, context dependent multiple choice
4. context dependent multiple choice, true/false, competency assessment (finger stick and glucometer)
5. context dependent multiple choice, completion items |
Multiple teaching strategies were used throughout this lesson plan in an effort to meet the learning needs of the target audience. These strategies include lecture, question and answer sessions, group discussion based on case studies and a demonstration. Lecture is beneficial for this topic because the instructor knows that all of the students are presented a common core of content. Bradshaw and Lowenstein (2007) state that “lecture is the safest and easiest teaching method, allowing the educator the most control within the classroom” (p.110). Question and answer is used for objective #2. By asking the students to draw upon their previous knowledge, this method allows the educator to determine what the students already know about the symptoms of diabetes. The third strategy used is group discussion through the use of case studies. Both group discussion and case studies are examples of teacher moderated teaching strategies. Students will have to assume a more active role; this should allow for variety and hold the attention of the audience. Finally, a return demonstration will be utilized as a teaching strategy after the students view a video which includes a demonstration. This collaborative strategy will enable the students to participate as active learners.
Again, a variety of instructional media are employed throughout this one hour session. The use of PowerPoint is the primary method used. This is in an attempt to enhance the lecture portion of the course. The visual learners may need this to help them process the lecture. A short video is used; again, assisting the visual learners. The video also allows a demonstration of both a finger stick and the use of a glucometer to be shown to the audience. The whiteboard was used to quickly jot down answers as the audience members called out the symptoms of diabetes. This list could then be referred to during specific points of the presentation. Handouts are to be used as a resource for simple carbohydrate counting. The handouts include many common “hospital dishes”; making them useful in daily clinical practice.
The material covered during this learning session will be evaluated in various ways. The first will be a competency assessment related to the use of the glucometer and the hospital policy on finger sticks. The competency assessment will be pass/fail and is an example of a criterion-referenced assessment. The second method will be that of a paper and pencil test; this is considered summative evaluation. Oermann and Gaberson (2009) state that “summative evaluation occurs at the end of the learning process” (p.11). Several types of test items will be used to assess learning. True/false, matching, multiple choice, short answer and completion items will be utilized within the written test. The true/false items enable the student to answer multiple questions in a short period of time. They also are able to evaluate a wide range of content (Oermann and Gaberson, 2009). Some of the multiple choice items will be context dependent in an effort to assess higher level cognitive skills. The written test will serve as a valuable assessment strategy. Evaluation will also occur throughout the learning session during the group discussions of the case studies presented. Formative evaluation “occurs throughout the instructional process and provides feedback for determining where further learning is needed (Oermann and Gaberson, 2009, p.10). The variety of assessment strategies used will be helpful to the educator in determining whether the learners were motivated to learn as well as provide learners with various ways of demonstrating what they have learned. References:
Bastable, S.B. (Ed.) (2008). Nurse as educator: Principles of teaching and learning in nursing practice (3rd ed). Boston: Jones
and Bartlett Publishers.
Bradshaw, M.J. and Lowenstein, A.J. (2007). Innovative teaching strategies in nursing, and related health professions. (4th ed).
Sudbury, MA: Jones and Bartlett Publishers.
Oermann, M.H., & Gaberson, K.B. (2009). Evaluation and testing in nursing education (3rd ed). New York: Springer Publishing
Company.
