University of Phoenix Material

Instructional Module/Training Plan Template

Part I: Vital Information Author Jason Nichols Instructional Topic Basic nursing skills: reading vital signs Instructional Module/Training Plan Title Learning Setting Community College on-campus class Audience The intended audience is would-be nurses wanting to become certified nursing assistants and/or continue in a nursing program toward RN certification. Most will have little or no college experience prior to this class. Delivery Modality (online, hybrid, face-to-face, and so forth) Total Time Allotment The class is scheduled to meet twice a week (Tuesday and Thursday) for two hours each session. The course runs for four weeks. Instructional Module/Training Plan Goal Two Performance-Based Objectives 1). The student will check a patients vital signs and determine if the signs fall within the normal, healthy range. Degree of accuracy = minimum 85% (17 out of 20 on practical test) required to pass. 2). The student will demonstrate proper use of basic nursing equipment (stethoscope, thermometer, blood pressure cuff) in a simulated hospital environment. Degree of accuracy = minimum 85% on final examination (40 questionsa blend of multiple choice and mix/match equipment parts) required to pass. Summative Assessment Description Each student will be given a written examination to determine his or her ability to identify the parts and components of the basic nursing equipment used in this course. A practical examination will also be given to test the students ability to use the equipment to check body temperature, heart rate, and blood pressure and determine whether or not they fall in the normal range. Upon completion of the Introduction to Nursing course, students will be able to safely perform a check of patient vital signs. This course will be offered face-to-face on campus as an instructor-led course.

NUR 101 Introduction to Nursing

Part II: Development Attention Getter The attention getter at the beginning of this course will include a handout with fun facts about Certified Nursing Aids (e.g. the CNA dates back to WWI, having a CNA certificate improves a students chances of being accepted into an RN program, etc). In a class of 20 students, three handouts will have some sort of mark (check mark, smiley face) on the front. To start class, everyone will be asked to stand. The instructor will announce that these 20 people represent the general population in the U.S. He or she will then ask everyone to be seated except for those whose handout has the mark on it. These students represent the percentage who did NOT visit a health care professional in the past year. According to the CDC, 82.6% of Americans visited a health care professional in the past year (http://www.cdc.gov/nchs/fastats/docvisit.htm). This exercise is aimed to get students to think about how important their career choice is and how great the need is in the nursing field. Detailed Input of Content The majority of the factual information for this course will come from a text book. Students will have required reading prior to each class meeting. A syllabus will outline the reading and content of each class session. In class there will be a few handouts to supplement information from the text. Approximately half of each class period will involve instructor presentation of material: how the equipment works and how to use it/care for it. The second half of each class will be open to question and answer and discussion, and practice using the equipment on each other. The lecture portion of the class will include some videos that show extreme case studies of body temperature, heart rate, and blood pressure so that students will know what to look for (since their peers will likely always display normal vital signs). Charts displaying normal and abnormal ranges of vital signs will be used so students get a sense of the range of signs that is considered normal and when a patient might be at risk. For the practical portion of class, students will work together in pairs to get familiar with reading a thermometer, applying and reading a blood pressure cuff, and listening to and recording heart rate with a stethoscope. Breakdown of class sessions will be as follows: 60 minutes of lecture/demonstration of equipment parts, function, and proper use/care. Pertinent charts/graphs or videos will be displayed via projector. Review content from the required reading. 20 minutes for questions pertaining to the days lesson. 30 minute practicing using the equipment with a partner to get consistent readings.

 10 minutes to properly clean/sanitize and store equipment. Part III: Implementation Instructional Strategies The first portion of instruction will involve instructor-led teaching and discussion from the text book for each of the three segments of the class: heart rate/stethoscope, body temperature/thermometer, and blood pressure/cuff. The instructor will define each vital sign and introduce the equipment used to read it and how that equipment is used. The purpose of the instructor-led portion is to ensure that students are given a thorough definition and explanation of the terms so that the first objective is met: identify the normal, healthy range of vital signs. Discussion portions of the class will involve the use of effective questioning (i.e. How would you use, What would happen if.) to promote critical thinking about vital signs and causes for vital signs registering out of the normal, healthy range. The course will also use collaborative learning, having students work in groups to look at case studies of extreme cases of patient vitals. Part of the classroom instruction will include the use of videos which will demonstrate vital sign readings outside of the normal, healthy range so that students will know what those readings look like. The videos will be used to supplement the hands-on practice using equipment on a classmate (since those readings will be, presumably, healthy and normal). In addition to lecture and video, the students will practice the hands-on skills of using a stethoscope, thermometer, and blood pressure cuff to read the vital signs of their peers. This instructional strategy will satisfy the second performance-based objective of students demonstrating proper use of basic nursing equipment. Formative Assessment The first formative assessment will occur at the beginning of the course. This assessment will be a survey used to determine the level of experience with/knowledge of the subject matter of this course. The second formative assessment will be a weekly quiz covering the discussion topics, case studies, and particular information about the vital sign and equipment for the current week (each vital sign and its respective piece of equipment will be given a week). The third formative assessment will be a weekly observation by the instructor. Each class period has time scheduled for students to practice reading that weeks particular vital sign. For example, in week one, Body Temperature, the instructor

will observe students using a thermometer to check a classmates temperature. During this time, the instructor will observe the students use of the equipment and technique for reading vital signs. The observation will be casual with the instructor moving about the room. This period will serve as time for additional questions from students as well as a time for any additional help needed to understand the proper use of the equipment, etc. Closure Closure to each topic will be given by asking the class what further questions they may have about the topic just discussed. Closure to each class session will include a brief re-cap of the class topic, any videos watched, and any case studies discussed. Time for any additional questions will be reserved at the end of the class session. Closure to the course will include a student survey following the final examination in which students can give feedback on the course, the instructor, and the materials used as well as giving suggestions for future classes. Materials and Resources Materials and resources required to facilitate this course will include a text book, appropriate videos, and a variety of handouts (articles) for case studies. The course will require thermometers, stethoscopes, and blood pressure cuffs for the practical portion. A hospital bed will be required to simulate a hospital environment for the purpose of reading vital signs of proneand possibly unconsciouspatients. The classroom will require a TV monitor/DVD player or a projector and screen to which a laptop can be connected for the purpose of showing the corresponding videos. The room will also require a dry erase board or chalkboard for the purpose of the discussion portion of the class.