Running head: TEACHING PLAN

Didactic Teaching Plan: NUR 390, Oncology and Hospice Nursing Hannah Dowling University of South Florida

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Course outcomes/objectives At the completion of the course, the student will be able to: o Synthesize information regarding the pathobiology of neoplasia, chemotherapeutic regimens, and other treatments available for cancer.

o Define the roles and responsibilities of the Oncology and Hospice Nurse.
o Apply concepts found in previous nursing courses to care of the Oncology patient and the terminally ill or dying patient and their families. Teaching Plan PURPOSE: To provide students with information necessary to understand the need for vascular access devices, the pros and cons of each, and how to prevent infection

GOAL: The students will be able to identify different types of vascular access devices and know how to care for them correctly and independently

Objectives and Sub-objectives Following a one hour lecture, the student will be able to: Identify what constitutes a vascular access device (or central line)

Content Outline

Method of Instruction

Time Allotted (in min.)

Resources

Method of Evaluation

Review of pertinent anatomy Review differences between peripheral IVs and central lines Pros and Cons of each type of access device Review Medicare indications for PICC lines

Lecture

10

Anatomical chart Visual of central line placement in SVC Oncology Textbook PowerPoint with charts of indications, pros and cons

Post-quiz

Identify indications for vascular access devices

Group Discussion Lecture

15

Question and Answer

BREAK Identify four types of Central Lines PICC Lines Central Lines Port-a-Cath Groshong catheters Lecture Discussion

10 15 Visuals of each type of access device, sample devices to be passed around Question and Answer

TEACHING PLAN

Understand appropriate infection prevention

Scrub the hub, preventing central line infection

Lecture Gaming

10

Powerpoint AVA website Worksheet for students to complete

Worksheet

Integration of Baccalaureate Essentials Essential IV: Information Management and Application of Patient Care Technology (American Association of Colleges of Nursing, 2010). This teaching plan addresses applying patient care technology related to the knowledge and familiarity with central lines, which are seen in many acute- and long-term care patients today. Essential V: Health Care Policy, Finance, and Regulatory Environments The students will become familiar with indications for Peripherally Inserted Central Catheters (PICCs), especially as they relate to Medicare reimbursement, such as long-term intravenous antibiotics. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes. Nurses must be very familiar with best practice for each patient they may encounter and what the benefits and risks are for individual situations. Understanding all types of vascular access devices and their indications can greatly improve patients outcomes and facilitates communications with Physicians caring for the patient. Essential IX: Baccalaureate Generalist Nursing Practice Nursing practice almost always includes some form of intravenous access and giving drugs intravenously, and with our growing elderly population as well as a larger population of cancer survivors, as well as other factors, many more central lines are a part of patient care.

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Resources Save that LINE! (2012). Association for Vascular Access. Retrieved from http://www.avainfo.org/website/article.asp?id=4 The Essentials of Baccalaureate Education for Nursing Professionals. (2010). American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/educationresources/BaccEssentials08.pdf, pp 17-30. Bastable, S.B. (2008). Nurse as Educator, Principles of Teaching and Learning for Nursing Practice. Sudbury, MA: Jones and Bartlett Publishers. Newton, S., Hickey, M., & Jackowski, J. (2008). Mosby's Oncology Nursing Advisor: A Comprehensive Guide to Clinical Practice. St. Louis: Mosby Elsevier.