Flipped Lesson Instructional Plan



Flipped Lesson Instructional PlanTeacher: Tracey M. Turner, MSN, RNC-OBSubject: Nursing Care PrioritiesGrade Level: Sophomore nursing students at the University levelTime/Duration: 1 hour 30 minutesObjectives: To help Sophomore nursing students develop novice critical thinking skills as they engage in the selection of nursing care priorities in the nursing process. Overview: Beginning nursing students often struggle with patient care prioritization. This is largely due to limited or no exposure of the students with patients as they begin the nursing curriculum. Care priorities are vitally important in planning nursing care as care priorities can alter patient outcomes, increase health care costs, and affect long-term job satisfaction. The purpose of this lessont is to engage students in methods to determine care priorities as they develop nursing care plans. This lesson will scaffold learning that occurred during previous classroom instruction on constructing nursing care plans.LESSON DESIGN:Anticipatory Set (5 min): “Please pair up with another classmate and list the steps of the nursing process.”“Let’s talk about priorities in life. Today you came to class on time. Why is that a priority for you to succeed in this class? “Throw a football at a student. “When you are having a ball thrown at you, what is a priority in your reaction?”“On more of a health related prioritization, if you fall and scrape your knee, what is a priority to the bleeding wound?”“Today during class, we will look more extensively at patient care priorities. Making the correct patient care priorities can alter patient care outcomes, affect health care costs, and affect long-term job satisfaction.” Objective/Purpose (3 min):Making the correct patient care priorities can alter patient care outcomes, affect health care costs, and affect long-term job satisfaction.This will help fulfill the 2014 National Patient Safety Standards by Joint CommissionTeaching (5 min): At Home Activity prior to class timeWatch the following video found on the following blog website: The video is under Blog notes – Instructional VideoInput & Modeling (10 min):Pair with a fellow student.Look at case study 13 from your textbook: Harding, M., Snyder, J. S., & Preusser, B. A. (2013) Winningham’s critical thinking cases in nursing (5th ed.). St. Louis, MO: Mosby-Elsevier. “Are these care priorities appropriate for this case study?” Decreased cardiac output related to the inability of the heart to pump blood and meet the needs of the bodyActivity intolerance related to decreased oxygen levels due to limitations of anemia and heart failureIneffective self-health management related to inability to reach healthy goals for his body and lack of treatment for his illnesses “What would be more appropriate care priorities for this case study?”Guided Practice & Checking for Understanding (10 min):Review case study 45 from your textbook: Harding, M., Snyder, J. S., & Preusser, B. A. (2013) Winningham’s critical thinking cases in nursing (5th ed.). St. Louis, MO: Mosby-Elsevier.”With the same student as before, what are three top care priorities for this case study?”Student answers are reviewed as a class. Rationales for choices are discussed.Independent Practice (1 hour):Pair with the same student from the previous activity.Review the Nursing Process at . Explore all aspects of this website (Home, Nursing Process Example, Nursing Process FAQ, Nursing Process Steps, Nursing Process Theory). Answer the following questions:Why is the order of the Nursing Process needed?In the Nursing Process example on the website, how would a misdiagnosis have altered John’s outcome? In the Nursing Process example on the website, how would the outcome have differed if the nurse did not evaluate John’s vital signs?Visit the American Heart Association website and review the “A,B,C’s of CPR.” Answer the following question:Why are these top priorities in nursing care?Use medical/nursing research based websites to identify 5 top physical care priorities for the following disease processes: congestive heart failure, chronic obstructive pulmonary disease, diabetes mellitus, hypertension, obesity. List the website(s) where the information was obtained.Answer the following questions for each disease process.“What are you going to do first? Why?”Which is more important? Why?”“What could happen if you do not do this now?”“What is most important to the patient?”View the following video: viewing the video and reviewing our previous class notes on writing care plans, select the top 3 priority physical nursing diagnoses. Write out a complete diagnosis (medical: nursing, r/t statement, AEB statements) for top 3 physical diagnoses…only do a complete care plan for the top physical diagnosis from these 3Do a complete care plan (1 diagnosis, 3 NOCs, 3 NICs per NOC, 1 evaluation per NOC) on the TOP priority nursing diagnosis for your patient. This WebQuest is housed at . It can also be found at . It is listed under blog notes – WebQuestEvaluationEach student group will be evaluated on the below rubric./2525 points – Webquest process questions answered in a manner that demonstrates scaffolding learning in nursing care prioritization/45 30 points --. Diagnoses are based on patient care priorities. 15 points – “Nursing diagnoses are patient specific and written using PES /1515 points --Nursing problems (NOCs) are well-defined, specific and individualized for the case study. 5 points --NOCs are measureable and relate back to the Nursing diagnosis. 5 points -- Timeframe is reasonable and follows guidelines presented in class./1510 points --Interventions and Evaluations are well-defined, specific and individualized for the case study. 5 points -- NICs relate back to the NOC. 5 points --NICs include rationale for why/how they work to achieve the NOC. 5 points --Evaluations refer back to the NOC, NICs, and timeframe. /100Total points ................
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