Sample Resource Unit/Lesson Plan for Pedia Nursing
R E S O U R C E U N I T
Intermediate Outcome Criteria | Content | Teaching Learning Activities | No. Of Hours | Evaluation | Reference | After the one-hour lecture the students will be able to: a. Understand the health adaptation of pediatric clients b. Enumerate and differentiate the sequence of physical examination of various age groups. c. Identify the guidelines in terms of pediatric adaptation. d. Role play the proper sequence of physical examination in various age groups | Unit III: Health HistoryE. Pediatric Adaptation 1. General Guidelines 1.a. Pediatric Neurology 1.b. Pediatric Cardiovascular 1.c. Pediatric Respiratory 1.d. Pediatric Endocrine 1.e. Pediatric Gastrointestinal 1.f. Pediatric Genitourinary 1.g. Pediatric Musculoskeletal 1.h. Pediatric Temperature – Related 1.i. Pediatric Hematology 2. Specific Age Groups 2.a. The Infant 2.b. The Toddler 2.c. The Preschool Child 2.d. The School - Age Child 2.e. The Adolescent | Classroom | RLE | Lecture | RLE | * A 10-minute game (Snake and Ladder Modified) * 15-item quiz | Kozier, B. et al (2004) Fundamentals of Nursing 7th edition, Pearson Education South Asia PTE LTDwww.nursingcrib.com/health assessment | | | Lecture, Discussion | Group Activity: The class is divided into 5 groups. Each group is assigned to an age-group (infant, toddler, preschool, school-age, and adolescent) and tasked to demonstrate the proper sequence and proper guidelines of physical examination in a form of a role play (a 15 minute role play) | 1 hour | 1 hour | | | After the one-hour lecture the students will be able to: a. Differentiate the general guidelines in terms of geriatric adaptation from pediatric adaptation. b. Utilize the physical examination modifications in the elderly for a better clinical outcome. c. Appreciate the importance of knowing the modifications and guidelines in
Intermediate Outcome Criteria | Content | Teaching Learning Activities | No. Of Hours | Evaluation | Reference | After the one-hour lecture the students will be able to: a. Understand the health adaptation of pediatric clients b. Enumerate and differentiate the sequence of physical examination of various age groups. c. Identify the guidelines in terms of pediatric adaptation. d. Role play the proper sequence of physical examination in various age groups | Unit III: Health HistoryE. Pediatric Adaptation 1. General Guidelines 1.a. Pediatric Neurology 1.b. Pediatric Cardiovascular 1.c. Pediatric Respiratory 1.d. Pediatric Endocrine 1.e. Pediatric Gastrointestinal 1.f. Pediatric Genitourinary 1.g. Pediatric Musculoskeletal 1.h. Pediatric Temperature – Related 1.i. Pediatric Hematology 2. Specific Age Groups 2.a. The Infant 2.b. The Toddler 2.c. The Preschool Child 2.d. The School - Age Child 2.e. The Adolescent | Classroom | RLE | Lecture | RLE | * A 10-minute game (Snake and Ladder Modified) * 15-item quiz | Kozier, B. et al (2004) Fundamentals of Nursing 7th edition, Pearson Education South Asia PTE LTDwww.nursingcrib.com/health assessment | | | Lecture, Discussion | Group Activity: The class is divided into 5 groups. Each group is assigned to an age-group (infant, toddler, preschool, school-age, and adolescent) and tasked to demonstrate the proper sequence and proper guidelines of physical examination in a form of a role play (a 15 minute role play) | 1 hour | 1 hour | | | After the one-hour lecture the students will be able to: a. Differentiate the general guidelines in terms of geriatric adaptation from pediatric adaptation. b. Utilize the physical examination modifications in the elderly for a better clinical outcome. c. Appreciate the importance of knowing the modifications and guidelines in