Basic Life Support Teaching Plan-1st Year Nursing Students
[Type the company name] | NUR3003 | Peer Teaching Plan | | [Type the author name] | 2/3/2013 |
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Teaching Plan for Basic Life Support for 1st Year Monash Nursing Students
The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this is a perquisite to passing first year. This maximizes the student’s willingness to learn and facilitates control of learning. The nursing labs will be utilized to teach the students with the focus on developing the skills and knowledge required to perform BLS. The students will be provided with a handout, outlining the important aspects to be covered.
The learning theory that will be utilized is ‘Gardner’s Multiple Intelligences’ which expresses that there are several different types of intelligence and that student’s have different strengths and learn differently. The intelligences include kinaesthetic; logical; spatial; mathematical; visual; verbal; interpersonal; musical and naturalistic. This teaching plan will incorporate verbal, visual and tactile approaches to teaching to assist the student’s in gaining the skills and knowledge needed (Helding, 2010). Allocation of the tasks involved in the teaching plan will be divided equally amongst both teachers.
Time | Activity | 5mins | Welcoming students: Allocated teachers- S and N (Introducing ourselves and welcoming the students, explaining why they are here and what the aim of today’s class is.) Welcome students, Hello our names are S and N, as you know we are 3rd
|
Teaching Plan for Basic Life Support for 1st Year Monash Nursing Students
The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this is a perquisite to passing first year. This maximizes the student’s willingness to learn and facilitates control of learning. The nursing labs will be utilized to teach the students with the focus on developing the skills and knowledge required to perform BLS. The students will be provided with a handout, outlining the important aspects to be covered.
The learning theory that will be utilized is ‘Gardner’s Multiple Intelligences’ which expresses that there are several different types of intelligence and that student’s have different strengths and learn differently. The intelligences include kinaesthetic; logical; spatial; mathematical; visual; verbal; interpersonal; musical and naturalistic. This teaching plan will incorporate verbal, visual and tactile approaches to teaching to assist the student’s in gaining the skills and knowledge needed (Helding, 2010). Allocation of the tasks involved in the teaching plan will be divided equally amongst both teachers.
Time | Activity | 5mins | Welcoming students: Allocated teachers- S and N (Introducing ourselves and welcoming the students, explaining why they are here and what the aim of today’s class is.) Welcome students, Hello our names are S and N, as you know we are 3rd
References: Crouchman, C. M. (2009). Emergency first aid in school: teachers ' duty of care. British Journal of School Nursing, 4(2), 88-89. Funnell., R., Koutoukidis., G., & Lawrence., K Hattersley, C., & Keogh, J. (2009). Disability and cultural considerations in the delivery of first aid. Nursing Standard, 24(10), 35-37. Helding, L Maeder, A. J., Martin-Sanchez, F. J., Croll, P. R., & Ambrosoli, K. M. (2012). Privacy with emergency medical information used in first response. Studies in Health Technology & Informatics, 178, 7-13. Marieb, E Milne, E., & Mellman-Jones, J. (2010). To act or not to act: off-duty emergency care. Technic: The Journal of Operating Department Practice, 1(4), 18-18. Mosbys Medical, Nursing & Allied Health Dictionary