Objectives of the Lesson
The aim of the planned teaching guide is to allow the facilitator to have the concise lesson plan alongside objectives for which to teach Basic Life Support (BLS) to the learner. The target audience in this case is a first year nursing students, who might or might not have any past experience with BLS; it is hence essential questions their respective knowledge. The lesson plan will have to use language which is suitable and understandable while being mindful never to utilize nursing slang or even unfamiliar terminology.
By the end of the BLS, the students will be able to:
Identify the indications for performing basic life support
Identify the component of the basic life support
Describe how to perform every component of BLS
Identify changes to BLS across special patient population
Identify BLS differences in both healthcare and community setting
Describe the roles and responsibilities of team members in the course of a resuscitation and post-resuscitation
The pre-teaching considerations will include learning theory utilized in guiding teaching session, target audience, learning styles to be considered as well as brief description of teaching and learning context alongside clinical learning environment. The audience need to know about the basic life support performance (Abelairas-Gómez et al., 2018). This will include;
They will be introduced to the number of incidence of cardiac arrest in the country per year. They will also be shown about the importance of CPR vital interventions before the arrival of the emergency services. Asking the student whether they are aware of the need for early resuscitation and immediate defibrillating as importance to increase the rate of survival.
Ask the student to name some of the indications for basic life support. Once they have answered, the teacher will highlight those that they have left behind including unconsciousness, unresponsiveness, abnormal breathing, and lack of signs of life.
Asking the learners if they are aware that CPR survival is best improved when the patient is in the shockable rhythm and also to mention the “best place” to arrest the CPR in the hospital. The teacher will then emphasize to the student the need to immediately begin CPR in case they are in doubt. Danger: The teacher will explain how to known the danger to both the student and patient. The teacher will also show the student that their personal safety including that of resuscitating team remain significance and emphasize on the need to use gloves immediately as they consider additional PPE as required including face mask and gloves.
Pre-teaching Considerations
Responsive: The teacher will explain how to check if the patient is responding to intervention and the importance of “talk and touch” and what particular questions to ask the patient and the need to only squeeze of shoulder but avoiding painful stimuli. Also, students are expected to do in case of no response will be shown including hospital options and community options.
Send for Help: The students will be introduced to both types on how to send for help. The hospital options to send help to be highlighted will include will include; shout, emergence call bell, phone the emergence phone number, respond/code blue. The other option is community options to send help to be highlighted will include; shout, call 100, and emergency response bel
Airway: Asking students whether they are aware of the precedence of caring of airway over any potential injury. They students will be shown how to assess airway and clear if necessary and how to open the airway. The teacher will also demonstrate the best positions for CPR and in different people including pregnant women. Also how to positon hands during the CPR will be shown.
CPR back board and breathing: The teacher will introduce the student on the CPR back board and how it is used alongside the precautions. They will be told that it must be performed on film surface or use “CPR” button. The teacher will emphasize that the blackboard must be taken from crash cart when arrives to ensure effective comprehension. For CPR-breathing, the student’s will be introduced to the CPR cycle and is needed to be done at the end of the 30 comprehensions.
Defibrillation: the student will be shown how to do defibrillation and its importance in allowing normal pacemaker to begin to boost survival. They will also be told how to place the pads and cautioned not to touch the patient during shock delivery when using AEDs. Al the three steps useful in AEDs use will be shown and the precaution to be taken per step. They will also be told to consider ages when using the defibrillations. The teacher will observe every learner perform the above mentioned simulations and provided effective feedback and make adequate recommendations in the best way possible. The students will be encouraged to continue simulating and even practicing skills even after the end of the lesson in their free times.
|
Timing (Minutes) |
Content |
Activity/teaching approach |
Resources |
Evaluation Methods |
|
Set 5 minutes |
Introduction Asses learner’s prior knowledge -Outlining the lesson structure Ensuring learners are aware of their expectations alongside plans for the session |
The teacher will have learners take their seats and introduce themselves briefly alongside their experience. The learners and the teacher will outline the lesson objectives and inform the students of the significance of such skills Asking each student to introduce themselves, describing how they feel regarding taking critical signs and any experience they have The teacher will inform the students that each skill shall be demonstrated, then the learners be given a chance to practice the skills and be given feedback upon finishing each skill. Learners will subsequently undertake the skills in a simulation and be given the necessary feedback on their corresponding performance. The lesson will then be summed up with questions and answer time, feedback on the performance as well as additional practicing of skills as the learners desire Learners will be invited to ask any question (s) relating to the lesson plan alongside objectives |
A chair for every learner and the facilitator |
Asking the learners to explicate the purpose of the lesson as well why such skills are significant to the practice Asking the learners to introduce themselves and their experiences The student will be asked to take keen interest to understand the outline as they will use it as the checklist to ensure that every items is captured. This be helpful in their evaluation of the facilitator and the entire lesson to known the position i terms of competency and confidence when dealing with basic life support performance |
|
Body part 1 Set 10 minutes |
Identify the indications for performing basic life support |
The teacher will have learners get introduce to the background of identifying the indication for performing basic life support |
Statistics on CPR survival rates including those from “Take heart Australia” Books Marker pens Printing papers/board for writing Pens and books for student to make notes |
Asking the student to name the indications for BLS Asking the students to highlight the need for immediate CPR Asking the students best places to arrest |
|
Body part 2 Set 7 minutes |
Identifying component of basic life support |
The teacher will provide the ARC flowchart the learners The learners will be asked to read and master the acronym “DRASABCD” The teacher will expand on each component from the chart and relate it to the BSL. The teacher will also emphasize on the need to continue CPR till the responsiveness or normal breathing is returned The teacher will also stress on the foreign body airway obstructions (choking) using the chart to explain the flow of events |
ARC Flowchart Chart for foreign body airway obstruction (chocking) |
Removing the ARC flowchart and asking the student to write down the component acronym and fill each letter Asking the students to draw the chart and fill in both ineffective and effective cough Asking the student to explain what is to be done in case of unresponsive and responsive severe airway obstruction Asking the students what to do in case of mild airway obstruction and why they need to encourage coughing as the continue checking casualty till recovery or deterioration |
|
Body part 3 Set 15 minutes |
Describe how to perform BLS components; identify changes in BLS across special patients; and identify basic life support differences in both healthcare and community settings |
The teacher will take the students through every component of the BSL and how it is performed. Breathing: The teacher will explain and demonstrate to the learners how to look, listen and feel for NORMAL breathing. They will be told to LOOK for chest movement: LISTEN for breath sounds; and FEEL for movement of the chest alongside upper abdomen for the increase and drop of chest and airflow from patients’ moth or nose. The teacher will also emphasize that the student must NEVER take more than ten seconds to assess breathing. The student will also be told what to do in case of lack of breathing normally. |
CPR-Backboard CPR-back Student for simulating The ARC flowchart Defibrillators AEDs |
Asking the students whether they are able to perform BLS component effectively Asking the students whether they are able to identify the dangers both to themselves and resuscitating team and to the patient. They will be told to write down five dangers Asking the students to demonstrate to the class how to check responsiveness including correct use of “talk and touch” The teacher will evaluate the students using the questions that asks them to mention the options available to send for help in both community and the hospital setting. Asking the student explain why airway care is given precedence over any other potential injury. Also, the teacher will ask each student to demonstrate to the class how to asses airways. The student will be asked whether they understood the head till; chin lift maneuver as well as jaw thrust maneuver and use their fellow students to demonstrate all these types of maneuvering. The teacher will further ask the learners to highlight the pediatric considerations during the airways performance. They will also be asked questions about the oropharyngeal as an adjunct alongside nasopharyngeal |
|
Body Part 4: 5 minutes |
Describe the roles and responsibilities of the members of the team during the resuscitation care |
The teacher will explain to the student about the component of the team and their roles including airway/breathing person, compressions person, defibrillation person, team leader, documentation person/scribe, medication people and runners. Also, the teacher will explain to the students what is to be done following the ROSC, and also what to do with patients who might require HDU or ICU. The teacher will also introduce the students on the 4 Ts and 4 Hs |
The students will be asked to the roles of every member of the team. They will be corrected in case of confusions in the explain roles and responsibilities of these members |
|
|
Closure Set 8 minutes |
The teacher will re-cap and re-iterate the key constituents of the lesson. The teacher will give feedbacks alongside recommendations for effective improvement |
The teacher will re-cap and re-cap the significance of accurately taking the critical signs as well as recap the objectives of learning. The learners will be invited by the teacher to ask questions that they felt were not well covered or where they need additional examination or demonstration. |
All the equipment or resources used previously will be used in this section: A chair for every learner and the facilitator Statistics on CPR survival rates including those from “Take heart Australia” Books Marker pens Printing papers/board for writing Pens and books for student to make notes CPR-Backboard CPR-back Student for simulating The ARC flowchart Defibrillators AEDs ARC Flowchart Chart for foreign body airway obstruction (chocking) |
Asking the students to highlight the resources needed to perform all the components of the DRASABCD”. |
For feedback consideration, the following will be done to give feedback, assessing the learner’s competence. I will make sure that the student achieves the learning objectives by asking various evaluative questions. Asking every learner to evaluate their individual performance alongside that of their teacher and undertake the identification of gaps and areas for effective improvement. Asking the students to complete respective forms for evaluation in order to gauge their progress and capability when dealing with the Basic Life Support. Also, the teacher will be asking the students questions on the use of the AEDs (Travers et al., 2015). This will ensure that the student can give their responses to allow the teacher to gauge the success of the students. Thus will be beneficial in helping the teacher know whether all the areas (Schwarzer, 2009).
Incorporating BLS into Practice
Also, the teacher will give the feedback based on assess which includes both infective cough and effective cough. In regards cough or severe airway obstruction, the teacher will access both unresponsive and responsive; the teacher will be assessed if they are able to send for help both in the community and healthcare setting. Also, the teacher will assess the student based on their ability to give up to five back blows and in not effective, they will be assessed if they are able to give up to five chest thrust (Jovanovic et al., 2015). On the other hand, the teacher will also asses the students based effective cough or mild airway obstruction. The teacher will evaluate if they students are able to continue encouraging coughing by continuing to check casualty till recovery or even deterioration and if they can send help effectively.
The planned learning activity is based on the lesson plan which remains feasible and logical as presented above. The teacher will use an interactive teaching style based on questions and answers (Zijlstra, Beesems, de Haan & Koster, 2014). For example, the learning will not be one-sided, but one that involves both the teacher and the students. For example, the students will be at times form groups or between 2 and 3 to simulate on a number of components of the “DRASABCD”. This will be helpful because the students will be free to ask any question that they do not understand and get the explanation from amongst themselves and from the teacher. It will help the students to be well-endowed with the required skills and knowledge to perform all the above mentioned “DRASABCD” components.
Also, the teacher will be able to evaluate the students in the course of learning as student ask questions and get immediate feedback. This will help ensure that the students are corrected immediately without taking a long time which may make them forget whatever they wanted to ask and have the teacher respond to them. At the end of the lesson, the teacher will be able to assess the student’s progress based on the Basic Life Support using the “DRASABCD” or the ARC flowchart. The student will be required to show competence if they are able to explain every component and perform them as required without the use of the charts. This will be able to show their teacher that the lesson was effective and that they will be able to identify not only danger to themselves, but also to their team members and the patients hence ensuring safety for everyone (Sapsed & Tschang, 2014).
References
Zijlstra, J., Beesems, S., de Haan, R., & Koster, R. (2014). Experienced Impact and Post-Traumatic Stress Symptoms of Dispatched Local Lay Rescuers Performing Basic Life Support.
Travers, A. H., Perkins, G. D., Berg, R. A., Castren, M., Considine, J., Escalante, R., … & Olasveengen, T. M. (2015). Part 3: adult basic life support and automated external defibrillation: 2015 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Circulation, 132(16 suppl 1), S51-S83.
Abelairas-Gómez, C., Gómez-González, C., Leboráns-Iglesias, P., Álvarez-Pérez, S., Corrales, A., López-García, S., & Rodríguez-Núñez, A. (2018). Are Down syndrome people capable of learning and performing foreign body airway obstruction treatment algorithm? Yes, they are!. The American journal of emergency medicine.
Jovanovic, M., Rooney, M. S., Mertins, P., Przybylski, D., Chevrier, N., Satija, R., … & Mumbach, M. R. (2015). Dynamic profiling of the protein life cycle in response to pathogens. Science, 347(6226), 1259038.
Metcalfe-Smith, R. D. (2003). Performing basic life support. Nursing times, 99(40), 20-22.
Bradley, B. (2017). Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation.
Kobras, M., Langewand, S., Murr, C., Neu, C., & Schmid, J. (2016). Short lessons in basic life support improve self-assurance in performing cardiopulmonary resuscitation. World journal of emergency medicine, 7(4), 255.
Sapsed, J., & Tschang, F. T. (2014). Art is long, innovation is short: Lessons from the Renaissance and the digital age. Technological Forecasting and Social Change, 83, 127-141.
Schwarzer, D. (2009). Best practices for teaching the “whole” adult ESL learner. New Directions for Adult and Continuing Education, 2009(121), 25-33.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
