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Teaching Strategies

Course Name: Pediatric nursing

Course Prerequisites: Second semester senior standing in the BSN program

Number: NUR 214

Type: BSN

Course Description:

Pediatric Nursing is a study of the main concepts of growth and development through the life span.
It is focused in identifying the physiological and pathological alteration in childs health. It is also
emphasized in utilizing the philosophical foundation and nursing process to help students gain
essential knowledge, skills, and attitudes to provide care for both healthy and sick child. Course
content will cover basic information of the major body systems and how to provide nursing care
for pediatric patients with particular focus on emergency care, cardiovascular, respiratory,
gastrointestinal, musculoskeletal, and immune systems. Throughout this course, the students will
learn in class and in clinical setting most theories and procedures that related to taking care for
children and their families. Additionally, procedures such as family assessment, emergency care,
feeding children, oxygen therapy and medication administration will be skills that are implemented
as students incorporate these procedures into their nursing care.

The program outcomes:

At the end of this program the student will be able to:

1. Integrate critical thinking and decision-making to improve the care of clients.


2. Support inter-professional communication and collaboration for enhancing clients health
outcomes.
3. Incorporate liberal arts, sciences, and nursing courses to deliver holistic care to
patient/families
4. Demonstrate skills in using patient care technologies, information systems, and
communication devices that support safety and quality nursing practice.
5. Provide safe, competent, compassionate, ethical, culturally sensitive, and evidence based
on nursing care to patient/family.
6. Participate in the ongoing changes in the profession and actions that promote safe quality
patient care and engage in ongoing preparation through continued learning and advance
practice educational that advanced the goals of the profession.

Course outcomes:

: At the end of this course, nursing students will be able to;

1- Apply critical thinking to make decisions based on sound rationale to facilitate the care of sick
children and their families. (EOCO #1)

2- Combine nursing process and concepts from the arts, sciences, and humanities in helping
childrearing families to promote, maintain, or reach an optimal level of wellness. (EOCO# 3)

3- utilize assessment skills to determine the physiological, pathological, and psychological needs
of patients and their families. (EOCO# 3)

4- Apply communication skills to interact with children and their families within the society that
need health screening, health teaching, routine, or complex health care. (EOCO# 2)
5- carry out appropriate holistic care of sick children in all ages. (EOCO# 3)

6- Discuss the most common diseases in children world and their influences on childbearing
families. (EOCO# 2)

7- Explore physiological effects of psychological, sociocultural, biological and spiritual


subsystems on ill kids and their families. (EOCO# 3, 6)

8- limit infectious diseases in the care of children. (EOCO# 5)


9- Utilize evidence base practice and patients safety guidelines to Promote health of well and
sick children. (EOCO# 5)
10- Demonstrate the ability to function within appropriate professional nursing roles in working
with patient care technologies and information systems. (EOCO# 4)
11- Follow professional guidelines and standards of practice to perform safe clinical practice in
caring for childrearing families in supervised clinical experiences. (EOCO# 4,6)
12- Apply knowledge of nursing theoretical foundations to provide care for patients and their
families when they experience legal/ethical challenges related to health problems. (EOCO# 5)
Topic 1: Family - centered nursing care, family assessment
End-of class learner objectives- the student will be able to:

1- Describe essential concepts and process relating to the nursing care of


children through evidence based practice. (cognitive remembering,
EOCLO # 6)
2- Apply theories and principles of ethics to ethical dilemma (cognitive
Apply EOCLO # 5)
3- Incorporate the steps for the nursing process into nursing care of children.
(Cognitive synthesis)
4- Discuss effective family- centered communication strategies with other
colleagues. (cognitive understanding EOCLO # 2)

Name of learning Short Clips: Demonstration of therapeutic communication and


activity patient interviews
Learning activity Short video clips will be presented to show some proper and
summary improper family centered communication strategies used in
hospital with children and their families. Thinking questions will be
provided prior to viewing the video clips and will then guide the
class discussion following the clips. learners will be asked some
question about the effective family centered communication
strategies and how these strategies can influence the nurse -patient
relationship.
Domain of learning Cognitive (understanding)
Affective: Receiving, responding, organizing
Psychomotor, imitation, manipulation
Student- centered At the end of this learning activity, the student will be able to:
learning objective: Discuss effective family- centered communication strategies with
other colleagues.
Preparation Arrangement of students from inside the classroom to act out and
film different proper and improper family- centered communication
styles would be required. A video camera, related technological
equipment, and associated software would be needed to do any
necessary editing and to organize the clips. A laptop computer than
can project to a larger screen in the classroom would be necessary.
Time allotted 3-7 minutes to look at the short clip. 10-15 minutes to discuss the
proper and improper communication strategies
Learning styles Information presentation: sight and sound.
Modality: visual & verbal
Approach: reflective
Understanding: holistic

How is the content The content of family- centered communication strategies can be
linked to prior learning linked to learners experience of communicating with patients
families.
Reflective Debriefing Debriefing with students will take place after viewing the short clip
with learners and will be guided by provided thinking questions. Students will be
asked to reflect on what went well in the clip and what should have
been done differently. The concern will be in identifying open-
ended, family - centered questions that are conducted in respectful
way to maintain familys dignity.
Evaluation of learning Five Minutes paper, at the end of the class. The students will be
asked to summarize what they learned from the clip, and list two
proper and two improper communication strategies used with
families.
Teacher Reflection This learning activity is an excellent method to use for this learning
objective. It allows the students to differentiate between proper and
improper communication strategies, additionally, this clips allow
students to engage in therapeutic communication strategies and
discuss their ideas with others.

End of clinical learning objectives:


1- Integrate critical thinking and decision-making to improve the assessment of
childrearing families. (Cognitive; EOCO# 1).
2- Incorporate the families effectively into care. (Cognitive; EOCO #3)
3- Assess the structure and function of the family. (Cognitive, EOCO #3)
4- Maintain safety and quality in providing care for the hospitalized children
and their families. (Psychomotor; EOCO #4)
5- Create a safety environment for children and their families. (Psychomotor;
EOCO # 5)

Clinical teaching strategy plan

Name of learning A you tube video: demonstrate Cleveland clinic children hospital
activity safety.
Learning activity A short YouTube video will be presented to demonstrate the
summary implementation of quality and safety environment for children at
Cleveland clinic children hospital. It shows the student how to
provide safe and high quality care for childrens and their families.
Thinking questions will be provided prior to viewing the you tube
video and will then guide the class discussion following the video.
learners will be asked some question about various methods used by
Cleveland clinic children hospital to maintain safety in providing
care for children and their families.
A video link:
https://www.youtube.com/watch?v=ESBROYE6RIk

Domain of learning Cognitive: Understand, analyze, evaluate


Affective: Reserving, responding, valuing
Psychomotor: Imitation
Student- centered At the completion of this learning activity, the learners will be able
learning objectives: to:
1- Maintain safety and quality in providing care
for the hospitalized children and their families.
(Psychomotor; EOCO #4)
2- Create a safety environment for children and
their families. (Psychomotor; EOCO # 5)

Preparation The preparation is all related to technological equipment, A DVD


player or lab top computer will be required, digital projector and
screen to provide a better view for the students and engage them
fully with the video.
Time allotted 9 minutes to view the you tube video, 10 minutes to discuss the
safety and quality tips shared in the video.
Learning styles Information presentation: sight and sound.
Modality: visual & verbal
Approach: reflective
Understanding: holistic

How is the content The pre-clinical reading will provide the students an overview about
linked to prior learning the important safety methods used in the hospital. The content of
safety and quality tips can be linked to the pre-clinical reading and
to students own experience in dealing with health care providers and
patients at hospital.
Reflective Debriefing Debriefing with students will take place after viewing the you tube
with learners video and will be guided by provided thinking questions. Students
will be asked to reflect on what safety and quality tips that they
learned from the video, and what they should do maintain patients
safety.
Evaluation of learning Two minutes paper- at the end of the class, the students will be
asked to summarize what they learned from the video and list tow
important purpose of maintaining safety and quality tips at the
hospital.
Teacher Reflection This learning strategy is a good choice to use for this lesson because
it allows the students to see real example for maintaining safety and
quality tips in hospital, and discussion after watching the video
emphasized on the important points shared in this activity which
help students to focus on how they can maintain the children and
family health in the real situation.

Topic two: Physical assessment for the child growth and development through the life
span
End of class learner objectives:
At the end of this class, the students will be able to:
1- List the component of physical assessment of child growth and development through
lifespan ((Cognitive, remembering, EOCLO # 3, 4).
2- Integrate critical thinking and decision-making in providing physical assessment for
the child through life span. (Cognitive synthesis, EOCLO #1).
3- Incorporate growth and development theories in assessing children in all ages
(Cognitive synthesis, EOCLO # 2,3 ).
4- Describe the role of the nurse and anticipated interventions for the infant experiencing
hydrocephalus (Cognitive, understanding, EOCLO # 5).
5- Identify basic problems and the potentially associated assessment finding (cognitive
analysis, EOCLO # 4,5,6).

Classroom teaching strategies plan

Name of Critical thinking exercises, case study:


learning
activity
Learning activity Divide the class to groups equally and provide each group with
summary one different case study for sick child admitted to the hospital, and
ask students to assess and analyze the case based on provided
case, In addition to assessment of the patient, students need to
document the essential components of assessing child growth and
development. After that each group will share the major points in
their case study and the role of nurse and anticipated intervention
for the case provided.
Domain of learning Cognitive (understand, analyze, evaluate the case study)
Affective: Internalizing (solve patient problem)
Psychomotor: Naturalization

Student- centered At the end of this learning activity, the student will be able to:
learning objective: 1- List the component of physical assessment of child
growth and development through lifespan ((Cognitive,
remembering, EOCLO # 3,4).
2- Integrate critical thinking and decision-making in
providing physical assessment for the child through life
span. (Cognitive synthesis, EOCLO #1).
3- Incorporate growth and development theories in
assessing children in all ages (Cognitive synthesis,
EOCLO # 2,3).
4- Describe the role of the nurse and anticipated
interventions for the infant experiencing hydrocephalus
(Cognitive, understanding, EOCLO # 5).
5- Identify basic problems and the potentially associated
assessment finding (cognitive analysis, EOCLO #
4,5,6).

Preparation Divide the students in class into five groups and all they need is
white posters and pens to document the major points in the case
studies provided and hang them to the classroom wall with small
strips.
Time allotted 20 minutes to assess and analyze the major points in the case
studies. 10 minutes more to share and discuss the assigned case
study with other groups.
Learning styles Information presentation: sight.
Modality: verbal
Approach: reflective
Understanding: holistic

How is the content linked Prior learning would include reading the childs growth and
to prior learning development assessment part from the pediatric nursing text book.
The activity content is built upon that knowledge by focusing on
the major components of assessing child growth and development
through the life span.
Reflective Debriefing Debriefing with students will take place after discussing the case
with learners studies and will be guided by provided thinking questions.
Students will be asked to reflect on what are the main points in the
provided case and what is the nursing role and intervention for
each case.
Evaluation of learning Five Minutes paper, the students will be asked to list four
components of physical assessment of child growth and
development.
Teacher Reflection This learning activity is an excellent method to enhance critical
thinking and decision making abilities in the students. It allows
the students to analyze and evaluate the case study and organize
the priorities for the patient. additionally, it allows students to
understand and recall the main component of assessing child
growth and development.

End - of -clinical learner objectives- the students will be able to:

1- explain the steps of the child growth and development assessment (Cognitive analysis
EOCLO # 2,3)
2- Support inter-professional communication and collaboration with patient and family
while assessing child growth and development (Cognitive evaluation EOCLO # 2)
3- Demonstrate skills in using methods to assess child growth and development. (Cognitive
apply EOCLO # 2,3,4)
4- Perform a detailed physical assessment using techniques such as inspection, auscultation,
percussion, and palpation (Psychomotor, EOCLO# 3,4).
5- Appropriately utilize equipment such as stethoscope, thermometer and blood pressure
cuffs to gather information about patients vital signs (Psychomotor, EOCLO# 3,4,5,6).

Clinical teaching strategy plan

Name of learning A creative lab skills index cards


activity
Learning activity Students will receive index cards with assessment skills such as
inspection, palpation, percussion and auscultation. Each student
summary
will be asked to demonstrate the skill that she has on the card on
the child mannequin that available in the lab, and allow other
students to evaluate her/ his performance correct her/him in case
of mistake.

Domain of learning Cognitive: Understand, Apply, evaluate


Affective: Reserving, responding, valuing
Psychomotor: Imitation, manipulation
Student- centered At the completion of this learning activity, the learners will be
learning objectives: able to:
1- explain the steps of the child growth and development
assessment (Cognitive analysis EOCLO # 2,3)
2- Demonstrate skills in using methods to assess child growth
and development. (Cognitive apply EOCLO # 2,3,4)
3- Perform a detailed physical assessment using techniques
such as inspection, auscultation, percussion, and palpation
(Psychomotor, EOCLO# 3, 4).
4- Appropriately utilize equipment such as stethoscope,
thermometer and blood pressure cuffs to gather
information about patients vital signs (Psychomotor,
EOCLO# 3, 4, 5, 6).

Preparation The preparation is all equipments that related to physical


assessment will be required, Stethoscope, torch light, Fiber glass,
measuring tape, weighing machine, spatula, sphygmomanometer,
clinical thermometer, red ring & blocks (for developmental
assessment). Additionally, students will need childs mannequin
to demonstrate the assigned skill on it.
Time allotted 5 to 10 minutes for each student to demonstrate the assigned skill
on the mannequin.
Learning styles Information presentation: sight and sound.
Modality: visual & verbal
Approach: active &reflective
Understanding: holistic

How is the content The pre-clinical reading will provide the students an overview
linked to prior about the physical assessment of the child. The demonstration
learning will be based on their understanding for the physical assessment
for the reading material and instructors demonstration.
Reflective Debriefing Debriefing with students will take place after demonstrating the
with learners assigned skills. Students will be asked to reflect on students
ability to demonstrate the skill with full confidence.
Evaluation of learning Use one minutes paper-exercise will take place to allow students
to write skills that they are confident to practice with patients in
the real situation.
Teacher Reflection This learning strategy is a good choice to use for this lesson
because it allows the students demonstrate and understand
physical assessment skills. By practicing physical assessment
skills and evaluate others performance, students will feel more
comfortable doing so in the clinical setting.