CLINICAL TECHING PLAN
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CLINICAL TECHING PLAN

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CLINICAL TECHING PLAN CLINICAL TECHING PLAN Presentation Transcript

  • CLINICAL TEACHING PLAN
  • Area of Exposure: Obstetric ward Date of Exposure: February 14, 2013 Grading System: • RLE Performance ----------- 40% • Exposure Test ----------- 25% • Health Assesment ------------ 15% • Concept Map ------------ 10% • Readings ----------- 10% _____________ 100%
  • OBJECTIVES OF THE CONCEPT RLE OBJECTIVES LEARNERS FACILITATORS EVALUATION A. Knowledge to acquire: 1. Physical set up, personnel, routine, preference of the different consultants and key terms in relation to obstetric ward Identify the physical set up personnel concerns and routine on obstetric Ward at CEH. Receive orientation by listening attentively and taking down notes regarding routines, physical set-up and personnel in the area. Give orientation about the area routines and necessary equipment found in obstetric Ward and meets the head nurse and introduce the students to the personnel involved. Quiz after discussion 1. Integration of the 11 key area of responsibility of nursing practice physical assessment. Determine the general principle of maternal care. Listen attentively and comprehend in order to participate in the topic being discussed and learn to determine the integration of 11 key areas of responsibilities in nursing practice. Discuss the general principle of maternal care and determine the 11 key area of responsibility in the practice of nursing. Graded oral recitation.
  • 1. Uterine Atony Determine the Uterine Atony Respond to question regarding Uterine Atony Discuss what is Uterine Atony using Audio Visual Graded Oral recitation. 1. Risk factors of Uterine Atony Enumerate the different risk factors of Uterine Atony Participate in the discussion actively by enumerating the causes of Uterine Atony Discuss the risk factors of Pregnancy induced hypertension with the use of audio visual Quiz and Oral recitation 1. Signs and symptoms of Pregnancy induced hypertension Describe the sign and symptoms of Uterine Atony Receive handout describing sign and symptoms of Uterine Atony Discuss about the signs and symptoms one by one. Quiz 1. Diagnosis of Uterine Atony Familiarize the different diagnosis of Uterine Atony Respond to questions regarding Diagnosis of Uterine Atony Discuss the different diagnosis of Uterine Atony Quiz and oral recitation. 1. Treatment and Nursing interventions of Uterine Atony Enumerate treatment and Nursing interventions of Uterine Atony Participate in the discussion actively by enumerating the treatment and nursing interventions of Uterine Atony when asked by the instructor. Discuss about the treatment and nursing interventions of Uterine Atony Quiz and oral recitation.
  • A. Skills to develop: 1. Demonstration of Nursing interventions of Uterine Atony Perform nursing interventions of Uterine Atony Receive handout describing the list of nursing interventions of Uterine Atony Discuss the nursing interventions of Uterine Atony Quiz 1. Assessment of Uterine Atony Assess the sign and symptoms of Uterine Atony Receive a handout describing assessment of Uterine Atony Demonstrate the assessment of Uterine Atony Quiz A. Attitude to develop: 1. Value the experience at obstetric Ward 1. Gain self-confidence in handling clients with diagnosis of Uterine Atony Value the experiences obtained at obstetric Ward Appreciate the value of experience in clinical exposure in application to their concept discussed in the class room. Encourage the student to participate, to ask question to relate topic and verbalize their learning regarding the clinical exposure at obstetric Ward. Oral recitation.
  • LESSON PLAN NCM 203(Care of the Mother, Child, Family and Population Group at Risk or with Problems) Second Semester AY 2012 – 2013
  • • Objectives General Objective: At the end of 3 hours of lecture and discussion, the students will be able to acquire necessary knowledge, skills and appropriate attitude in the care of the High Risk Complications During Labor and Delivery. – Describe the usual assessments, and diagnostic examinations done during labor and delivery. – Discuss the obstetric conditions that could affect the outcome of delivery, specifically: • Anomalies of the Placenta • Anomalies of the Cord – Exhibit ability to formulate an individualized plan of care for the pregnant clients who are at- risk or with problems during labor and delivery. – Perform nursing care to pregnant clients who are at-risk or with problems during labor and delivery. – Identify the medical and/or surgical management for pregnant clients who are at-risk or with problems during labor and delivery.
  • Subject Matter Nursing Care of the High Risk Pregnant Client during Labor and Delivery – Placental Disorders • Placenta Previa • Abruptio Placenta • Placenta Accreta • Placenta Succenturiata • Placenta Circumvallata • Battledore Placenta • Velamentous Insertion of the cord • Vasa Previa – Abnormalities of the Cord • Two-vessel cord • Unusual Cord Length
  • Reference: Pilliteri A. (2010). Maternal and Child Health Nursing: Care of the Child Bearing and Child Rearing Family. Volume I. 5th Edition. Lippincott Williams and Wilkins. Teaching Tools – Devices » Multimedia PowerPoint presentation, illustrations/photographs of various obstetric/medical conditions. – Methods » Lecture-discussion, case analysis, Report/Presentation Assignment and Quizzes Assignment: Review the Anatomy of the Normal Placenta and the umbilical cord. And its crucial role during pregnancy.
  • Evaluation • Oral Recitation: • Questions during class discussions. • Practice Drills/Quizzes: 10 – 15 items of identification, enumeration and modified true or false questions with the addition of at-least 5 – 10 multiple choice questions covering the topics discussed • Post-Test: 20-30 items multiple choice and identification questions composed of concepts discussed.
  • • Lesson: Proper Hand washing Objective: • To teach students that hand washing is the proven method of asepsis which effectively minimizes the spread of infection and reduce the number of microorganisms. • To demonstrate proper hand washing skills and teach students when to wash their hands. Materials: • Liquid Soap, running water and paper towels • Crayons, colored markers or pencils • Stop watch (optional)
  • Procedure: 1:00-1:45  Discuss to the class what is hand washing and its importance and the other related terms. Show the pictures of the sequence in hand washing. • Hand washing: is the proven method of asepsis which effectively minimizes the spread of infection. It is a brief vigorous rubbing of hands surface lathered with soap followed by a thorough rinsing under a continuous stream of water. • Importance: Hand washing helps you stay healthy. It gets rid of the germs that make you ill and minimizes the spread of disease. • Germs: a group of tiny invaders that can make our bodies sick. Germs are found all over the world, in all kinds of places. • Bacteria: They are found everywhere – in air, water, soil, animals, people and food. They are very small ling things. It can only be seen through microscope. Bacteria are tiny, one-cell creatures that get nutrients from their environments in order to live. In some cases that environment is a human body. Bacteria can reproduce outside of the body or within the body as they cause infections.
  • Viruses: Viruses need to be inside living cells to grow and reproduce. Most viruses can't survive very long if they're not inside a living thing like a plant, animal, or person. Whatever a virus lives in is called its host. When viruses get inside people's bodies, they can spread and make people sick. When we forget to wash our hands, or don't wash them properly, we can spread germs to other people, or give them to ourselves by touching our eyes, mouths, noses or cuts on our bodies. Wash your hands every time you cough or sneeze, before you eat or prepare foods, after you use the bathroom, after you touch animals and pets, after you play outside, and after you visit a sick relative or friend.
  • 1:45- 2:00  Demonstrate the Proper Hand Washing Technique to your class. 2:00-2:30  When washing your hands it should be wash for 10-15 seconds. As a classroom activity you can have the children sing the Happy Birthday while practicing how techniques on air. 2:30-3:00  Have the children take turns exhibiting washing and drying their hands using liquid soap and paper towels..
  • Homework: Give each student a copy of when to wash. One column is labeled WASH BEFORE, the other column WASH AFTER. Used as a coloring activity, they can draw pictures of the appropriate activities or they can list them by writing them out.