1. Lesson plan on Hepatitis: Based on Phenomenology
Lesson objectives:
 Explore meaning of caring for a patient with hepatitis and understand the
patient/family experiences of living with the disease.
Lesson outcome:
 Recognize and challenge assumptions related to the care of hepatitis patient.
 Make meaning of the patient and family experiences of living with the disease.
 Explore strategies to prevent risk of transmission during the patient care.
Learning resources:
 The ABCs of Hepatitis Fact Sheet. CDC. Retrieved from
http://www.cdc.gov/hepatitis/Resources/Professionals/PDFs/ABCTable.pdf
 Hill, R., Pfeil, M., Moore, J., & Richardson, B. (2014). Living with hepatitis C: A
phenomenological study. Journal of Clinical Nursing. 24,428-438.
 Moore, G. A., Hawley, D. A., & Bradley, P. (2009). Hepatitis C: Experiencing
stigma. Gastroenterology Nursing, 32(2), 94-104.
 Videos:
 Jill’s experience with Hepatitis A
https://www.youtube.com/watch?v=qFmIXaStZEI&list=WL&index=67 (2:09
minutes)
 Hepatitis B: A Family’s Story
https://www.youtube.com/watch?v=1uBh7Z8QXUE&index=55&list=WL%2
0%E2%80%A2(2:50 minutes)
 Living with Hepatitis C
https://www.youtube.com/watch?v=BJrt45wCw50 (15:23 minutes)
 Text book chapter on Hepatitis
Preparatory work before class:
 Read the chapter related to the viral hepatitis from the textbook.
 Readings for class discussion :
o The ABCs of Hepatitis Fact Sheet. CDC. Retrieved from
http://www.cdc.gov/hepatitis/Resources/Professionals/PDFs/ABCTable.pdf
o Hill, R., Pfeil, M., Moore, J., & Richardson, B. (2014). Living with hepatitis C: A
phenomenological study. Journal of Clinical Nursing. 24,428-438.

2. o Moore, G. A., Hawley, D. A., & Bradley, P. (2009). Hepatitis C: Experiencing
stigma. Gastroenterology Nursing, 32(2), 94-104.
 Watch videos:
 Jill’s experience with Hepatitis A
https://www.youtube.com/watch?v=qFmIXaStZEI&list=WL&index=67
 Hepatitis B: A Family’s Story
https://www.youtube.com/watch?v=1uBh7Z8QXUE&index=55&list=WL%20%E2%80%A2
 Living with Hepatitis C
https://www.youtube.com/watch?v=BJrt45wCw50
Gathering: Welcoming and Calling Forth
 Open communication and interaction between teacher and students.
 Discussion of how to call forth best in each other.
 Sitting arrangement (classroom) in a circular fashion.
Assembling: Constructing and Cultivating
 Flexibility of learning to cultivate thinking and explore multiple perspective; avoid
strict adherence to predetermined content
 Flipped classroom: Facts and contents related to hepatitis are studied as preparatory
work and the class time used for discussion, thinking and exploring meaning and
experiences related to hepatitis.
 Creating opportunities that support participation and interaction among the teacher
and students.
Listening: Knowing and Collecting
 Invite students to listen to one another and share their experiences of caring for
hepatitis patients.
 Listen and connect with students as they tell their stories/clinical experiences.
 Together with the students facilitate safe and open environment and
eliminate/minimize any negative conditions.
Caring: Engendering of Community
 Show concern and intention to guide if needed.

3.  Avoid any biases and treat each other with respect and dignity.
 Avoid criticizing students for mistakes, instead together with the students explore the
probable cause of the mistake/misperception and look for solution.
Presencing: Attending and Being Open
 Be available to students both during the class and outside the class time whenever
possible.
 Suggest other different ways in which students can contact teacher if needed(e.g.
Email, Skype)
Preserving Reading, Writing, Thinking-Saying Dialogue
 Encourage thinking from multiple perspectives and provide opportunities for
meaning making.
 Share experiences with each other so that the thinking becomes visible and
discussion enhanced.
Interpreting: Unlearning and Becoming
 Sharing experiences out loud offers multiple perspectives which may facilitate
to unlearn previous understandings.
 Challenge previous assumptions and ideas.
Questioning: Sense and Making Meaning Visible
 Opportunities for questioning foster thinking that compel to think rather
than merely provide answers.
Discussion questions: Students will reflect on their readings and videos they watched and
engage in small group discussion and the group will later their response for entire class
discussion.
 What is the experience of a person with the diagnosis of hepatitis A?
 What is the experience of the person with chronic hepatitis B/ Chronic hepatitis C?
 What are the experiences of the family members whose loved one has been diagnosed
with chronic hepatitis?
 How does the stigma related to the chronic hepatitis affect the patient’s meaning of
life? What kind of experiences can help them to gradually cope with the disease status?

4.  Why is it significant for you as a nurse to understand the patient experiences and
challenges? What effects will such understanding have in how you would design care for
your patient?
 What are the experiences of patient taking Pegylated interferons for chronic hepatitis
B?
 What is the experience of patient on triple therapy (Pegylated interferons, ribavirin,
and Protease inhibitors) for hepatitis C?
 What are the experiences of the person for whom the treatment worked? treatment
failed?
 Discussion of muddiest point (if any) related to treatment and management of viral
hepatitis.
Assignment:
a. Students will write a 2 page reflection paper focusing on:
In what ways has the reading and discussion about hepatitis enlighten/changed your
thinking about the disease? What specifics initiative can you take on your part to improve the
experiences of these patients?
b. Watch the video on Nurse’s story with hepatitis C ,
https://www.youtube.com/watch?v=F-dGbIuxI68&list=WL&index=75( 8:57 minutes)
- Being a nurse yourself, how do you relate with the video? What thoughts ran
through your mind after watching the video? How can you deliver need based care
to the hepatitis patient, without risking your own health?
Note: Students will individually complete the above two activities and after completion
will share their work and ideas with other students in the class.

5. References
1. Diekelmann, N. (2005). Engaging the students and the teacher: Co-creating substantive
reform with narrative pedagogy. The Journal of nursing education,44(6), 249.
2. Hill, R., Pfeil, M., Moore, J., & Richardson, B. (2014). Living with hepatitis C: A
phenomenological study. Journal of Clinical Nursing. 24,428-438.
3. Ironside, P. M. (2004). " Covering content" and teaching thinking: Deconstructing the additive
curriculum. Journal of Nursing Education, 43(1), 5-12.
3. Moore, G. A., Hawley, D. A., & Bradley, P. (2009). Hepatitis C: Experiencing
stigma. Gastroenterology Nursing, 32(2), 94-104.
4. The ABCs of Hepatitis Fact Sheet. CDC. Retrieved from
http://www.cdc.gov/hepatitis/Resources/Professionals/PDFs/ABCTable.pdf
5. Young, P.,Hyaden-Miles,M & Brown, P(n.d). Narrative Pedagogy, 1-41
6. Hep C 123 Diagnosis, Treatment and Support. The American Liver Foundation. Retrieved
from http://hepc.liverfoundation.org/treatment/the-basics-about-hepatitis-c-
treatment/advances-in-medications/
7. Jill’s experience with Hepatitis A
https://www.youtube.com/watch?v=qFmIXaStZEI&list=WL&index=67
8. Hepatitis B: A Family’s Story
https://www.youtube.com/watch?v=1uBh7Z8QXUE&index=55&list=WL%20%E2%80%A2
10.Living with Hepatitis C
https://www.youtube.com/watch?v=BJrt45wCw50
11. Hepatitis C- Needlestick Injuries -- A Nurse's Story' Video. Retrieved from
https://www.youtube.com/watch?v=F-dGbIuxI68&list=WL&index=75