Lesson Plan 7 Running head: LESSON PLAN Lesson Plan Assignment School of Nursing Month Day, Year Your Name and Credentials here Instructional Lesson Plan Course: Pediatric Acute Care Nursing Topic: Inpatient Nursing Management of Pediatric Diabetes Date: Insert Instructor: Insert Your Name and Credentials Here Goal: Novice nursing staff will gain the knowledge and clinical skills necessary to provide safe and competent care to diabetic patients in the pediatric inpatient setting.               Context (learner group, learner characteristics, style, developmental level, learning theory): Learner Group: Newly graduated RNs who have just been hired for the pediatric inpatient area are the target learners for this learning one hour session. This session is a portion of the 5-day pediatric acute care nursing course imbedded in their orientation. Learner Characteristics: All the RNs have graduated from nursing school within the last nine months. Ten are female and one of the is a male. Ages range from early 20s to mid 30s. Seven students are Caucasian, two are African American, and two are Asian. English is the primary language of each of the students. As recent graduates, all of these RNs are eager to learn and prepare themselves for their new role as a RN in clinical practice. Students are autonomous and have a sound knowledge base related to this topic. Learning Style: The target audienceis a combination of field-independent and field-dependent learners. Therefore, some students will prefer lecture but others will prefer group discussions. Several teaching strategies will be employed to ensure that mastery of the content is obtained. Developmental Level: Learners fall into Erickson’s developmental stage of young adulthood. The psychosocial crisis in this stage is intimacy vs. isolation. Young adults continue in the formal operations stage of cognitive development. Physical development for most young adults is at its height; most young adults can master almost any psychomotor skill (Bastable, 2008). Learning Theory: Cognitive Learning Theory is being utilized in this lesson plan. “Cognitive learning results in the development of perceptions and insight” (Bradshaw and Lowenstein, 2007, p.4). A change in thought patterns and actions then occurs as a result of this insight. As the target audience is motivated and eager to learn, cognitive learning is appropriate. Cognitive learning is an active learning process and research indicates that adults prefer self-directed learning (Bastable, 2008). Objectives At the completion of this one hour session, the novice nurse will: 1. compare and contrast type 1 and type 2 diabetes; 2. describe the symptoms of diabetes; 3. differentiate between the signs and symptoms of hypoglycemia and hyperglycemia; 4. demonstrate skill in glucose testing via finger stick and use of a glucometer; and 5. demonstrate competence in “simple ca ...

1. Lesson Plan 7
Running head: LESSON PLAN
Lesson Plan Assignment
School of Nursing
Month Day, Year
Your Name and Credentials here
Instructional Lesson Plan

2. Course: Pediatric Acute Care Nursing
Topic: Inpatient Nursing Management of Pediatric Diabetes
Date: Insert
Instructor: Insert Your Name and Credentials Here
Goal: Novice nursing staff will gain the knowledge and clinical
skills necessary to provide safe and competent care to diabetic
patients in the pediatric inpatient setting.
Context (learner group, learner characteristics, style,
developmental level, learning theory):
Learner Group: Newly graduated RNs who have just been hired
for the pediatric inpatient area are the target learners for this
learning one hour session. This session is a portion of the 5-
day pediatric acute care nursing course imbedded in their
orientation.
Learner Characteristics: All the RNs have graduated from
nursing school within the last nine months. Ten are female and
one of the is a male. Ages range from early 20s to mid 30s.
Seven students are Caucasian, two are African American, and
two are Asian. English is the primary language of each of the
students. As recent graduates, all of these RNs are eager to
learn and prepare themselves for their new role as a RN in
clinical practice. Students are autonomous and have a sound
knowledge base related to this topic.
Learning Style: The target audienceis a combination of field-
independent and field-dependent learners. Therefore, some
students will prefer lecture but others will prefer group
discussions. Several teaching strategies will be employed to
ensure that mastery of the content is obtained.
Developmental Level: Learners fall into Erickson’s
developmental stage of young adulthood. The psychosocial
crisis in this stage is intimacy vs. isolation. Young adults
continue in the formal operations stage of cognitive

3. development. Physical development for most young adults is at
its height; most young adults can master almost any
psychomotor skill (Bastable, 2008).
Learning Theory: Cognitive Learning Theory is being utilized in
this lesson plan. “Cognitive learning results in the development
of perceptions and insight” (Bradshaw and Lowenstein, 2007,
p.4). A change in thought patterns and actions then occurs as a
result of this insight. As the target audience is motivated and
eager to learn, cognitive learning is appropriate. Cognitive
learning is an active learning process and research indicates that
adults prefer self-directed learning (Bastable, 2008).
Objectives
At the completion of this one hour session, the novice nurse
will:
1. compare and contrast type 1 and type 2 diabetes;
2. describe the symptoms of diabetes;

4. 3. differentiate between the signs and symptoms of
hypoglycemia and hyperglycemia;
4. demonstrate skill in glucose testing via finger stick and use
of a glucometer; and
5. demonstrate competence in “simple carbohydrate counting”.
Content Outline and Time
1. Diabetes Mellitus – pancreas does not make enough insulin or
body becomes insulin resistant
a. Type 1
i. Insulin producing
cells of the pancreas
are destroyed
ii. Dependence on
replacing insulin

5. iii. Only treatment
option is insulin
injections or insulin
pump
iv. 10% of diabetics are
type 1
b. Type 2
i. insulin is produced,
often at high levels
ii. body is resistance to
effects of insulin
iii. pancreas cannot
keep up with
increased demands
and begins to fail
iv. diet, exercise and
weight loss are first
line treatment
options, then
medication
(15 minutes)
2. Symptoms / warning signs of diabetes
a. Frequent urination
b. Excessive thirst
c. Unusual hunger
d. Weight loss
e. Fatigue
f. Irritability
g. Frequent infections
h. Blurred vision
i. Cuts or bruises that heal
very slowly
j. Tingling or numbness in
the hands or feet
k. Recurring skin, gum or

6. bladder infections
l. No warning sign
(5 minutes)
3. Abnormal blood glucose levels
a. Hypoglycemia
i. Signs and symptoms
ii. Treatment
b. Hyperglycemia
i. Signs and symptoms
ii. Treatment
(10 minutes)
4. Monitoring
a. Finger stick / Glucometer
b. Glycosylated
hemoglobin
c. Urine ketones
(15 minutes)
5. Simple carbohydrate
counting
a. Used in type 1 diabetes
b. Every 15 grams of carbs
= carbohydrate choice
c. Use fast-acting insulin to
cover the carb content of
meal
(15 minutes)
Teaching Strategy
1. lecture

7. 2. question and answer, lecture
3. lecture, group discussion based on case study
4. lecture, volunteer in audience to perform return demonstrate
of glucometer after video
5. lecture, group discussion based on case study

8. Instructional Strategy
1. PowerPoint
2. white board
3. PowerPoint

9. 4. PowerPoint, 5 minute video
5. PowerPoint, handouts to serve as crab counting reference
guide
Method of Evaluation / Assessment
1. true/false, multiple choice, restricted response/short essay
2. true/false, multiple choice

10. 3. matching, context dependent multiple choice
4. context dependent multiple choice, true/false, competency
assessment (finger stick and glucometer)
5. context dependent multiple choice, completion items
Multiple teaching strategies were used throughout this lesson
plan in an effort to meet the learning needs of the target
audience. These strategies include lecture, question and answer
sessions, group discussion based on case studies and a
demonstration. Lecture is beneficial for this topic because the
instructor knows that all of the students are presented a common
core of content. Bradshaw and Lowenstein (2007) state that
“lecture is the safest and easiest teaching method, allowing the
educator the most control within the classroom” (p.110).
Question and answer is used for objective #2. By asking the
students to draw upon their previous knowledge, this method
allows the educator to determine what the students already
know about the symptoms of diabetes. The third strategy used
is group discussion through the use of case studies. Both group
discussion and case studies are examples of teacher moderated
teaching strategies. Students will have to assume a more active
role; this should allow for variety and hold the attention of the
audience. Finally, a return demonstration will be utilized as a
teaching strategy after the students view a video which includes
a demonstration. This collaborative strategy will enable the
students to participate as active learners.
Again, a variety of instructional media are employed throughout
this one hour session. The use of PowerPoint is the primary

11. method used. This is in an attempt to enhance the lecture
portion of the course. The visual learners may need this to help
them process the lecture. A short video is used; again, assisting
the visual learners. The video also allows a demonstration of
both a finger stick and the use of a glucometer to be shown to
the audience. The whiteboard was used to quickly jot down
answers as the audience members called out the symptoms of
diabetes. This list could then be referred to during specific
points of the presentation. Handouts are to be used as a
resource for simple carbohydrate counting. The handouts
include many common “hospital dishes”; making them useful in
daily clinical practice.
The material covered during this learning session will be
evaluated in various ways. The first will be a competency
assessment related to the use of the glucometer and the hospital
policy on finger sticks. The competency assessment will be
pass/fail and is an example of a criterion-referenced assessment.
The second method will be that of a paper and pencil test; this
is considered summative evaluation. Oermann and Gaberson
(2009) state that “summative evaluation occurs at the end of the
learning process” (p.11). Several types of test items will be
used to assess learning. True/false, matching, multiple choice,
short answer and completion items will be utilized within the
written test. The true/false items enable the student to answer
multiple questions in a short period of time. They also are able
to evaluate a wide range of content (Oermann and Gaberson,
2009). Some of the multiple choice items will be context
dependent in an effort to assess higher level cognitive skills.
The written test will serve as a valuable assessment strategy.
Evaluation will also occur throughout the learning session
during the group discussions of the case studies presented.
Formative evaluation “occurs throughout the instructional
process and provides feedback for determining where further
learning is needed (Oermann and Gaberson, 2009, p.10). The
variety of assessment strategies used will be helpful to the
educator in determining whether the learners were motivated to

12. learn as well as provide learners with various ways of
demonstrating what they have learned.
References:
Bastable, S.B. (Ed.) (2008). Nurse as educator: Principles of
teaching and learning in nursing practice (3rd ed). Boston:
Jones
and Bartlett Publishers.
Bradshaw, M.J. and Lowenstein, A.J. (2007). Innovative
teaching strategies in nursing, and related health
professions. (4th ed).
Sudbury, MA: Jones and Bartlett Publishers.
Oermann, M.H., & Gaberson, K.B. (2009). Evaluation and
testing in nursing education (3rd ed). New York: Springer
Publishing
Company.
Instructor Guidance
This week we delve into what attracts us to particular groups
and then how we work together as a group to achieve our goals.
It might surprise you to learn that many times individuals join
groups because they are convenient (close to home), because a
friend or acquaintance belongs to the group, or because we see
it as a status thing. It appears from research on this subject that
what he group does isn’t always as important as how we are
perceived for being part of a group. Remember that popular
group back in high school? Maybe you were a part of it, or
maybe not. Either way, the perception of many individuals at
that time was that the “in group” had more going for it than
other less popular groups. Those who were actually part of this
group sometimes learned that it more about the status of
belonging than it actually was belonging.
As adults, our roles in life many times determine which groups

13. we decide to join. Those who are the primary caretaker in the
family, typically women, tend to join more informal social
groups. Many men see their role as primary breadwinner and so
they tend to join groups or organizations that may help them
move up on the social/business ladder. Sorry about the
stereotypes gang, but research doesn’t lie. For both men and
women, finding individuals that are similar to ourselves also
tends to be criteria for joining a group. Perhaps that is related
to the comfort we feel with those things that seem familiar.
Another factor that comes into play when deciding which
groups we want to join is the cost/benefit idea. Joining groups
has a cost, either monetarily or emotionally. Some groups have
required clothing (uniforms) or dues. In most cases the
emotional cost of meeting and conforming to new individuals
expectations can also take an emotional toll, so we tend to
weigh the costs and the benefits before making a commitment.
Exiting from a group also has the same considerations plus a
few others, like loss of status or feelings of isolation.
The cohesiveness of a group relates to how well everyone gets
along and functions as a unit. That is not to say that all
encounters of a group are without conflict, because sometimes
positive conflict can be healthy. If we like the individuals in a
group this tends to foster cohesiveness, as does a belief in a
common goal or cause. Sometimes it is just frequent
association that drives us to get along better with some
individuals than others, or a shared identity like attending the
same college, for example. It is possible that we don’t like the
individuals in a group very well, but we do like the larger
context of association this group has with other organizations
that may make us more cohesive as a group.
A natural progression from a group discussion involves
teams. As we know now, a truly effective team is one that
includes a small group of people who are committed to
something much larger then what they themselves can
accomplish. In order for an organization to improve the
performance of each team must continually improve. Remember

14. though, a group of people is not necessarily a team and a team
is only one type of a group. In order to be classified as a team a
group must have the same set of goals, must be aware of their
common inter-dependence as they move toward their goal, they
must interact regularly, they must see themselves as a team,
they must have specific functions or roles to perform and have a
limited life for membership.
There are several ways to classify teams. Three of the common
ways this is done is: through the setting the team is used in,
how they are used in an organization (Problem-solving, special
purpose or self-managing), or based on what they do
(recommend things, make or do things or teams that run
things). Most teams exist within an organization and are used
primarily to solve a production cost issue (mass-production
organizational structure) or for continuous improvement.
To build a productive team you not only have to bring together
individuals with unique and complimentary skills, you need to
carefully structure the cooperation effort among team members.
The team needs to be formed, structured, and nurtured in order
to realize their potential. Some suggestions to accomplish this
include keeping the teams small (no more than 10 members
usually), selecting team members based on their skills and
expertise, and bring together the physical resources (space,
materials, information, time, support personnel).
Once these things are done you need to present the team with its
mission, have frequent and regular meetings to provide time for
interaction among members, establish clear rules of conduct, set
up accountability criteria, check progress, provide training and
celebrate successes...among other things. Developing
commitment is the key for successful teams. Progress can be
measured by means of a flowchart, a Pareto chart or using any
number of other tools.
So what happens if a team develops problems? It could be in
the area of team maturity, team history, motives of members or
obstructive individual behaviors. When this happens rapid
intervention needs to happen to keep the team from becoming

15. dysfunctional. Coaching and counseling usually works well if
approached early on. If problems are not addressed with the
members, a dysfunctional group could quickly develop.
Here are this week’s deliverables:
Read Chapters 5 & 6 in Group Behavior in Organizations.
Check out the Toolkit relative to groups by following the link
under the Week 3 tab.
Complete the Discussion Questions (by Thursday) on Group
Cohesion and Productivity and Norms and Conformity.
Respond substantively to at least two of your peers Discussion
Posts in each discussion thread by Monday.
Complete the Week 3 Quiz by Sunday. Why not just take this
early and get it behind you?
Complete the Written Assignment no later than Monday. This
one should be fun because you get to research the best places to
work and what makes them that way. Who knows, maybe your
own company is one of them?
Best Workplace – Assignment Instructions
PLEASE DO NOT SUBMIT A BID FOR THIS ASSIGNMENT
IF YOU DO NOT UNDERSTAND EDUCATION TERMS AND
CONCEPTS. ALL DIRECTIONS MUST BE FOLLOWED AND
NO PLAGARIASM. MY SCHOOL USES SOFTWARE TO
DETECT COPIED MATERIAL.
Please read these assignment instructions before writing your
paper, and re-read them often during and after the writing
process to make sure that you are fulfilling all of the
instructions. Please also utilize the assignment guidance
below and the template provided. There are links provided to
some of the required sources.
Review the most current results of FORTUNE Magazine's
annual ranking of America's “100 Best Companies to Work
For.” http://beta.fortune.com/best-companies/.
Explore the website of at least three of the companies noted.

16. Develop a two- to three- page paper that addresses the
following:
a. When reviewing the descriptions of the work environments,
identify elements that appear to foster employee motivation and
group cohesion among employees.
b. Relate your analysis to the material presented in the chapters
assigned for reading this week. For example, there may be
elements that support George Homans’ theory, or another theory
of exchange in groups.
George C. Homans, the human group and elementary social
behaviour - http://infed.org/mobi/george-c-homans-the-human-
group-and-elementary-social-behaviour/.
Homans Exchange Theory -
https://www.youtube.com/watch?v=iwSvoxxFDbY
Use at least one source in addition to the course text and the
FORTUNE Magazine article. The paper is to follow APA
guidelines as outlined in the Ashford Writing Center.
Running head: TITLE 1
TITLE 3
Title
Name
Course
Instructor

17. Title
References
5. Completed Lesson Plan – 30 points

18. This assignment allows you to synthesize what you have learned
by completing a comprehensive lesson plan for one class that is
1-2 hours in length. Please do not use the objectives and
content used for the Objectives/Content Linkage assignment.
Please submit the completed assignment in APA format using
the Assignment Manager.
*****Please use the template below (see link above) as the
format for your lesson plan. (NOTE: Please do this in landscape
format to give you the room you need to complete this grid.)
Also, do not double space this assignment as you typically
would in APA format.
Evaluation Criteria
A. Information in template: (23 points):
· Context of Learning Environment (4 points) – intended learner
group identified, including learner characteristics, style, and
developmental level; this should be shown in narrative form
· Learning Theory being used and rationale for your choice (2
points)
· Goal(s) (1 point)
· Objectives (4 points)
· Detailed Content Outline – this should be in outline format (no
bullets, abbreviations, acronyms, or sentences!) and in
sufficient detail for a colleague to be able to pick up your
lesson plan and teach from it (5 points)
· Amount of time allotted for content related to each objective
(1 point)
· Teaching Strategies (at least two different ones) (2 points)
· Instructional Technology (at least two different types) (2
points)
· Method of Evaluation /Assessment Strategies (list at least two

19. different types) (2 points)
B. Information in a short narrative (7 points) stating the
rationale for your
choices of:
· teaching strategies; (2 points)
· types of instructional technology to be used; (2 points)
· types of evaluation/assessment strategies to be used in
assessing learning. (2 points)
· proper grammar, punctuation, capitalization, and spelling;
references (for content of lesson plan as well as other sources
used in other parts of assignment - yes, in correct APA format).
Remember no plagiarism(1 point)
The combined lesson plan and narrative should be limited to -6
pages in total including cover page and reference list page.
Due Date: 5/5/17
Evaluation criteria: The number of points listed beside each of
the above components will be added to provide a total score (30
possible points) on this assignment.
Instructional Lesson Plan
Course:
Topic:
Date:
Instructor:

20. Goal:
Total Time for Class:
Context (learner group, learner characteristics, style,
developmental level, learning theory):
Objectives Content Outline and Time Teaching
Strategy
Instructional
Technology
Method of
Evaluation/Assess
ment
Instructional Lesson Plan
Course:
Topic:
Date:
Instructor:
Goal:
Total Time for Class:
Context (learner group, learner characteristics, style,
developmental level, learning theory):

21. Objectives
Content Outline and Time
Teaching Strategy
Instructional Technology
Method of Evaluation/Assessment