SAMPLE CLASS PLAN
Title of Course : Fundamentals of Nursing
Unit VII : Observation of Signs and Symptoms
Time Allotment : 18 hours
Class : The Cardinal Symptoms: Temperature
1. Objectives of the Class
A. Central Objective: The student will acquire knowledge pertaining to vital
signs by taking the body temperature by axilla and to interpret and record
results accurately.
B. Teacher Objectives: At the end of the course, the student
• Explains the principles on which the clinical thermometer is based.
• Demonstrates how to read the clinical thermometer and to record
temperature.
• Analyzes the importance of accuracy in reading and recording the
temperature. •Explains the principles underlying the procedure for taking
body temperature by mouth.
•Demonstrates the technique for taking and recording oral temperatures.
C. Student Objectives:
•Explains the principles on which the clinical thermometer is used.
•Analyzes the use of a clinical thermometer and to record body
temperature.
•Recognizes the importance of accuracy in reading and recording body
temperature.
•Explains the principles underlying the procedure for taking body
temperature orally. •Demonstrates the technique for taking oral
temperatures.
PLANNING AND CONDUCTING A CLASS
The following are guidelines for teachers to consider in consider in conducting
her class.
1. The teacher is a specialist working with her clients of care and
students.
The teacher's specialization becomes an art as she becomes skillful
in helping students learn in the way she conducts her class.
Hence, the teacher is engaged in a continuing, systematic and self-
reflective analysis regarding her teaching procedures. Her enthusiasm in
teaching exudes a great deal in motivating and inspiring her students to
participate actively during class discussions and other activities (Bradshaw
and Lowenstein: 2007).
The Planning Sequence
a. Develop a course outline or syllabus. The course outline or
syllabus is considered a contract between teacher and learners.
The course outline helps learners determine what is to be
learned and what is expected of them. The course outline
includes:
the title of the course
the name of the instructor
the course description
course goals and objectives
outline of topics
methods to be used
textbook and reference materials
methods of evaluation
b. Formulate the Objectives. Identify what knowledge, skills, and
values are expected of students. These should be designed
according to the SMARTER principle. Why do we need course
objectives?
SMARTER obiectives are:
S- Simple
M- Measurable
A- Achievable
R- Realistic
T- Time bound
E-Excellent value
R- Rewarding
To guide in the selection and choice of course content and materials.
To determine students extent of learning derived from teaching.
Taxonomy of Objectives
Bloom (1984) identified three (3) learning domains of educational
objectives, namely:
The cognitive domain which measures knowledge, comprehension,
application, analysis, synthesis and evaluation using oral tests.
Example: The learner decides how much insulin to take depending on the
amount of carbohydrate consumed.
Psychomotor domain, measures the actual performance (skill) in doing a
nursing procedure where the learner can demonstrate what he or she has
learned.
Example: The learner mixes two types of insulin in one syringe correctly.
Affective domain, measures beliefs, attitudes, and values regarding the
course given.
Example: A student accepts the responsibility of identifying his own learning
needs.
c. Selecting content. Course content is usually prescribed in the
curriculum. The teacher provides the course description to guide her what
to teach. The teacher has the discretion of determining exactly what to
include or exclude on a particular topic.
d. Organizing content. The course content must be designed and
structured in a logical sequence. A teacher can move from generalizations
to specifics or vice versa. Lecture discussion of topics must be prepared
and organized in order to proceed smoothly and facilitate clear
understanding of the subject matter.
Example: Start a pre-op class for patients by talking about the effects of
general anesthesia and then, mention examples of anesthetic agents.
2. Select teaching methods.
Deciding which teaching method to use is not easy. Weston and Crenton
(1986) believe that the selection of teaching methods is one of the most
complex part of teaching. The teacher is faced with the dilemma of which
strategies are the most appropriate way to teach a particular topic. There are
several factors to consider in the choice of the best teaching method to use
(De Young: 2003).
a. Objectives and the type of learning the teacher is trying to achieve.
Example: If the teacher wants to develop attitude, case study or role-playing
may be used.
b. Course content. The sub-feature and informative context of the subject
matter to be taught specific to what the students must learn.
Example: Ethical aspects of euthanasia could be handled through discussions
or audiovisuals.
c. Abilities and interests of the teacher. The teacher's comfort in teaching
the topic that will capitalize her strengths and personality.
d. Compatibility between teachers and teaching methods, between
learners and learning methods. Awareness of capabilities and background
knowledge regarding the subject matter.
e. Number of students in the class. Having ten (10) learners versus thirty
(30) learners will obviously affect the way teachers teach. With small groups,
cooperative learning can be effective. Larger groups can have lectures,
audiovisuals or case studies.
f. Educational resources available in an institution. Adequacy of
classroom size, furniture, lighting, ventilation, availability of technology,
availability of instructional and multimedia equipment and materials. Lack of
these resources may limit the teachers' creativity and resourcefulness in the
choice of strategies of teaching.
Effectiveness of Teaching Methods
Teaching methods are considered effective if students are able to develop
knowledae. improve performance of skills, enhance problem-solving skills, saves
them time for learning, and allows speed of the transfer of learning abilities to
them.
Planning Assignments
Assignments must encourage students to think critically. These include term
papers and research, or position papers. All assignments must be geared toward
meeting the learning outcome of the course. The following points are used in
planning assignments:
Assigning short essay. To analyze a particular patients' problems or issue
related to the course encourage students to think critically.
Disease assessment focus or patient teaching tools or materials. This can
facilitate creative and resourceful way of using strategies to accomplish
this assignment.
Nursing care plans. An indispensable aspect of nursing assignments is done in
most clinical courses. This requires critical thinking using the nursing process to
solve parent needs and problems.
3. Fit the topic to the audience. Assess your student's level of
competency as basis in the choice of course objectives and content.
4. Focus on your topic. Do not attempt to cover everything in one lecture
5. Prepare an outline that includes 5-9 major points you want to cover in
one lecture.
6. Organize your points for clarity. Simplify presentations, emphasize on
important points and allow students to restate or rephrase what was
discussed.
7. Select appropriate examples or illustrations that will fit the subject
matter discussed
8. Present more than one side of an issue and be sensitive to other
perspectives for better view of the various factors that affect or influence
a certain issue or event.
9. Repeat points when necessary for clarity and understanding.
10.Be aware of your audience and observe their responses and feedback.
11.Be enthusiastic or excited about your topic so the audience will exude
the same enthusiasm.
12.Use visual aids for a meaningful presentation to enhance memory and
understanding.
13.Provide "hands on" experience to strengthen knowledge and skills of
the topics taught.
14.Record important information in writing. Prioritize the Presentation of
topics from the most to the least important.
15.Use movies and videos with captions to enliven the discussion.
16.Repeat a question and respond clearly.
17.Arrange for the students to sit comfortably to allow active listening,
some may have sensory or perceptual difficulty if classroom atmosphere is
not relaxed.
18.Provide new vocabulary or an agenda ahead of time.
19.Stay in one place or move once in a while rather than moving too fast
around the room. Be aware of your words, behavior or mannerisms.
20.Do not expect a student to look in more than one place at a time.
students perceptual ability is still limited only to what was learned. Allow
students to grasp situations one step at a time for gradual understanding
and retention of knowledge imparted while staying focused on the
relevant matters that must be learned.
