Basic Life Support Teaching free essay sample

The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this is a perquisite to passing first year. This maximizes the student’s willingness to learn and facilitates control of learning. The nursing labs will be utilized to teach the students with the focus on developing the skills and knowledge required to perform BLS. The students will be provided with a handout, outlining the important aspects to be covered. The learning theory that will be utilized is ‘Gardner’s Multiple Intelligences’ which expresses that there are several different types of intelligence and that student’s have different strengths and learn differently. The intelligences include kinaesthetic; logical; spatial; mathematical; visual; verbal; interpersonal; musical and naturalistic. This teaching plan will incorporate verbal, visual and tactile approaches to teaching to assist the student’s in gaining the skills and knowledge needed (Helding, 2010). Allocation of the tasks involved in the teaching plan will be divided equally amongst both teachers. Time | Activity| 5mins| Welcoming students: Allocated teachers- S and N (Introducing ourselves and welcoming the students, explaining why they are here and what the aim of today’s class is. Welcome students, Hello our names are S and N, as you know we are 3rd year nursing students. Part of your role as a nurse is to teach people. This could be patients, families or other nurses. Our role today is to teach you (the first year nursing students) how to perform Basic Life Support and the importance of this skill. To assist your learning today we will be teaching you using a range o f verbal, visual and tactile approaches. (While doing this we will point to our ears, eyes and hands. ) Determining pre-existing knowledge/Ice breaker activity: Allocated teacher-S. Students will be asked to introduce themselves and to explain their understanding of BLS. We do this to determining their Pre-existing knowledge)To Determine pre-existing knowledge, we will ask the students to introduce themselves and briefly state what they know about BLS. Also questioning whether any of students, have been exposed to a situation where BLS was needed? | 5 mins| Topic content: Allocated teacher- N. Students will be provided with a hand out of a brief written overview of the lesson. Assisting visual learning. Explain legal requirements – Duty of care, Cultural awareness/sensitivity, Confidentiality, Limitations and the importance of Debriefing. 2- Protection- The importance of PPE, which involves gloves, gowns, and protective eyewear if bodily fluids/blood is present. 3- Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations. 4- Managing the unconscious patient Airway, Breathing and Circul ation (Cardio Pulmonary Resuscitation) and knowing how to place a patient into the recovery position. Understanding what a Defibrillator is and when it can and cannot be used. | 5 mins| Learning objectives and Topic content: Allocated teacher-S. Next, we will explain the learning objectives to the students. (This will be provided on a handout to assist in visual learning). At the completion of today’s teaching session it is expected that the students will be able to: 1- Have a basic understanding of the legal requirements in relation to Basic Life Support. Understand the need for PPE when administering Basic Life Support in relation to infection control 3- Assess an emergency situation 4- Prioritize the management of a patient when dealing with life threatening situations 5- Manage the unconscious patient. 6- The correct use of a Defibrillator. 7- Know the recovery position and how to place a patient in it. | 5 mins| Lesson Outline: Allocated teacher-NExplaining legal requi rements : Duty of care: A duty of care is implied when the person who is requiring your assistance is in your workplace. E. g. patient, co-worker or visitor. Consent of an unresponsive patient is assumed in an emergency situation. (Crouchman, 2009; Milne amp; Mellman-Jones, 2010). Cultural awareness/sensitivity: We need to mindful of varying cultures when assisting patients, as different cultures prefer to be unexposed which is necessary when defibrillation is required. Eg, Muslims (Hattersley amp; Keogh, 2009). Confidentiality: Following an emergency situation it is vital to refrain from speaking to others outside the workplace about the patient to ensure the patient’s privacy and dignity. Think about how you would feel if you where in the patient’s situation. Maeder, Martin-Sanchez, Croll, amp; Ambrosoli, 2012)? Limitations: Remember that once you start you can’t stop until you’re physically unable to or help arrivesDebriefing: Participating in the debriefing process is vital due to the enormity of the situation, enabling the nurse to express their feelings, preventing possible burnout. It may also be benefic ial to discuss what happened with someone involved in the emergency or within your area such as NUM, co-worker, friend (Funnell. , Koutoukidis. , amp; Lawrence. , 2009). Protection- Nurse’s are taught to wear gloves at a minimum whilst performing BLS. To avoid direct contact with blood or other bodily fluids it is necessary to wear gloves, gown and protective eyewear to reduce risk of infection to yourself (Funnell. et al. , 2009). (Remember, you do not know what that sweet little old woman could have! ) Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations and managing the unconscious patients Airway, Breathing and Circulation (Cardio Pulmonary Resuscitation)30mins DRSABCD: Allocated teacher- N to Talk, S to demonstrateThis will be written on the whiteboard and each step demonstrated on the dummy. Students are encouraged to ask questions if clarification is needed. * Danger: This can relate to you or the patient. Be conscious of your surroundings. * Response; Approach the patient and check for a response by talking loudly and touching their shoulders. Look, Listen and feel. * Send for help: Press the emergency buzzer; you may also call for help. * Airway: Checking for breathing: Place your ear over the persons nose and mouth:Look- Can you see the chest and abdomen rise and fall? If vomit is present use suction to remove. Listen- Can you hear air entering the mouth and/or nose? Feel-Can you feel air on your hand or face? It is no longer necessary to check for a pulse. Breathing: 30 compressions to 2 breaths for all. (Staying alive or Mary had a little lamb). Do a quick secondary assessment to ensure the patient is not losing blood, as compressions will increase bleeding. If no bleeding, commence compressions, which should be performed on the lower part of the breastbone. Place your thumb at the top of the sternum and where you pinkie finger reaches at the bottom of the sternum, is the location for compressions. With your hands clasped one on top of the other or interlocked, kneel beside the patient keeping your elbows straight. Press firmly and fast compressing 1/3 of the chest depth(Funnell. et al. , 2009). After 30 compressions, give two squeezes of the non-rebreather for both children and adults by tilting the head back, place mask on the face using one hand on the forehead and the other on the chin to secure the mask. If no change to patient’s condition continue the process again. With infants, it is important not to tilt the head as this will block the airway. Compressions performed on an infant require the use of two fingers just below the midpoint of the sternum 1/3 of the chest deep at 100bpm. Continue BLS until there are signs of life, ambulance take over or you are physically unable to continue (Australian Resuscitation Council. , 2012b). * Circulation: The purpose of the compressions is to get the heart to push the blood and oxygen around the body (Marieb, 2009). The organs of the body require oxygen, if possible elevate the legs, this helps push the blood up to the brain (Mosbys Medical, Nursing amp; Allied Health Dictionary, 2006). If performed correctly CPR can re-start cardiac function, or maintain circulation to vital organs until ALS personal arrive (Funnell. t al. , 2009). * Defibrillation: The heart works by electrical impulses, this is called fibrillation(Lewis. , Heitkemper. , Dirksen. , OBrien. , amp; Butcher. , 2009). A defibrillator delivers a controlled electric shock to the heart. If the patient’s condition improves and they start to breath, place in the recovery position (Palm up with arm out straight, Opposite knee bent, arm to shoulder, roll pat ient). Continue to watch them, constantly re-assessing the patient for any change to their condition (colour, breathing, condition) (Australian Resuscitation Council. , 2012a). We use the recovery position rather than laying the patient on their back to prevent the lower jaw dropping and causing the tongue to fall back and block the airway, it can also be contributed to the patient being unable to swallow or cough occluding the airway. (Funnell. et al. , 2009). Questions: Question from students. Practice: This time is used for students to practices the skills they have just learnt. | 5mins| Assessments and Evaluations : Allocated teacher- S Students have watched the teacher demonstrate BLS, and have shown the teacher how they can perform the task with guidance and then alone. Watch it, Do it together, do it alone’. Feedback was provided as each individual performed BLS to improve their performance. Assessing each student’s performance against the skills and objectives needed. The Student’s overall achievement will indicate to the teacher whether the teaching plan has been successful and areas that need improvement. This in turn encourag es the teacher to reflect on the rationale of the teaching and learning strategies implemented. 5 mins| Summary: Allocated teacher- S Conclusion of the session will involve recapping the lesson provided and ensuring all students understand and feel confident in performing BLS. Giving the students the opportunity to clarify any areas of concern. | | Equipment needed:1-Lab room2-Students who have attended the pre-prac lectures and read the prescribed reading3-White board4-White Board markers5-BLS dummy6-Gloves7-Disposible face mask for dummy8-Cleaning solution for dummy post exercise9-Printed overview of the session10-Learning objectives handout 11-Defibrillator| In summary a teaching plan is vital for both the teacher and students as it is a template of what the content of learning will be and guides the students in knowing what is expected of them, whilst enabling the teacher to have control of the lesson and vary any activities according to student’s abilities to promote active learning. Teaching plans also allow for the various methods of learning such as auditory, visual and tactile ensuring each student the opportunity to learn regardless of how they learn.