Overview

Objectives

• Objective -What the educator portrays to the student/user through the course of the lesson
  • Identifies the goal of the course
  • Is measurable
    • Ex: This course will demonstrate the etiology, pathophysiology and nursing interventions of heart failure

• Student Learning Outcome – Specific outcomes that the student or user can demonstrate, identify, or create at the end of the lesson to demonstrate knowledge.
  • Must include a level of Bloom’s taxonomy
  • Must be measurable
  • Must reflect the Course/Lesson objective
    • Ex: At the end of this lesson, the student can identify medications used to treat heart failure, create a plan of care based on heart failure, and analyze laboratory results related to heart failure.

Define the Linchpin

• Define the linchpin
  • Linchpin – the one concept that keeps the entire lesson together
• If you could only teach ONE thing about this topic, what would it be?  What is the underlying MOST important concept or the ONE THING that ties the entire lesson together?
• You should spend the most time thinking about this. This should drive everything in your teaching.  It is the ONE most important topic that, if understood, makes it all make sense.
• Write this sentence as if this was the only thing the students would see/learn about this topic

Gathering Content and Concepts

• ASK:
  • How can this content be made applicable to nursing or pre-nursing students?
  • How can I simplify this content?
  • What is ESSENTIAL to know? What are the linchpins?
• Generally speaking, we avoid discussion on
  • Politics
  • Religion
  • Opinion
  • We do understand that some topics are inherently tied to these concepts (i.e. sociology, cultural care, etc), but we want to remove any bias that we may have one way or another.
    • Example: In a way to demonstrate cultural competency for a Jewish patient, when discussing nutrition, it can be mentioned that “For Jewish patients, many of them avoid pork and prefer kosher foods. Because we as nurses often work with dieticians, food services, and providers, we need to remind them of these preferences.”
    • This demonstrates that there is a level of understanding that the nurse must be aware of, and in a way can

• Nursing Concepts (if applicable)

• Nursing Concepts are high-level ideas (perfusion, fluid balance).
• These are used as alternatives to Nursing Diagnoses
• This provides a method for organizing topics into similar concepts.
  • Add at least one, and up to 4 concepts
  • If you are teaching a non-nursing related topic, then this is N/A.

Links & References

• The purpose of this link is simply to provide an external resource for students
  • Google: “Disease Process/Topic” + Medscape
  • Find an article on medscape.com
  • You may not find one on non-disease process-related topics, which is ok, but please make an effort to find something appropriate.
•  Besides Medscape, you can put links to journal articles and APA for helpful books
  • Check out Purdue’s OWL Resource for formatting – Purdue OWL APA Formatting

• Outline

• This outline is for students to have as a resource. It should be able to stand alone
• Depending on the topic the outline might have more or less information than the video
• Students should not have to ask WHY and look something up
• The outline should include the most important concepts
  • What are they most likely to be tested on?

• Finding Images

• If you ever can not find an image than DRAW it! –we love drawings, good or bad!
• Search for a Public Domain or CC image on Wikipedia Click here to see how
  • Creative Commons allows us to use an image if we give proper credit.
  • Be sure to attribute the author properly
  • If you have questions, reach out to your Curriculum Director