Lesson Plan
Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.
It is obtained from the scheme of work which was designed earlier.(Scheme of work)
SAMPLE OF A LESSON PLAN.
LESSON PLAN 1
SET: DN-2
COURSE UNIT: MEDICAL NURSING II
TUTOR: NASES REVIJONI
| Date | Time | Average Age of Students | Expected Number of Students | Number of Students Present |
|---|---|---|---|---|
| 29/10/2023 | 8:00-9:00 AM (1 HOUR) | Above 20 years | 5 |
Topic: DIABETES MELLITUS (DM)
Objectives:
By the end of this lecture, students should be able to:
- Define Diabetes Mellitus
- State the 3 causes of DM
- Describe the 2 types of Diabetes Mellitus
- List 5 predisposing factors to Diabetes Mellitus
Teaching Methods/Techniques:
- Interactive lecture
- Brainstorming technique
- Question and answer technique
Teaching Aids:
- References
- Laptop
- Projector
- Flip chart containing lesson objectives & pointer
References:
- David, K. M. (2018). General Principles of Insulin Therapy in Diabetes Mellitus. 2UpToDate. Retrieved from https://www.uptodate.com/contents/general-principles-of-insulin-therapy-in-diabetes-mellitus.
- Stephen R. Bloom (Ed.). (2009). Toohey’s Medicine, a Textbook for Students in the Healthcare Professions (15th ed.). London, USA: Churchill Livingstone.
- Uganda Catholic Medical Bureau (2015). Nursing and Midwifery Procedure Manual (2nd ed). Kampala, Uganda: Print Innovations & Publishers, pp. 166-168.
| Time and Step | Content | Tutor’s Activities | Student’s Activities |
|---|---|---|---|
| 1 (02 minutes) | Greeting Roll call | – Greets students – Makes roll call by calling students’ names | – Respond to greeting – Respond to their names |
| 2 (05 minutes) | Review of previous lesson | – Reviews previous lesson by asking students about what was covered in that lesson. | – Respond to teacher’s questions |
| 3 (05 minutes) | Introduction of the lesson objectives on Diabetes Mellitus | – Displays flip chart containing lesson objectives – Chooses one student to read what has been displayed – Provides clear linkage between previous and current lesson | -look at flip chart contents -reads what is displayed on flipchart and others listen -listen to the linkage between previous and current lesson |
| 4 (13 minutes) | Signs and symptoms of DM | – Asks students to contribute to signs and symptoms of DM using mind-mapping brain storming technique -Clarifies the signs and symptoms of DM | -come and write their contributes on white board in a ‘mind-map – listen and take notes |
| 5 (25 minutes) | Pathophysiology of DM | – Asks students the meaning of | -Respond to the meaning of patho-physiology -listen to the clarification -form pairs to disouss how signs of DM manifest -present the allocated task that has been discussed in there group. – look at the displayed chart. – listen to teacher’s explanations. – draw flow diagram on patho-physiology of DM. |
| 6 (10 minutes) | Evaluation and Conclusion of Lesson | -Evaluates lesson by asking
2.Apart from diagnostic testing,
necessary to be done on a DM patient and their rationale | -Student respond to questions asked -Students listen to teachers summary -Students listen and note down the assignment -Student respond to teacher’s appreciation |
CHALK/WHITEBOARD PLAN
| Date | Content | New Words |
|---|---|---|
| 29/10/2022 | Greeting, Roll call, Review of previous lesson, Introduction of the lesson objectives on Diabetes Mellitus, Signs and symptoms of DM, Patho-physiology of DM | Diabetes Mellitus, patho-physiology, mind-mapping, brain storming, allocations. |
COMMENTS/SELF EVALUATION
| Strength | Challenges | Way Forward |
|---|---|---|
| Teamwork | Limited resources | Resource mobilization and optimization |
CLINICAL SESSION PLAN
This is a plan prepared by a teacher to conduct a practical session in an organized manner. Its different from lesson plan as shown below.
NURSES REVISION SCHOOL OF HEALTH SCIENCES
CLINICAL SESSION PLAN 1
COURSE: DIPLOMA IN NURSING
COURSE UNIT: MEDICAL NURSING II
LECTURER: NASESI REVISION
| Date | Time | Average Age of Students | Expected Number of Students | Number of Students Present |
|---|---|---|---|---|
| 29/10/2022 | 30 minutes | Above 20 years | 5 |
Topic: INSULIN ADMINISTRATION
Objectives: By the end of the clinical session, students should be able to;
- Assemble requirements needed to administer insulin.
- Administer insulin to a diabetic patient using the demonstration and return demonstration technique.
Teaching Methods/Techniques: Demonstration and return demonstration technique.
Teaching Aids:
- Procedure checklist
- Prescription note/patient’s chart
- Simulated Patient
- Glucometer plus strips
- Prickers
- Sliding scale chart
- Insulin vial and syringes
- 2 pairs of surgical and disposable gloves
- A tray and tray cover
- Galipot of antiseptic solution
- Galipot of cotton swabs
- Receiver for used swabs
- Safety box
- Screen
- Hand washing equipment
References:
- Uganda Catholic Medical Bureau (2015). Nursing and Midwifery procedure manual (2nd ed). Kampala, Uganda: Print innovations & publishers. Pg 166-168
| Step and Time | Content | Tutor’s Activities | Students’ Activities |
|---|---|---|---|
| 1 (05 minutes) | Pre-conferencing about procedure on insulin administration | – Greets students – Briefs students on the procedure of insulin administration – Assembles requirements – Cautions students on infection prevention and ethical issues | – Respond to greeting – Listen to the tutor’s briefing on the procedure of insulin administration – Observe the requirements needed – Listen to the cautions on the procedure |
| 2 (10 minutes) | Demonstration of the procedure on insulin administration | – Demonstrates procedure step by step while briefing students on key steps;
| – Observe attentively tutor performing the procedure of insulin administration |
| 3 (10 minutes) | Return demonstration of the procedure on insulin administration | – Requests one student to do a return demonstration on insulin administration – Allocates tasks on the procedure to other students – Observes the student performing the procedure – Scores the student using a checklist and also allocates other 2 students to score their colleague | – One volunteers to perform a return demonstration – Everyone performs the allocated task – Performs a return procedure on insulin administration while others observe – The 2 students also score their colleague as he/she performs step by step |
| 4 (05 minutes) | Post-conferencing | – Asks the volunteer student to evaluate him/herself – Requests other students to critique the volunteer student – Gives feedback about the procedure of insulin administration – Encourages the students to keep practicing when they get time in order to perfect | – The volunteer students evaluate him/herself – Other students evaluate their colleague – Students listen to the students’ feedback |
COMMENTS/SELF EVALUATION
| Strength | Challenges | Way Forward |
|---|---|---|
| Effective pre-conferencing to prepare students | Time constraints during practical sessions | Allocate more time for practical sessions |
| Clear and organized demonstration of the procedure | Ensuring that every student gets the opportunity to perform the return demonstration | Rotate students to perform return demonstrations |
| Encouraging self-evaluation and peer evaluation | Scoring can be subjective; may need a more objective scoring system | Implement a standardized scoring system and provide clear criteria for scoring |
| Active student participation during the session | Availability of required equipment and materials for practical sessions may be a challenge | Ensure that all necessary equipment is readily available |
| Providing constructive feedback to students | Maintaining students’ motivation and enthusiasm for continuous practice | Organize periodic practice sessions to sustain students’ interest |
Am interested in formulating schemes of work and lesson plans so please help me.