DVT Teaching Plan

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

The patient did not receive standard treatment to prevent the formation of a DVT. What are some possible reasons why this error occurred? The first reason was that the nurses and staff on the floor were so focused on his admitting problem being related to COPD, which caused his respiratory infection, which then caused his kidneys to not function properly. Since his kidneys were not up to par, the staff wanted to make sure that he was not going to go into kidney failure, so that was their number one priority at the time. Secondly, the admitting doctor did not order DVT (deep vein thrombosis) prophylaxis. Based on his thrombosis risk factor assessment, the patient would have scored as a high risk. He should have been placed on sequential compression devices (SCD), and either heparin or lovenox (University of Michigan Health System, n.d.). The most alarming reason was that the nurse did not

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

(The class will be split into two groups. When you deliver your group presentation for P3, the other group will act as the newly qualified nurses. Your teacher will take on the role of a particularly difficult nurse, who will ask you lots of questions about your strategies. This will lead to a discussion about how you intend to implement your strategies for M2.)

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Danielson’s framework is much more detailed and can be divided into 4 main frameworks: planning and preparation, classroom environment, instruction and professional responsibilities (Danielson, 2007). The HSTW framework is not as detailed, because here we find only 10 key practices that should be applied: high expectations from students, plan of study, academic studies, career and technical studies, work-based learning, teachers working together, students actively engaged, guidance, extra help and developing a culture of continuous improvement (Virginia Department of Education, n.d.).

Recommend instructional activities and /or interventions to address goals. All plans must be based on your analysis of the data.

Identify and describe at least two resources that teachers can utilize in their planning and implementation. These can be text or web-based resources.

The meeting was conducted in the auditorium of the conference center. The meeting was opened to the public, everyone was welcomed. The board members ask questions and nurses or the university representatives answer questions. The style of the meeting is democratic leadership, in which the members of the group take a more participative role in the decision-making process. The conversations between the board members

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.

• DVT – the formation of a blood clot within a deep vein that may partially

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.