Running head: TEACHING PROJECT
1
Description and Analysis of Teaching Project
Betty Sousley
Ferris State University
TEACHING PROJECT
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Description and Analysis of Teaching Project
The description and analysis of the teaching project are identified
as how to perform an
assessment of a trauma client. There was an allotted timeframe for the students to attend,
observe, and perform a return demonstration on the information presented. The students’
comments and evaluation of the experience identified
the presentation as
well
-
received
and
informative project (see Appendix E).
For the teaching unit I chose to demonstrate an assessment on a trauma client. Knowing
that the students had performed physical assessments in the simulation lab, I was eager to
assess
and evaluate
their learned knowledge through this exercise. The NLN (2005) Core Competency
III: Use Assessment and Evaluation Strategies states that a nurse educator uses a variety of
strategies to assess and evaluate student learning in the class
room, laboratory, and clinical
settings. This was an opportunity to assess
and evaluate
what the students had learned
, along
with the ability to recall learned knowledge from lecture and with
in the simulation lab
.
Now that
the students are in their clinic
al rotation, they will be performing assessments on their clients.
The objectives for this teaching unit were two
-
fold: to evaluate their ability to recall knowledge,
demonstrate the systematic approach of an assessment, and to decrease any hidden anxieti
es of
performing an assessment on a trauma client.
Even experienced nurses may have some level of
anxiety of the unknown and acquiring some knowledge of what is expected alleviates
that fear.
Billings and Halstead (2009) identify a six
-
step process for n
ovice faculty in designing a learning
experience
.
The six steps are determining the outcomes, creating an anticipatory set, setting a
teaching strategy, implementation issues (activities), designing closure, and designing formative
and summative evaluatio
n strategies.
Utilizing the
assessment outline from TNCC (Emergency
TEACHING PROJECT
3
Nurses Association, 2007)
I planned my project accordingly. The
TNCC has identified the
trauma assessment as a three
-
tiered survey.
The three tiers of assessments are identified as the
primary (see Appendix B), secondary
(see Appendix C), and tertiary (see Appendix D). The
teaching unit
i
dentifie
d
each acronym
use
d in the
systematic approach to assess the trauma
client
. Starting with the letter A and
succinctly going through letter I,
the students survey
ed
the trauma
client
from their initial
interaction, ending with the admission or transfer of that
client.
Building on the learned
knowledge of BLS assessment skills
, the
primary survey, I
identified
the next steps in the
assessment kn
own as the intervention of the trauma
client, the secondary survey.
The last step
describes the
planning and implementation/
diagnostic level
, the tertiary
survey. The use of in
-
depth analysis of a real
-
life situation is a strategy that promotes critical
thinking (Billings &
Halstead, 2009). Active learner strategies will be effective teaching skills through the
demonstration of the
assessment levels of a trauma cli
ent. The students observe
d
and visualize
d
the succinct technique for assessing a trauma
cl
ient.
I had a mannequin lying on a table in the education room on the second floor. I removed
the chairs from the room to ensure the visibility of all students. The student and clinical
instructors gathered around the table. I started the presentation
with the
state
ment that the
students would not be tested on this material or information.
Informing the students that they
would not be responsible for the advanced knowledge,
the students relaxed and could focus on
my presentation. I distributed the handouts of the primary, secondary, tertiary (see Appendices
B, C, & D) assessment and interventions
to the students
.
Summarizing the survey for the
students, students will have
time to practice the assessment skill levels and verbalize the
succinctness of the process.
TEACHING PROJECT
4
Evaluations of my teaching
project
were
distributed
to the targeted audience, completed,
a
nd collected for analysis
. The majority of the comments and feedback le
d to the fact that my
experience and knowledge guided the teaching project. There was excitement about the project
that made the information easy to understand and comprehend.
The comments I receive
d
were
positive
and
provided constructive criticism
. Ha
ving an evaluation tool that provides feedback
allows the presenter the opportunity to improve in areas of weaknesses and reflect on the
positives (Polit & Beck, 2012).
Eval
uations
An evaluation is a tool that measures objects, events, or people into
categories (Wood &
Ross
-
Kerr, 2011). Once the data is collected and analyzed, the evaluator can identify areas that
require improvements
and areas that were positive.
The purpose of the
e
valuation
(see Appendix
E) was
for the students to evaluate the eff
ectiveness of my teaching
and to ensure I delivered the
information in a way they were able to comprehend
. As a novice educator,
I can use the
evaluation as a
guide
to reflect upon
for areas of improvements and growth.
Using a Likert scale
for the evalua
tion tools, I was able to identify strengths and weakness within the project. The
comments and feedback provided me with the assurance that the project was easy to understand
and the information was valuable. It was clear that my years of experience exhi
bited proficiency
through during this teaching project.
TEACHING PROJECT
5
References
Billings, D. M., & Halstead, J. A. (2009).
Teaching in Nursing: A guide for faculty
(3
rd
ed.). St.
Louis, MO: Saunders.
Emergency Nurses Association. (2007). Trauma nursing core cour
se (6
th
ed.). Des Plaines, IL.:
Emergency Nurses Association.
National League for Nursing. (2005).
The scope and practice for academic nurse educators
.
New York, NY: National League for Nursing.
Polit, D. F., & Beck, C.T. (2012).
Nursing research:
Generating and assessing e
vidence for
nursing p
ractice
(9
th
ed.).
Philadelphia, PA: Wolters Kluwer Health.
Wood, M. J. & Ross
-
Kerr, J. C. (2011).
Basis steps in planning research: from question to
proposal (7
th
ed.).
Sudbury, MA: Jones and Bartlett.
TEACHING PROJECT
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Appendix B
Primary Assessment
Assessments
Interventions
A:
Airway with Simultaneous Cervical Spine Stabilization and/or Immobilization
While maintaining spinal stabilization
Vocalization
Tongue obstruction
Loose teeth or foreign objects
Bleeding
Vomitus or other secretions
Edema
Position the
client
Jaw thrust or chin lift
Suction or remove foreign objects
Oro/nasopharyngeal airway
Cervical spine stabilization
Endotracheal intubation
Needle or surgical cricothyrotomy
B:
Breathing
Spontaneous
breathing
Chest rise and fall
Skin color
General rate and depth of respirations
Soft tissue and bony chest wall integration
Use of accessory and/or abdominal muscles
Supplemental oxygen
Bag
-
valve
-
mask ventilation
Needle thoracentesis
Chest tube
Nonporous
dressing taped on 3 sides
C:
Circulation
Pulse general rate and quality
Skin color, temperature, degree of diaphoresis
External bleeding
Direct pressure over uncontrolled bleeding
sites
Two large
-
bore intravenous catheters with
warmed lactated Ringer’s
solution or normal
saline
Infuse fluid rapidly with blood tubing
Blood sample for typing
Pneumatic anti
-
shock garment
Pericardiocentesis
ED thoracotomy
Cardiopulmonary resuscitation and advanced
life support measures
Blood administration
Surgery
D:
Disab
ility (neurological status)
Level of consciousness (AVPU)
Pupils (PERL)
Perform further investigation
Hyperventilation, if indicated
TEACHING PROJECT
7
Appendix C
Secondary Assessment
E:
Expose
Client
/Environmental Control (remove clothing and keep
client
warm)
Remove clothing
Blankets
Warming lights
F:
Full Set of Vital Signs/Five Interventions/Facilitate Family Presence
In addition to obtaining a complete set of vital signs
Consider: The Five Interventions
o
Cardiac monitor
o
Pulse oximeter (SpO
2
)
o
Urinary
catheter if not contraindicated
o
Gastric tube
o
Laboratory studies
Facilitate Family Presence
G:
Give Comfort Measures
Verbal reassurance
Touch
Pain control
H:
History
MIVT
Client
-
generated
Past medical history
Head
-
to
-
Toe Assessment
Head and
Face
Inspect for wounds, ecchymosis, deformities, drainage from nose and ears, check
pupils
Palpate for tenderness, not bony crepitus, deformity
Neck
Remove the anterior portion of the cervical collar to inspect and palpate the neck. Another team
member must h
old the
client
’s head while the collar is being removed and replaced.
Inspect for wounds, ecchymosis, deformities, and distended neck veins
Palpate for tenderness, note bony crepitus, deformity, subcutaneous emphysema, and deformity
Chest
Inspect for brea
thing rate and depth, wounds, deformities, ecchymosis, use of
accessory muscles, paradoxical movement
Auscultate breath and heart sounds
Palpate for tenderness, not bony crepitus, subcutaneous emphysema, and deformity
Abdomen
and Flanks
Inspect for
wounds, distention, ecchymosis, and scars
Auscultate bowel sounds
Palpate all for quadrants for tenderness, rigidity, guarding, masses and femoral pulses
Pelvis and
Perineum
Inspect for wounds, deformities, ecchymosis, priapism, blood at urinary
meatus/pe
rineal area
Palpate the pelvis and anal sphincter
Extremities
Inspect for ecchymosis, movement, wounds, and deformities
TEACHING PROJECT
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Palpate for pulses, skin temperature, sensation, tenderness, deformities, and note
bony crepitus
Inspect Posterior Areas
Posterior
surface
Maintain cervical spine stabilization; Support injured extremities while the
client
is
logrolled
Inspect posterior surfaces for wounds, deformities, and ecchymosis
Palpate posterior surfaces for tenderness, and deformities
Palpate anal sphincter to
ne (if not performed previously)
TEACHING PROJECT
9
Appendix D
Planning and Implementation
Area
Diagnostic Studies
Interventions
General
Operative intervention
Admission or transfer
Glasgow Coma Scale score and Revised
Trauma Score
Psychosocial support of
client
and family
Pain medication, as prescribed
Head and
Face
Radiographic studies
Laboratory studies
Position
client
Medications, as prescribed
Intracranial pressure monitoring
Neck
Radiographic studies
Laboratory studies
Vertebral column immobilization
Steroids, as prescribed
Chest
Radiographic studies
Laboratory studies
ECG
Hemodynamic monitor
Chest tube
Autotransfusion
Needle thoracentesis
Pericardiocentesis
Abdomen
and Flanks
Radiographic studies
Laboratory studies
Diagnostic peritoneal lavage
Urinary catheter
Gastric tube
Pneumatic anti
-
shock garment
Pelvis and
perineum
Radiographic studies
Laboratory studies
Urinary catheter
Pneumatic anti
-
shock garment
External pelvic fixator
Extremities
Radiographic studies
Laboratory studies
Measurement of compartment
pressures
Immobilization
Elevation
Ice
Posterior
surfaces
Radiographic studies
Laboratory studies
Spinal immobilization
Surface
trauma
Irrigation
Wound care
Ice
Care for amputated parts
Tetanus prophylaxis
and antibiotics
TEACHING PROJECT
10
18 students
9
-
20
-
12
16
students
2
students
1 student commented: “made it
easy to understand and visualize”
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b
Evaluation of Teaching
Project
for Betty Sousley, MSN student
Name (optional):
____________________________
Date ______________________
Please check the appropriate box for
evaluating the questions. Comment section is available. The
numeric value is below the degree of comment. Thank you for your time.
Goal 1: Facilitate
learning through
the trauma
teaching unit
Strongly
disagree
Disagree
Agree
Strongly
agree
Comments
1
2
3
4
The students can
define what a
primary survey
consist of for the
trauma
client
The student can
define what a
secondary survey
consist of for the
trauma
client
The student can
define what a
tertiary survey
consist of for the
trauma
client
The
presenter
had a good
knowledge base
of the topic
18
students
2 students commented: “excellent
knowledge”
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TEACHING PROJECT
11
12 comments ranging from: “thank you, great job” to “excellent, you have an
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learning a lot from you”
14 comments ranging from: “good communicator” to “the enthusiasm with which
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commented: “great job”
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