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Anxiety Disorder Teaching Plan
Anxiety Disorder Teaching Plan
Topic:
Level of participants:
Number of Participants:
15
Date:
Time:
10:30 am
Duration:
45 minutes
Venue:
Methodology:
Lecture/Discussion/Demonstration
Learning Theory:
he said was different from overviews and summaries. His use of an advance organizer acted as a
bridge the chasm between learning material and existing related ideas. The advanced organizer
used, sought to bridge new knowledge with what was known (sometimes what is Known is
uncertain and not concrete). Though he specified that his theory applied only to reception
learning in schools, it was utilized because it introduced the topic and aided the sequence of the
information to be imparted. (Ormrod & Rice, 2003). Rogers: Dealt with the adult learner, he
posited that learning is student centered and personalized and the educators role is that of a
facilitator. Affective and cognitive needs are central and the goal is to develop self-actualized
persons in a cooperative, supportive environment. (Quinn, 2006). Bruner: Believed that learners
were not blank slates but bought past experiences to a new situation, he also stated that new
information was linked to prior knowledge, thus mental representations are subjective. Bruners
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem
solving situations where the learner draws on his or her own past experience and existing
knowledge to discover facts and relationships and new truths to be learned. (Quinn, 2006).
Students interact with the world by exploring and manipulating objects, wrestling with questions
and controversies, or performing experiments. As a result, students may be more likely to
remember concepts and knowledge discovered on their own (in contrast to a transmissionist
model). (Quinn, 2006). Models that are based upon discovery learning model include: guided
discovery, problem-based learning, simulation-based learning, case-based learning, incidental
learning, among others. The advantages of this theory are: it encourages active engagement,
promotes motivation, a tailored learning experience, and promotes autonomy, responsibility,
independence, the development of creativity and problem solving skills. (Quinn, 2006)
Aim of Activity:
Resources:
Scientific Principle:
Specific Objectives:
.
References:
Ackley, B & Ladwig. (2010). Nursing diagnosis handbook: A guide to planning care
Amsterdam: Elsevier/Mosby
Badger, J. (1994, May). Calming the anxious patient. Am J Nurs. 94(5): 46-50 Retrieved on
March 22nd, 2012 from http://www.ncbi.nlm.nih.gov/pubmed/7909404
Evans, M & Rubio, P. (1994) Music: a diversionary therapy. Todays OR Nurse.16: 17-22
Fishel, A. (1998) Nursing management of anxiety and panic. Nursing ClinicNorth America; 33:
1, 135-151.
Frisch, N, C & Frisch, Lawrence E. (2006). Psychiatric mental health nursing
Colorado Springs, Colorado: Thomson Delmar Learning.
Garvin, B., Huston, G & Baker, C. (1992). Information used by nurses to prepare patients for a
stressful event. Applied Nursing Research 5(4):158-163.10.
Olson, M & Sneed, N (1995, March-April). Anxiety and therapeutic touch. Issues Ment Health
OBJECTIVES
Ice breaker
CONTENTS
TEACHERS
OBJECTIVES
LEARNERS
OBJECTIVES
EVALUATION
Students will
anxiety, anxiety
students to attempt
correctly define
disorder
anxiety, anxiety
the terms
anxiety, anxiety
anxiety, anxiety
words
disorder using at
words
state where in a
al 2006)
anxiety disorder
on screen as the
person feels a
according to the
definition of anxiety,
strong sense of
anxiety disorder is
dread
of PowerPoint
read.
accompanied by
presentation
physical
symptoms with a
individuals seated at
emotions; severe
anxiety to the
anxiety, anxiety
point where it
anxiety, anxiety
interferes with a
disorder according
personal ability
to the content
to function in
daily life
sense of dread
accompanied by
physical symptoms
with a reason for the
emotions; Severe
anxiety to the point
where it interferes
with a personal ability
to function in daily
State the four stages
life
Four students will role
Student will
of anxiety
correctly state
for anxiety
card given by
anxiety
subsequent to
Teacher.
by teacher
anxiety using
on PowerPoint as the
PowerPoint
presentation
are stated.
car accident
4. Panic: A sense of awe, dread and/or
anxiety according to
unable to cope ()
anxiety according to
the content
Students seated in the
Students will be
exam.
3. Severe: Focus is on the specific detail;
perceptual field is greatly reduced.
Example anxiety felt when witnessing a
the content
Teacher will ask
major subtypes of
students seated in
able to describe
anxiety disorders
an attempt in stating
major
subtypes of
subtypes of anxiety
anxiety disorders
subtypes of anxiety
disorders
disorder
Teacher will
and follow on
anxiety disorders
using PowerPoint
presentation
described.
students seated in
subtypes of anxiety
major subtypes of
disorders according to
anxiety disorders
the content
according to the
activities.
content
Student will be
nursing intervention
able to Discuss
at least four
disorders
diagnoses written on
nursing
Behavioural treatments.
nursing diagnoses
intervention
NURSING DIAGNOSES
written on white
appropriate to a client
measures for
board are
with an anxiety
anxiety disorders
appropriate to a
client with an
anxiety disorder,
interventions along
with rationales
two interventions
with rationales
unsafe
-Interrupted family process related to family
the nursing
management
nursing management
members
disorders according
disorders are
PowerPoint
of PowerPoint
presentation
presentation
students seated in
intervention each
anxiety disorder
according to the
according to the
content.
content
1992).
-Provide clients with a means to listen to music of
their choice. Provide a quiet place and encourage
clients to listen for 20 minutes. Music is a simple,
inexpensive, esthetically pleasing means of
alleviating anxiety. When allowed to participate
in decision-making regarding their care, patients
can regain a partial sense of control. As patient
advocates, nurses should take advantage of the
therapeutic effect of music by incorporating it
into their plan of care (Evans, Rubio, 1994).
Test
Questions
1. Define the terms anxiety, anxiety disorders according to Frisch & Frisch, 2006
2. State the four stages of anxiety
3. State three of the major subtypes of anxiety
3. Generalized anxiety disorder: Anxiety is focused on a variety of events or activities, evidenced by restlessness, fatigue
difficulty in concentrating, sleep disturbance and so on
Panic disorder: Discrete episodes of intense anxiety that begin abruptly and reach a peak within 10 minutes, evidenced by
palpitations, sweating, trembling, SOB, chest pain, fear of losing control, fear of dying.
Agoraphobia: Acute anxiety in crowds; fear of being alone; fear in any physical activity where the individual may have
trouble escaping, e (Frisch, et al, 2006).
Phobia: Persistent, excessive or unreasonable fear of a specific object or situation.
Obsessive compulsive disorder: Occurrence of recurrent thoughts, images and or impulses that are intrusive are inappropriate
and leads to anxiety.
Post traumatic stress disorder: Occurs after a significant life threatening event, there is the experience of anxiety symptoms
4.
Assess client's level of anxiety and physical reactions to anxiety (e.g., tachycardia, tachypnea, nonverbal expressions of
anxiety). Validate observations by asking client, "Are you feeling anxious now?"- anxiety is a highly individualized, normal
physical and psychological response to internal or external life events (Badger, 1994)
-Accept
client's defenses; do not confront, argue, or debate. If defenses are not threatened, the client may feel safe enough to look at
all activities, procedures, and issues that involve the client; use nonmedical terms and calm, slow speech. Do this in advance
of procedures when possible, and validate client's understanding-with preadmission patient education, patients experience less anxiety
and emotional distress and have increased coping skills because they know what to expect (Review, 2000)- uncertainty and lack of
predictability contribute to anxiety (Garvin, Huston, Baker, 1992).
-Provide clients with a means to listen to music of their choice. Provide a quiet place and encourage clients to listen for 20 minutes.
Music is a simple, inexpensive, esthetically pleasing means of alleviating anxiety. When allowed to participate in decision-making
regarding their care, patients can regain a partial sense of control. As patient advocates, nurses should take advantage of the
therapeutic effect of music by incorporating it into their plan of care (Evans, Rubio, 1994).
The session was evaluated using a formative and summative evaluation method, which is questions were asked before and after each
objective followed by a test at the end.
At the end of the 45mins interactive session students were able to:
1. Define the terms anxiety, anxiety disorders according to Frisch & Frisch, 2006
2. State the four stages of anxiety
3. Describe the major six subtypes of anxiety
4. Discuss the nursing management for clients with anxiety disorders