TEACHING STRATEGIES PLAN

Case Study: Safety & Quality in Drug TherapyMedication Errors

NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

The students will be divided into four teams. The class

instructor will present the case study to the four teams with a
written lecture on the safety of medication administration
accompanied with a power-point slideshow. The case study
involves an 80 year-old woman who has a history of CHF who
was transferred back to the long-term care facility after being
treated in the hospital for difficulty breathing. The charge nurse
is transcribing the orders onto the Medication Administration
Record (MAR) but gets interrupted by a phone call and
inadvertently yellows out the Lasix order. The patients
condition worsens over the next few days with 4+ pitting
edema, BP 190/110, HR-120, RR-28. Her lungs were assessed
and were moist with crackles, and has gained five pounds over
three days. The attending physician is called and rushed back
to the hospital. Upon transfer she goes into cardiac arrest and
is unable to be resuscitated. The students are then given each a
handout of the case study with the directions are given. Each
group will choose a recorder, and then present their findings in
front of the class. The exercise will contain the following: 1.
Review the case with members 2. Identify 3 questions that the
group raised as contributing factors or the root cause. 3. What
additional information would you want to know about how or
why this event occurred? The instructor will write down all
responses on the smart board and discuss with class.
Cognitive (identify level): Understanding, Comprehension,
Application, Analyzing, Evaluating

Domain of Learning
(Blooms Taxonomy
Affective: Receiving, Responding, Valuing
Revised)
Psychomotor: Articulation

Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
Analyze safety risks for medication administration
Describe application of safe practices when ordering
medications.
Identify and describe signs and symptoms of Congested Heart
Failure
Preparation Required Clear instructions about what is required from the groups
by Teacher/Facilitator about this case study. Class time must be set aside to discuss
and Materials Needed the case study and questions that are presented. Instructor will
monitor classroom and make sure students are equally
participating and involved in the discussion.

Time Allotted

45 minutes for group discussion and findings. 10 minutes to

present in front of class, and 40 minutes for post discussion to
debrief.

Learning Styles
Addressed by Activity

Information is presented in lecture format that requires visual,

verbal, and active participation from students.

How is content connected Case studies can help bridge the gap between theory and
to prior learning?
practice. Also, it gives students practice identifying the
parameters of a problem, articulating ideas, and evaluating a
course of action.
Reflective Debriefing The instructor can continue to formulate additional critical
with Learners (post- thinking questions regarding the safety of medication
learning activity) How will administration.
it be accomplished?
Evaluation of
Evaluation can be accomplished after group
Learning (How will it be presentations/post-discussion. Were the groups able to list 3 or
accomplished?)
more questions raised as contributing factors to this case? The
instructor can guide the discussion which allows for deeper
analysis.
Teacher Reflection

The case study will help the learner identify safety practices
with medication administration. Furthermore, the learner will
(justify choice of learning be able to identify contributing factors and formulate
activity and good fit for additional assessments/interventions for a patient with CHF.

the identified learning Also, the case study provides thought provoking issues where
objectives)
the learner is encouraged to think and take a position.