Students Name ______________________________

New Teaching _______________________________

Reinforce Teaching
I.

III.

TEACHING PLAN

Patients Initials/Room #: _______________________

Date: _________________________

TOPIC: Be specific.

II.

NEED FOR TEACHING: How did you determine the learning need?
(anticipatory, something the patient said, something you observed,
etc.) Be specific.

Information about Group/Learner & Barriers of

Learning
List data that is relevant about the patient that would
influence when you teach and how you teach.
Age, diagnosis, medical condition, language, ability to
read/write, hearing, vision, pain, depression, anxiety,
handicapped (mental-physical), education.
What is going on that may affect the learning setting:
Medical Unit, Post-Partum, Nursery etc.

IV:

LEARNING READINESS: Describe the patients readiness to learn,

which includes motivation and past experiences. (Write here the
patients/familys own words, use quotation marks). The patient must
give his/her consent for the teaching.

V.

REFERENCE:
Must be in bibliographic citation. (try to get a variety of sources)
1.
Text book or other reference book
2.
Magazine
3.
Pamphlet/Periodical/Other

GOAL

OBJECTIVES

Write the overall goal in

general terms to include a
rationale.

1.

Date and time at the

bottom of the column for
overall goal

2.
3.

State the
patients/families/signifi
cant others learning
objectives.
Write specific
measurable objectives.
Long-term objectives
should have a different
date and time.

TEACHING STRATEGIES
1.
2.
3.
4.

List at least three teaching

strategies.
For each teaching strategy, indicate
the domain.
Teaching strategies should be action
based, not passive.
Do not include content.

LEARNING ACTIVITIES
Parallel the learning activity
for each of the teaching
strategies.
Example: The learner will:
a)

Example: The teacher will:

b)
a)
b)
c)

One-on-one discussion. Affective,

cognitive
Lecture
Cognitive
Demonstrate skill
Psychomotor

c)

Read A Guide for the

Diabetic prior to
discussion.
Point to bottles of
respective types of
insulin during
discussion of dosage
and administration.
Be allowed to handle
and manipulate
syringe. Ask the
patient to pull back on
the plunger to various
given dosages and

observe patient
performance.

CONTENT
Include all proposed content in outline format.
I.

_______________________________________________
A.

II.

EVALUATION GOAL
Example:
Evaluate the patients
goal using one of the
following phases:
Goal
Goal
Goal
Goal

_______________________________________
1.

_______________________________

2.

_______________________________

Approved by Nursing Faculty

1-14-1999
REASSESSEMENT

met
not met
partially met
in progress

EVALUATION OF OBJECTIVES

B.

______________________________________

A.

______________________________________

Give specific statements to validate the

attainment of each objective

1.

_______________________________

Example:

2.

_______________________________

Obj. No. 1 Met: The patient was able

to.......
Obj. No. 2 Not met: He refused
to ............
Obj. No. 3 Not met: Daughter did not
come to the teaching session.

B.

a.

________________________

b.

________________________

_______________________________________

DATA: New data related to the topic, found

just prior to or during the teaching session.
Revise Presentation: Setting, environment
what I possible could change that is realistic.
TOPIC: Appropriate because .........................
NEED FOR TEACHING: Give rationale for
appropriateness or for not being well
identified ........................................................
INFORMATION ABOUT GROUP/LEARNER:
Gather more information.
The ........ was missing. As a result the
session has to be repeated
LEARNING READINESS: Mother was ready
but child was crying during the teaching
REFERENCES APPROPRIATE: Explain
Goal
Appropriate/Inappropriate. Explain . .
Objectives
Go over each objective, explain/give
rationale for continuation, changes,
deletions or revisions.
Write the necessary changes in this
column.
Teaching Strategies (T.S.)
Review the (T.S.) give specific
rationale for being pertinent or not.
Learning Activities (L.A.)
Go over each (L.A.) make any
necessary adjustment. Must give
rationale ever so the (L.A.) were
realistic.
Content
Make any necessary adjustment
Example: Delete I because ...............

Modify A1. Write the revision here ......

Delete 2.a. Give rationale for the

deletion

Students Name __Salomon Hernandez_____

E.__________
New Teaching _______________________________
_________11/24/2014_____________
Reinforce Teaching
I.

III.

Patients initials__________M.
Date:
TEACHING PLAN

TOPIC: How to prevent sudden infant death syndrome (SIDS)

II.

NEED FOR TEACHING: Upon assessment of the patients

knowledge of sudden infant death syndrome I found out that she had
very little to no knowledge about the subject. When I asked her if she
knew what Sudden Infant Death Syndrome was she replied with No I
dont know what that is.

Information about Group/Learner & Barriers of

Learning

IV:

LEARNING READINESS: The patient is motivated to learn

The learner is a 25-year-old female, which just gave birth to a

term baby. She was admitted on 11/22/2014 and gave birth that
same day. She has two living children. She is of Hispanic
heritage. Has no vision, hearing, depression, or anxiety
problems. The factor that affects her the most is the lack of
current knowledge on what SIDS is and how to prevent it.
GOAL

The patient will improve

knowledge and will prevent the
possible complication of sudden
infant death syndrome. She is a
young mother who just birthed a
male boy during the winter,
which are risk factor that causes
this problem so therefore this
applies to her situation.

OBJECTIVES

1. The patient will verbalize 1

correct infant sleeping position as
well as 2 incorrect ones.
2. The patient will verbalize 2 risk
factors that increase the babys
susceptibility to SIDS.
3. The patient will verbalize 3
activities that should be avoided in

by stating yes, I would like to learn about it.

V.

REFERENCE: Woollaston, Kate. "Sleep: addressing the

concerns of the new parent." Clinical Infant Health. (2013): 459462. Web. 17 Nov. 2014. <Kate Woollaston, . n. page. . >.
Livingston Jr., MD. N.p.. Web. 4 Nov 2013.
<http://kidshealth.org/parent/medical/sleep/sids.html>.
TEACHING STRATEGIES

The Teacher will:

1. Discuss with the patient the
purpose and importance of using
correct infant sleeping positions.
Affective and Cognitive
2. Instruct to the patient about risk
factors that increase the probability
of a baby to get SIDS. Cognitive
3. Discuss with the patient how the
baby should be placed for sleeping.

LEARNING ACTIVITIES

The Learner will:

1. Discuss with the teacher the
reasons of why she has to use the
correct infant sleeping positions.
2. Have questions about SIDS
that will be answered.
3. Verbalize to the instructor
what is the importance of
minimizing risk factors that
increase incidence of SIDS.

order to prevent SIDS.

11/23/2014

By: 1200

11/23/2014
1200

-Cognitive
By:

TEACHING PLAN (Cont.)

CONTENT

EVALUATION GOAL

REASSESSEMENT

1. What is SIDS?
a. Leading cause of death
b. 2,500 deaths each year
c. Diagnosis
d. Risk factors
i. 2-4 months of age
ii. Cold weather
iii. African-American
X2, Native
American X3
iv. Smoking, drinking,
drugs during
pregnancy
v. Poor prenatal care
vi. Prematurity or low
birth weight
vii. Mother younger
than 20
viii. Stomach sleeping
2. Stomach sleeping
a. Want them on their back
b. Death due to stomach theory
c. Back to Sleep campaign
d. Still leading cause of death
3. Parents worries
a. Vomit
b. GER
c. Flat spots
d. Once able to roll (4-7
months) OK
4. Reducing risks
a. Firm mattress
b. NO bumper pads on cribs
c. Immunizations
d. Not too warm
e. Early and regular Prenatal
care
f. Regular baby check ups
g. Breastfeeding

Goal met: Patient was able to

identify risk factors and
verbalize correct infant
sleeping positions as well as
activities that can be done in
order to prevent SIDS.
EVALUATION OF
OBJECTIVES
Obj No. 1 met because
patient was able to identify 1
correct infant sleeping
position and 2 incorrect ones
as well.
Obj No. 2 Met because the
patient was able to verbalize
2 risk factors that increase
the babys incidence of
SIDS.
Obj No.3 Met because the
patient was able to verbalize
3 activities that should be
avoided in order to prevent
the incidence of sudden
infant death syndrome.

DATA: The patients family did not smoke so second hand smoking wouldnt be
a problem since it is a risk factor for SIDS.
Revise Presentation: Providing a visual aid would have made the presentation
more meaningful to the learner.
TOPIC: Appropriate because the patient just gave birth and she didnt know
much about SIDS or the risk factors. Information on how to prevent it is
important.
NEED FOR TEACHING: The patient needs to learn about several risk factors
that increase the incidence of sudden infant death syndrome.
INFORMATION ABOUT GROUP/LEARNER: The patient communicates
very well with staff got engaged in conversational discussion on what she has
been doing before and what she can do in the future to enhance the care of her
child.
LEARNING READINESS: Patient had willingness to learn and demonstrated
interest in the subject as evidenced by the body language and by how the patient
asked questions and contributed to the presentation.
REFERENCES APPROPRIATE: Appropriate because they came from sources
that are specifically for womens health and care of children.
Goal Appropriate because the patient needed to learn about how to prevent
sudden infant death syndrome and how to take care of her baby more effectively.
Objectives 1. Identifying correct and incorrect sleeping positions for baby is
important because they assure that the patient will sleep the baby safely.
2. Verbalizing risk factors is important because the patient delivered in a time of
cold temperature and didnt know much about SIDS, which are factor for
increased SIDS.
3. Important because verbalizing about several activities that should be avoided
will contribute to a safer sleep for the baby.
Teaching Strategies (T.S.) 1. Discussing with patient the correct use of infant
sleeping positions is important 2. Instructing the importance is a great way of
showing how its going to help the baby. 3. Verbalizing about demonstration lets
the patient know if correct learning took place.
Learning Activities (L.A.) discussing with the teacher will let me know if
learning took place 2. Asking questions to the instructor is going to let me know if
there is anything else to be addressed. 3. Verbalizing about the main points lets the
instructor know if there are areas to work on.
Content: The necessary interventions are all needed to help the patient
understand about the incidence of SIDS and how to use the information
efficiently.