TEACHING STRATEGIES PLAN #1

NAME OF LEARNING
ACTIVITY

Case Study: Fluid imbalances

Learning Activity Summary Complete readings of text on fluid imbalances. Working in groups of 2,
students will read and discuss a case study on Nausea & Vomiting (Bruyere,
p. 120-124), then present group findings to the class and discuss rationale
for answers to Patient Case Questions 5-10, p. 124.
Cognitive (identify level): Discussion is a form of evaluation, which is
level 2 of Blooms revised taxonomy.
Domain of Learning (Blooms
Taxonomy Revised)
Affective: Receiving and responding to information are levels 1 & 2 of
affective domain, level 4 is conceptualizing and organizing information
Psychomotor: n/a
Student-Centered Learning
Objective(s)

At the completion of this learning activity, the learner will:

1. Identify losses of acid/base from gastric versus intestinal contents
2. Produce 2 patient safety nursing interventions with rationale for
use

Preparation Required by
Teacher/Facilitator and
Materials Needed

Textbooks
Smartboard for student use for presentation if desired

Time Allotted

2 hours

Learning Styles Addressed by Sight, sound, text, visual, verbal, active, reflective, holistic
Activity
How is content connected to
prior learning?

Content reflects pathophysiology learned in nursing school and is taken to

a higher level here in the Nurse Residency Program courses.

Reflective Debriefing with

Learners (post-learning
activity) How will it be
accomplished?

Debriefing will take place with class verbal reflection and discussion
summarizing what was learned, addressing remaining questions or input
from students about the learning experience.

Evaluation of Learning (How A web-based simulation of an acid/base imbalance/fluids exercise and quiz
will it be accomplished?)
Teacher Reflection

This exercise reinforces prior learning/students exposure in

pathophysiology courses, and provides application and relevance to the
(justify choice of learning
information. Its a good fit for the learning objectives since it provides
activity and good fit for the scenarios and requires students to produce holistic, evidence-based nursing
identified learning objectives) interventions. This stimulation of the higher level of the cognitive domain
will help the students to link concepts with application to real-life scenarios.