Competency/Outcome/Obje ctive 1Discuss the basic physical and biological needs required to sustain life.

Assessment Ideas Discussion

Absorb PowerPoint and assigned reading in textbook.

Do Discussion board Have students list and explain the basic physical and biological needs that are required to sustain life. Continually ask them why it is important and how to address the different needs and who is responsible. Small group discussion boards 5 groups, each group assigned a specific attitude, belief, cultural, classification of death and dying. Have each group thoroughly discuss these and then share with the class their

Connect Failure to meet a patients basic needs can result in life altering affects what are some of these affects? How would it impact your ability to keep your job? How will it impact your own personal needs? Why is it important to understand death and dying? In what way will you be faced with these circumstances? When it occurs, how do you think you will handle the situation?

2 Evaluate attitudes, beliefs, and classifications regarding death and dying.

Small group discussion then class discussion Reflection

PowerPoint and assigned reading in textbook. PDF handout on cultural views regarding death.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

findings by using a large group forum. (similar to a jigsaw puzzle but with groups) Have the students reflect on what they learned and if it altered the way they look at death, dying or other cultures? As a continuation of the last competency; after the students have connected it to them personally expand on the different coping mechanisms that are available to them through independent research and small group discussion. This should be a more personalized assignment, directing students to look at how

3 Compare and contrast responses to the process of death and various coping strategies and mechanisms.

Independent research followed by class discussion. Reflection Journal

PowerPoint and assigned reading in textbook.

Death is a part of the life cycle that we all have to deal with; it will be different when it is that first patient you lose. Remind students that their patient came in relatively healthy and despite their every effort, it wasnt enough. Have the students journal these thoughts on how intimately it will affect them and whether they feel

they currently handle death and then research other strategies available to them.

it will follow them home? If so, how will they cope?

4 Debate quality vs. quantity of life.

Classroom debate, split class mindmapping

PowerPoint and assigned reading in textbook.

Have the students reflect on what they learned. As a large group, What do you define what is personally feel? quality and what is quantity. What will your reactions be when After research your patient is and discussion entirely different has been than your views completed; stage and you know an online debate that you have to through a skype respect their session where the rights? students break into two teams How will you one that supports handle these quality and the situations? other quantity. At the end of the debate, review the key concepts each team made through a group mind mapping

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

5 Trace the steps that are implemented when a patient death occurs in the OR.

Independent study

PowerPoint and assigned reading in textbook.

activity where students contribute what they remember in a summarization and apply it to the OR. After research has been completed, have each student write a paper on what occurs when a patient dies in the OR. Students should give a detailed accounting of the steps that occur and also what their role will be during this time.

Why is it important that we spend so much time discussing death?

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