LESSON PLAN

KENYA METHODIST UNIVERSITY

DEPARTMENT OF NURSING
STUDENT’S NAME …………………….… REG NO………………….
INSTITUTION ……………………………. CLASS …………………...
SUBJECT………………………………….. TIME……………………..
DATE……………………………………….
TOPIC: SHOCK
SUB-TOPIC: DEFINITION OF SHOCK AND ITS SIGNS AND SYMPTOMS

SPECIFIC OUTCOME: By the end of the lesson, the learner should be able to:
 Define Shock:
 Understand and explain the physiological definition of shock.
 Differentiate between psychologic and physiologic shock.
 Identify Types of Physiologic Shock:
 Classify and describe the four major types of physiologic shock (obstructive, cardiogenic,
distributive, hypovolemic).
 Provide examples of conditions or events leading to each type of shock.
 Explain the Mechanisms of Shock:
 Describe how each type of shock disrupts the normal circulation of blood.
 Understand the consequences of inadequate perfusion on vital organs.
LEARNING RESOURCES:

ORGANIZATION OF LEARNING: IN CLASSROOM AND GROUP WORK

 TIME  CONTENT  OBJECTIVES  TEACHING/  RESOURC
LEARNING ES
ACTIVITIES
  Briefly  Define  Start with an 
 INTRODUCTI introduce shock and open discussion
ON the concept differentiate about
 5 MIN of shock and between experiences or
its psychologic knowledge
importance. and related to
 Outline the physiologic emergency
distinction shock. situations.
between  Create  Ask students if
psychologic awareness they have
and of the life- encountered or
physiologic threatening heard about
shock. nature of instances where
 Present a shock. immediate
real-life  Generate action was
scenario or interest in crucial.
case study to understandi  Present a brief
highlight the ng the case study
urgency of different involving shock.
recognizing types and  Facilitate a group
and causes of discussion on
responding physiologic what actions
to shock. shock. students would
take in such a
scenario.

 LESSON  Briefly  Understand  Conduct a 

DEVELOPME introduce and explain detailed lecture
NT the concept the with visual aids
 STAGE 1 of shock and physiologic (diagrams,
its al definition charts) to explain
importance. of shock. the physiological
 Outline the  Learn about aspects of shock.
distinction the four  Provide
between major types information on
psychologic of the four major
and physiologic types, causes,
physiologic shock and and
 shock. their causes. consequences.
 Present a  Recognize  Facilitate a class
real-life the discussion on the
scenario or consequenc impact of
case study to es of inadequate
highlight the inadequate perfusion on
urgency of perfusion vital organs.
recognizing on vital  Encourage
and organs. students to share
responding insights and ask
to shock. questions.

 STAGE 2  Provide a  Understand  Set up 

detailed and explain simulation
explanation the stations for
of shock, physiologic hands-on
emphasizing al definition practice.
the of shock.  Include scenarios
physiological  Learn about where students
aspects. the four assess an
 Introduce major types unconscious
and discuss of individual,
each of the physiologic perform CPR,
four major shock and and position
types of their causes. someone in the
physiologic  Recognize shock position.
shock the  Develop various
(obstructive, consequenc shock scenarios,
cardiogenic, es of such as a car
distributive, inadequate accident or
hypovolemic perfusion allergic reaction.
). on vital  Assign roles to
 Explore the organs. students and
causes and have them enact
specific the scenarios,
characteristic applying
s of each appropriate first
type. aid measures.
 Discuss the
impact of
inadequate
perfusion on
 organs and
tissues.

 STAGE 3  Engage in  Demonstrat  

hands-on e first aid
activities, measures
such as role- for
playing, to individuals
simulate the experiencin
assessment g shock.
of an  Practice
unconscious identifying
individual. symptoms
 Demonstrate of shock
CPR and
techniques applying
in case of no appropriate
breathing or intervention
heartbeat. s.
 Simulate  Understand
placing the
someone in importance
the shock of timely
position and action and
elevating quick
their feet. decision-
 Discuss and making.
practice
communicati
on skills
when calling
for
emergency
help (e.g.,
calling 911).

 CONCLUSION  Recap key  Reinforce  Have students 

points about the critical write a reflection
shock, its nature of on what they
types, and shock and learned during
consequence the need for the lesson.
s. immediate  Ask them to
  Discuss real- medical consider how the
life examples attention. knowledge
or case  Emphasize gained can be
studies to the applied in real-
illustrate the connection life situations.
application between  Present another
of underlying case study, and
knowledge. causes and have students
 Emphasize appropriate discuss and
the first aid apply their
importance measures. knowledge to
of  Encourage determine the
professional reflection appropriate first
medical on the aid measures.
intervention learned
in treating knowledge
shock. and skills.
 Facilitate a
discussion
on the
emotional
and physical
impact of
shock,
fostering
empathy and
sensitivity.

SELF EVALUATION: ..........................................................................

STUDENT’S NAME …………………….… REG NO………………….
INSTITUTION ……………………………. CLASS …………………...
SUBJECT………………………………….. TIME……………………..
DATE……………………………………….
TOPIC: SHOCK
SUB-TOPIC: TYPES OF SHOCK (OBSTRUCTIVE AND CARDIOGENIC SHOCK)

SPECIFIC OUTCOME: By the end of the lesson, the learner should be able to:
 Define shock as a medical emergency and articulate its implications on the circulatory system.
 Differentiate between obstructive shock and cardiogenic shock, recognizing their shared
characteristic of impaired blood flow with distinct underlying causes.
 Explain obstructive shock, outlining the conditions that may lead to its occurrence (pulmonary
embolism, pneumothorax, hemothorax, cardiac tamponade).
 Discuss cardiogenic shock, describing its essence as a result of heart-related issues, and identify
common causes (heart muscle damage, irregular heart rhythm, very slow heart rhythm).
 Correlate the causes of obstructive and cardiogenic shock with real-life clinical scenarios,
enhancing the ability to recognize these conditions in patient presentations.
 Identify and interpret signs and symptoms associated with obstructive and cardiogenic shock,
enabling early recognition in clinical settings.
 Emphasize the critical importance of timely intervention in cases of shock, elucidating its impact
on patient outcomes and the responsibilities of healthcare providers.
 Summarize key concepts related to obstructive and cardiogenic shock, highlighting the
distinguishing features between the two types.
 Communicate effectively about obstructive and cardiogenic shock, articulating complex medical
concepts in a clear and concise manner.
  Apply critical thinking skills to analyze and solve hypothetical scenarios related to obstructive
and cardiogenic shock in a clinical context.
LEARNING RESOURCES:

TIME AND OBJECTIVES CONTENT TEACHING/ RESOURC EVALUATI

PHASE LEARNING ES ON
ACTIVITIES
INTRODUCTI  Define  nteractive
ON 5 MIN  Define Shock: Discussion
Shock:  Explain :
 Introduce shock as a  Start the
Types of medical class with
Shock: emergenc an
y interactive
 Stage 1:
characteriz discussion
 Understa
ed by on the
nd inadequat concept of
Obstructi e shock. Ask
ve Shock: circulation students
 Identify to meet to share
Causes of the body's their initial
Obstructi demands. understan
ve Shock:  Introduce ding and
Types of experienc
 Stage 2:
Shock: es, if any.
 Compreh
 Briefly Facilitate a
end
describe class
Cardioge obstructiv discussion
nic Shock: e shock to
 Recogniz and highlight
e Causes cardiogeni the
of c shock as urgency
Cardioge the two and
main significanc
nic Shock:
types, e of
highlightin recognizin
g their g and
commonal managing
ity in shock.
impaired  Visual Aids
blood flow and
but Multimedi
different a:
underlying  Use visual
causes. aids such
as
diagrams,
charts,
and
multimedi
a
presentati
ons to
visually
represent
the
circulatory
system
and the
consequen
ces of
shock. This
helps in
creating a
foundatio
nal
understan
ding of the
topic.
 Think-Pair-
Share:
 Implemen
t a think-
pair-share
activity
where
students
individuall
y reflect
on the
importanc
 e of blood
flow and
then
discuss
their
thoughts
with a
partner.
Each pair
can share
key
insights
with the
entire
class,
promoting
engageme
nt.
 Case-
Based
Introducti
on:
 Introduce
the topic
with a
real-life
case study
of a
patient
experienci
ng shock
symptoms
. Discuss
the case,
emphasizi
ng the
urgency of
diagnosis
and
interventi
on.
Encourage
students
to think
about
possible
causes
 and initial
managem
ent
strategies.
 Concept
Mapping:
 Guide
students
in creating
a concept
map that
illustrates
the
relationshi
ps
between
shock,
impaired
circulation
, and the
potential
consequen
ces on
organ
function.
This can
serve as a
visual
roadmap
for the
upcoming
content.

LESSON  Understan  Definition  Case

DEVELOPME d of Studies:
NT Obstructiv Obstructiv  Provide
STAGE 1 e Shock: e Shock: case
 Define  Obstructiv studies of
obstructiv e shock patients
e shock in occurs experienci
more when an ng
detail, obstructio obstructiv
emphasizi n impedes e shock
ng how it the normal scenarios
occurs due blood (pulmonar
to an flow, y
obstructio leading to embolism,
 n inadequat pneumoth
preventing e orax,
proper perfusion hemothor
blood of organs ax, cardiac
flow. and tamponad
 Identify tissues. e). Ask
Causes of  Conditions students
Obstructiv Leading to to analyze
e Shock: Obstructiv each case,
 Detail the e Shock: identify
conditions  Pulmonary symptoms
leading to Embolism: , and
obstructiv  Content: A propose
e shock - blockage appropriat
pulmonary in the e
embolism, pulmonary interventi
pneumoth arteries, ons.
orax, often  Simulation
hemothor caused by Exercise:
ax, and a blood  Conduct a
cardiac clot simulation
tamponad traveling exercise
e. Provide from the where
concise legs to the students
explanatio lungs. act as
ns for  Pneumoth healthcare
each. orax: providers
 Content: respondin
The g to a
presence patient
of air in with a
the pleural suspected
space, obstructiv
resulting e shock.
in lung This can
collapse include
and hands-on
compromi practice
sed blood with
flow. simulation
 Hemothor manikins
ax: or virtual
 Content: simulation
Accumula tools.
tion of  Group
blood in Discussion
the pleural :
 cavity,  Divide the
typically class into
due to small
trauma or groups
injury. and assign
 Cardiac each
Tamponad group a
e: specific
 Content: condition
Compressi causing
on of the obstructiv
heart due e shock.
to the Ask them
accumulati to
on of research
blood or and
fluids in present
the the key
pericardial features,
sac, diagnostic
limiting findings,
the heart's and
ability to potential
pump treatment
effectively. options
for their
assigned
condition.

STAGE 2  Comprehe  Definition  Interactive

nd of Lecture:
Cardiogeni Cardiogeni  Deliver an
c Shock: c Shock: interactive
 Introduce  Cardiogeni lecture on
cardiogeni c shock cardiogeni
c shock, results c shock,
explaining from the integrating
it as a heart's multimedi
consequen inability to a
ce of the pump resources
heart's blood such as
inability to effectively, videos,
pump leading to images,
blood inadequat and
effectively. e diagrams.
 Recognize perfusion Encourage
Causes of of vital students
 Cardiogeni organs. to ask
c Shock:  Common questions
 Identify Causes of and
common Cardiogeni participate
causes c Shock: in
such as  Heart discussion
damage to Muscle s.
the heart Damage  Role-
muscle, (Myocardi Playing
irregular al Exercise:
heart Infarction)  Organize a
rhythm : role-
(arrhythmi  Content: playing
as), and Reduced activity
very slow pumping where
heart capacity students
rhythm due to take on
(bradycard damage to different
ia). the heart roles in a
Elaborate muscle, healthcare
on each often team
cause. resulting (doctor,
from a nurse,
heart paramedic
attack. )
 Irregular respondin
Heart g to a
Rhythm patient in
cardiogeni
(Arrhythmi
c shock.
as):
This
 Content:
encourage
Disruption
s
in the
teamwork
normal
and
heart
applicatio
rhythm,
n of
such as
theoretical
ventricular
knowledge
fibrillation
.
or atrial
 Clinical
fibrillation,
Scenario
impacting
Analysis:
the heart's
ability to  Provide
pump clinical
blood scenarios
efficiently. involving
  Very Slow patients
Heart with
Rhythm heart-
(Bradycard related
ia): issues
 Content: leading to
An cardiogeni
excessively c shock.
slow heart Ask
rate, students
leading to to analyze
insufficient the
blood scenarios,
circulation identify
. the
causes,
and
suggest
appropriat
e
diagnostic
and
therapeuti
c
interventi
ons.

STAGE 3  Summariz  Summariz  Concept

CONCLUSIO e Key e Key Mapping:
N Points: Points:  Ask
 Recap the  Recap the students
essential main to create
informatio concepts concept
n from learned maps
each about summarizi
stage, obstructiv ng the key
emphasizi e and points of
ng the cardiogeni obstructiv
difference c shock, e and
s between emphasizi cardiogeni
obstructiv ng the c shock.
e and distinguish This visual
cardiogeni ing representa
c shock. features tion helps
 Highlight between reinforce
Importanc the two connectio
e of Early types. ns
 Interventi  Highlight between
on: Importanc different
 Stress the e of Early concepts.
critical Interventi  Debriefing
need for on: Session:
prompt  Emphasize  Conduct a
recognitio the critical debriefing
n of shock need for session
symptoms early where
and the recognitio students
importanc n and reflect on
e of timely the
seeking interventio learning
immediate n in cases objectives
medical of shock to and
attention improve discuss
for patient any
appropriat outcomes. questions
e  Conclude: or
interventi  Reinforce uncertainti
on. the es.
 Conclude: overarchin Encourage
 Reinforce g message open
the that shock dialogue
overarchin is a and
g message medical clarificatio
that early emergenc n of
recognitio y requiring concepts.
n and immediate  Research
timely attention, Assignmen
treatment and the t:
are vital lesson's  Assign a
for content research
improving provides project
outcomes essential where
in patients knowledge students
experienci for investigate
ng shock. healthcare recent
providers advancem
to identify ents in the
and managem
manage ent of
these shock,
situations focusing
effectively. on both
obstructiv
e and
 cardiogeni
c types.
Have them
present
their
findings to
the class.
 Critical
Thinking
Scenarios:
 Provide
critical
thinking
scenarios
related to
shock
situations.
Ask
students
to analyze
the
scenarios,
discuss
potential
challenges
in
diagnosis
and
treatment,
and
propose
innovative
solutions.

SELF EVALUATION: ..........................................................................

STUDENT’S NAME …………………….… REG NO………………….
INSTITUTION ……………………………. CLASS …………………...
SUBJECT………………………………….. TIME……………………..
DATE……………………………………….
TOPIC: SHOCK
SUB-TOPIC: TYPES OF SHOCK (DISTRIBUTIVE AND HYPOVOLEMIC SHOCK)

SPECIFIC OUTCOME:
 By the end of the lesson, the learner should be able to define distributive shock and explain the
role of blood vessel dilation in its pathophysiology.
 By the end of the lesson, the learner should be able to identify and differentiate between
various types of distributive shock, including anaphylactic shock, septic shock, and neurogenic
shock.
 By the end of the lesson, the learner should be able to recognize and describe symptoms
associated with distributive shock, such as flushing, low blood pressure, and loss of
consciousness.
 By the end of the lesson, the learner should be able to explain the triggers for anaphylactic
shock and describe the immune response leading to this form of distributive shock.
 By the end of the lesson, the learner should be able to discuss sepsis as a precursor to septic
shock, explaining the role of bacterial infections and toxins in its development.
 By the end of the lesson, the learner should be able to describe neurogenic shock, including its
causes (especially spinal cord injuries) and characteristic features.
 By the end of the lesson, the learner should be able to identify and discuss additional causes of
distributive shock, such as drug toxicities and brain injuries.
  By the end of the lesson, the learner should be able to define hypovolemic shock and explain the
concept of insufficient blood volume leading to compromised organ perfusion.
 By the end of the lesson, the learner should be able to identify and describe various causes of
hypovolemic shock, including trauma, bleeding, and severe dehydration.
 By the end of the lesson, the learner should be able to recognize and articulate symptoms
associated with hypovolemic shock, such as low blood pressure, rapid heart rate, and
compromised organ function.
 By the end of the lesson, the learner should be able to explain how traumatic injuries, major
accidents, or surgeries can lead to significant blood loss and hypovolemic shock.
 By the end of the lesson, the learner should be able to explore internal and external bleeding as
causes of hypovolemic shock, understanding how they contribute to decreased blood volume.
 By the end of the lesson, the learner should be able to discuss severe dehydration as a cause of
hypovolemic shock and explain its impact on blood volume and tissue perfusion.
 By the end of the lesson, the learner should be able to stress the importance of early recognition
and intervention in hypovolemic shock for optimal patient outcomes.
LEARNING RESOURCES:

ORGANIZATION OF LEARNING: IN CLASSROOM AND GROUP WORK

TIME AND OBJECTIVES CONTENT TEACHING/ RESOUR EVALUATI

PHASE LEARNING CES ON
ACTIVITIES
INTRODUCT  By the end  Briefly  Case
ION 5 MIN of the introduce study
introducti the concept analysis:
on, the of shock. Break
learner  Highlight students
should be the critical into small
able to nature of groups
understan shock and and
d the the need provide
concept of for swift case
identificatio
shock and studies on
n and
its anaphylac
response.
significanc tic, septic,
 Establish
e in the the and
context of relevance of neurogeni
the the lesson c shock
circulatory by for
system. emphasizin analysis
 By the end g the and
of the impact of discussion
introducti shock on .
on, the organ  Concept
learner function
 should be and patient mapping:
able to outcomes. Ask
recognize  Generate students
the interest by to create
importanc posing visual
e of timely questions represent
interventi or scenarios ations
on in related to (concept
different shock. maps) of
types of the causes
shock. and
 By the end symptoms
of the of
introducti distributiv
on, the e shock.
learner
should be
able to
express
curiosity
and
interest in
understan
ding
distributiv
e and
hypovole
mic shock.

LESSON  By the end  Provide in-  Case

DEVELOPM of the depth study
ENT lesson information analysis:
STAGE 1 developm on Break
ent, the distributive students
learner shock. into small
should be  Discuss groups
able to each type and
distinguish of provide
between distributive case
different shock studies on
types of (anaphylacti anaphylac
c, septic,
distributiv tic, septic,
neurogenic)
e shock and
separately,
and their covering neurogeni
respective causes, c shock
causes. symptoms, for
 By the end and analysis
of the mechanism and
lesson s. discussion
developm  Explore .
ent, the additional  Concept
learner causes of mapping:
should be distributive Ask
able to shock, students
identify including to create
the drug visual
symptoms toxicities represent
associated and brain ations
with injuries. (concept
distributiv  Use visuals, maps) of
e shock. case the causes
 By the end studies, or and
of the interactive symptoms
lesson elements to of
developm enhance distributiv
ent, the understandi e shock.
learner ng.
should be  Provide
able to
comprehe
explain
the nsive
mechanis informatio
ms and n on
triggers of
anaphylac
hypovole
tic, septic, mic shock.
and  Discuss
neurogeni the
c shock.
definition
 By the end
of the and
lesson significan
developm ce of
ent, the hypovole
learner mic shock.
should be
able to
 Explore
discuss different
additional causes of
causes of hypovole
distributiv mic shock,
e shock,
including
such as
drug trauma,
 toxicities bleeding,
and brain and
injuries.
severe
 By the
dehydrati
end of
on.
the  Explain
lesson the
develop symptoms
ment, associate
the d with
learner hypovole
should mic shock.
be able  Use real-
to define world
examples
hypovole
or case
mic
studies to
shock
illustrate
and concepts.
understa
nd its
significa
nce.
 By the
end of
the
lesson
develop
ment,
the
learner
should
be able
to
identify
various
causes
of
hypovole
mic
 shock.
 By the
end of
the
lesson
develop
ment,
the
learner
should
be able
to
recogniz
e the
sympto
ms
associate
d with
hypovole
mic
shock.
 By the
end of
the
lesson
develop
ment,
the
learner
should
be able
to
explain
the
impact
of
traumati
c
injuries,
bleeding,
 and
severe
dehydrat
ion on
blood
volume.

STAGE 2  By the end  Review the  Quiz or

of Stage 2, key Kahoot!:
the concepts Conduct a
learner discussed in short quiz
should be the lesson or use an
able to developme interactiv
recall and nt phase. e platform
differentia  Engage like
te learners in Kahoot! to
between discussions assess
distributiv or activities students'
e and that understan
hypovole reinforce ding of
their
mic shock. key
understandi
 By the end concepts.
ng of
of Stage 2,  Peer
distributive
the teaching:
and
learner Assign
hypovolemi
should be pairs or
c shock.
able to small
 Encourage
identify groups to
questions
key teach a
and address
symptoms specific
any
associated aspect of
uncertaintie
with each distributiv
s.
type of e or
 Provide
shock. hypovole
additional
 By the end mic shock
examples or
of Stage 2, to their
scenarios
the classmate
for
learner s.
application.
should be
able to
discuss
the major
causes
and
mechanis
 ms of
distributiv
e and
hypovole
mic shock.

STAGE 3  By the end  Present  Case-

of Stage 3, case studies based
the or scenarios analysis:
learner for analysis, Provide
should be allowing complex
able to learners to case
analyze apply their scenarios
and knowledge. and ask
evaluate  Discuss the students
scenarios significance to
to identify of early analyze,
the type recognition discuss,
of shock and and
presented. interventio present
n in
 By the end their
distributive
of Stage 3, proposed
and
the interventi
hypovolemi
learner ons.
c shock.
should be  Group
 Highlight
able to simulation
the
discuss : Have
potential
the small
consequenc
importanc groups
es of
e of early engage in
delayed or
recognitio a
inadequate
n and simulation
interventio
interventi exercise
n.
on for where
 Facilitate
both they
discussions
distributiv collaborati
on best
e and vely
practices
hypovole respond
and
mic shock. to a
strategies
 By the end simulated
for
of Stage 3, shock
managing
the scenario.
shock
learner
situations.
should be
able to
explain
 the
potential
consequen
ces of
delayed or
inadequat
e
interventi
on in
shock
situations.

CONCLUSIO  By the end  Summarize  Summariz

N of the the main e key
conclusion points points
, the covered in from the
learner the lesson. lesson,
should be  Reinforce emphasizi
able to the ng the
summariz importance importanc
e key of e of early
concepts recognizing recognitio
related to and n and
responding
distributiv interventi
to shock
e and on.
promptly.
hypovole
 Provide  Open the
mic shock. additional floor for
 By the end resources final
of the for further questions
conclusion exploration. and
, the reflections
 Encourage
learner .
questions
should be and
able to discussion
articulate for
the clarification.
importanc
e of
prompt
recognitio
n and
interventi
on in
shock
scenarios.
SELF EVALUATION: ..........................................................................

STUDENT’S NAME …………………….… REG NO………………….

INSTITUTION ……………………………. CLASS …………………...
SUBJECT………………………………….. TIME……………………..
DATE……………………………………….
TOPIC: SHOCK
SUB-TOPIC: DIAGNOSIS AND TREATMENT OF SHOCK

SPECIFIC OUTCOME: By the end of the lesson, the learner should be able to:
 Recognize External Symptoms of Shock:
 Identify common external symptoms of shock that are often recognized by first responders and
doctors.
 Understand Diagnostic Priorities:
 Explain the priority in providing lifesaving treatment for shock, focusing on the swift circulation
of blood through the body.
 List the key diagnostic indicators checked during the initial assessment, including low blood
pressure, weak pulse, and rapid heartbeat.
 Comprehend Lifesaving Treatments:
 Outline the immediate lifesaving treatments for shock, such as administering fluid, drugs, blood
products, and supportive care.
 Emphasize that the resolution of shock is contingent on identifying and treating the underlying
cause.
 Appreciate Diagnostic Tools:
 Understand that once stability is achieved, doctors use diagnostic tools, including imaging tests
(ultrasound, X-ray, CT scan, MRI scan) and blood tests, to identify the cause of shock.
  Differentiate Imaging Tests:
 Differentiate the purposes of imaging tests in checking for injuries, damage, fractures, organ
ruptures, muscle or tendon tears, and abnormal growths.
 Understand the Role of Blood Tests:
 Explain the role of blood tests in detecting signs of significant blood loss, blood infections, and
drug or medication overdoses.
 Comprehend Shock Treatment Protocols:
 Understand the varied treatment approaches for different types of shock, such as using
epinephrine and other drugs for anaphylactic shock, blood transfusions for hypovolemic shock,
and medications, heart surgery, or interventions for cardiogenic shock.
 Recognize First Aid Procedures:
 Recognize the importance of immediate action and first aid treatment when someone is
suspected to be in shock.
 Understand the steps involved in providing first aid, including checking for breathing and
heartbeat, performing CPR if necessary, and positioning the person in the shock position.
 Demonstrate Proper First Aid Techniques:
 Demonstrate proper first aid techniques, such as elevating the feet, covering the person to
maintain warmth, and applying first aid to visible wounds.
 Identify Emergency Procedures:
 Identify the appropriate emergency procedures when encountering a person in shock, including
calling 911, recognizing the need for CPR, and ensuring safety in the case of potential head,
neck, or back injuries.
LEARNING RESOURCES:
TIME AND OBJECTIVES CONTENT TEACHING/ RESOURC EVALUATI
PHASE LEARNING ES ON
ACTIVITIES
INTRODUCTI  By the  Briefly  Discussion:
ON 5 MIN end of introduce Participate
the the in a class
introducti concept discussion
on, the of shock about the
learner and its presented
should be critical scenario,
able to nature in sharing
recognize emergenc initial
the y medical thoughts
critical situations. on the
importan  Highlight importance
ce of the role of of timely
identifyin first response to
g and responder shock.
respondin s and  Group
g to shock doctors in Reflection:
recognizin Work in
promptly.
g shock small
 By the
through groups to
end of
external discuss and
the
symptoms reflect on
introducti
. potential
on, the
 Pose consequen
learner
questions ces of
should be
 able to to delayed
understa stimulate interventio
nd the interest n in shock
initial and situations.
external engageme
symptom nt.
s that
first
responde
rs and
doctors
look for
in
diagnosin
g shock.

LESSON  By the  Discuss  Case Study

DEVELOPME end of the Analysis:
NT the diagnostic Engage in
STAGE 1 lesson priorities small group
developm when case study
ent, the encounter analysis,
learner ing a discussing
should be potential and
able to shock outlining
explain situation. immediate
the  Explain lifesaving
priority in the treatments
providing immediat for
lifesaving e different
treatmen lifesaving shock
t for treatment
scenarios.
s,
shock.  Interactive
including
 By the Learning
the
end of Platforms:
administr
the Use
ation of
lesson interactive
fluid,
developm platforms
drugs,
ent, the (Kahoot!,
blood
learner quizzes) to
products,
should be assess
and
able to understand
supportiv
list and ing and
e care.
describe reinforce
 Introduce
the key key
the
diagnosti concepts.
diagnostic
 c tools used
indicators once
checked stability is
during achieved,
the initial such as
assessme imaging
nt. tests and
 By the blood
end of tests.
the
lesson
developm
ent, the
learner
should be
able to
outline
immediat
e
lifesaving
treatmen
ts for
shock.

STAGE 2  By the  Differenti  Differentia

end of ate tion Task:
Stage 2, between Work
the imaging individually
learner tests or in pairs
should be (ultrasoun to create a
able to d, X-ray, chart or
differenti CT scan, presentatio
ate MRI scan) n
between and differentiati
imaging explain ng imaging
tests their tests used
used to purposes in shock
identify in diagnosis.
injuries identifyin  Role Play:
and g injuries, Engage in
internal damage, role-play
damage. fractures, scenarios
 By the organ where
end of ruptures, blood tests
Stage 2, and are
the discussed
abnormali
 learner ties. and their
should be  Discuss significance
able to the role of in shock
understa blood diagnosis is
nd the tests in emphasize
role of detecting d.
blood signs of
tests in significant
detecting blood
specific loss,
condition blood
s related infections,
to shock. and drug
or
medicatio
n
overdoses
.

STAGE 3  By the  Discuss  Case Study

end of treatment Discussions
Stage 3, protocols : Present
the for and discuss
learner different case
should be types of studies that
able to shock, involve
analyze such as varied
and using treatment
evaluate epinephri approaches
scenarios ne for for
to anaphylac different
identify tic shock, types of
the type blood shock,
of shock transfusio encouragin
presente ns for g critical
d. hypovole thinking.
 By the mic shock,  Practical
end of and Scenarios:
Stage 3, medicatio Guide
the ns or students
learner interventi through
should be ons for practical
able to scenarios,
cardiogeni
discuss demonstra
c shock.
the ting the
importan  Highlight
importance
 ce of the critical of
early steps immediate
recognitio involved action and
n and in first aid
interventi providing treatment.
on for immediat
both e first aid,
distributi including
ve and checking
hypovole for
mic breathing
shock. and
 By the heartbeat,
end of performin
Stage 3, g CPR if
the necessary,
learner and
should be positionin
able to g the
explain person
the correctly.
potential
conseque
nces of
delayed
or
inadequa
te
interventi
on in
shock
situations
.

CONCLUSIO  By the  Summariz  Summariza

N end of e the key tion:
the points Summarize
conclusio from the key
n, the lesson, concepts
learner emphasizi related to
should be ng the shock
able to critical identificati
summariz nature of on and
e key prompt treatment,
concepts identifica emphasizin
related to tion and g critical
shock response
 identifica to shock. points.
tion and  Reinforce  Emergency
treatmen the Procedures
t. importanc Emphasis:
 By the e of Emphasize
end of emergenc the
the y importance
conclusio procedure of
n, the s, emergency
learner including procedures
should be calling when
able to 911, encounteri
identify recognizin ng a person
emergenc g the in shock,
y need for stressing
procedur CPR, and the need
es when ensuring for quick
encounte safety in and
ring a specific effective
person in injury actions.
shock. scenarios.

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