Lesson Plan on Basic Life Support (BLS)

This lesson plan focuses on teaching nursing students about basic life support (BLS) and management of choking. It includes the DRSABCD flowchart and the importance of each step. The lesson plan also includes feedback and evaluation methods to improve the teaching session. The planned teaching session is based on the behaviorist learning theory and includes hands-on learning activities. The lesson plan is designed to be applied in a clinical learning environment.

Lesson plan on BLS
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Table of Contents
INTRODUCTION...........................................................................................................................3
BACKGROUND.............................................................................................................................3
LESSON PLAN...............................................................................................................................4
FEEDBACK AND EVALUATION................................................................................................8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10
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INTRODUCTION
Basic life support includes the recognition of sign of heart attack, sudden cardiac arrest, foreign body airway obstruction, stroke
and CPR along with defibrillation of automated external defibrillator. Basic Life support or BLS, generally refers to the type of care
which should be provided to the individual during the getting healthcare services which are essential at that time. In this, there is
need to provide the type of care which should be delivered by the first-responders, public safety professionals and healthcare
providers to individual who may be facing respiratory distress, experiencing cardiac arrest or any other. There are some of the
strategy which includes different steps. These are checking about the consciousness of individual and make sure setting is safe.
Then there is need to open the airway through lying back and tilt head back slightly for lifting the chin. Then there is need to begin
chest compressions and then deliver rescue breaths then continue CPR steps. These steps should be taught to nursing student
which can use them in the basic life support required condition. There is need to develop the teaching plan for basis life support
(BLS) and management of chocking for student which can be applied as the clinical learning environment. In this, there is need for
some basis elements which may include initial assessment, cardiopulmonary resuscitation (CPR) and airway maintenance along
with breathing. In this, there is learning about the basic plan which are needed to learn for providing basis life support and
management of chocking to the student which can be applied in their professional learning for the clinical learning environment
(Lee et. al., (2022).
BACKGROUND
Planned teaching session refers to the learning plan which are associated with the description of activities which can help to
get better learning to group of target audience who are the nursing student. In this, there is learning about various activities which
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includes resources that can guide towards the specific learning objectives. Through the planned teaching session, it allows to get
better learning about the effective response that can help in to deliver learning to people to apply that learning in their future in the
clinical environment which may include the basic life support needs (Barry et. al., (2019).
These are the planned teaching session which are important to be delivered for student who are learning for nursing
professional life which includes especially basic life support to their client or patient which can play an important role providing
primary care during attending patient. These can allow help to understand nursing student about what can be expected from them
in beginning of any teaching session. There is need to provide education to people which can be effective and allow to get better
care of patient need in the initial stage of getting admission for the healthcare services and treatment.
There is high importance of BLS which are effective in taking care of individual who are chocking, suffering from cardiac arrest,
drowning. It also makes the difference between death and life for some people. It also provides the learning about medical
procedures which are provided to the patient during life threatening condition (Poudel et. al., (2019).
To provide learning about the basic life support there is need to provide the learning to people who may include nursing student
as the target audience. In this, they should have the information about which can be effective and allow to get better and effective
response when there is life threatening condition. Nursing student should take care about the learning for getting better support
when there is life threatening condition. In this, there is need to apply the learning theory or learning style that can be effective in
providing better condition help to allow them for using during their professional role (García-Suárez et. al., (2019).
There are various learning theories and learning style which can be effective for the nursing student that can allow to get better
delivery of teaching plan to student which can have high responses. This may include visual, reading, auditory, writing and
kinesthetic. Here. Kinesthetic learning style can be effective and individual are hands-on learning type. They are the one who are
learn best when they perform the activity through participating and solving the problem. Through this learning style, it enables
individual that can help to retain their information more effectively. Through this, learning style it can enable individual nursing
student to learn and apply the basic life support that can allow to target audience to get better application about the learning which
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can be effective and allow to get better delivery of teaching plan. These are the effective method which can allow individual for
getting better and effective for responding during the need of basic life support in life threatening time (Dixit et. al., (2020).
LESSON PLAN
Timing
(Minutes)
Content
(Topic/subtopic) Activity/teaching approach Resources Evaluation Methods
SET
5 minutes
Introduction (Fariduddina et. al., (2021)).
The peer teacher introduces
herself to the students and
explain the main aspect of the
peer teaching session. The peer
teacher introduces the topic BLS
and the briefly mentions the
learning outcome of the peer
teaching session. The peer
teacher orientates the nursing
students to the resources and the
Clinical learning environment lab.
Resources needed for
the set would be
ANZCOR DRSABCD
Flowcharts, pens and
papers and sticky
notes.
Asking question
related with different
situation which can
help to enable them
ask the potential
queries about the
situation during non-
clinical environment.
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Assess the
student’s
Outline the
structure of the
lesson
Here, peer teacher introduces
themselves to nursing student
and also explains the main
aspect which can includes in
the teaching plan.
This could be done by testing the
1st year student’s prior knowledge
about Basic life support. They
could be asked if they have read
the pre-lecture worbooks for the
unit NUR1112. They could be
asked questions like “What is
basic life support”, “Have you
performed BLS on a patient
before?” or “ Have you witnessed
a situation when BLS is provided
to a person in a non clincal
environment?”.
The peer teacher briefly guides
the nursing students about the
structure plan of the lesson. The
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peer teaching session would be
focusing on the ANZCOR
DRSABCD flowchart. The Bls
skills would be demonstrated to
the students and then the
importance of the skills would be
discussed with the students. After
the demonstration of the skills,
the students could ask their
doubts. The students would also
be evaluated based on the skills
they learnt in the peer teaching
session.
BODY
40 minutes – or
time allocation for
each component
of BLS and
choking
DRSABCD
I
It is the primary
assessment of a
deteriorating
patient in nursing.
The peer teacher would
explain the term DRSBACD
and its relevance as the
primary assessment in a
deteriorating patient. The
nursing students would be
explained the acronym
DRSABCD which includes
danger, response, send for
There is need for the
telephone or any other
resource which can help in
calling emergency service
during need.
Through analyzing and
understanding the
concept allow to better
learn about the
situation to handle.
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Dangers?
help, airway, breathing,
cardiopulmonary resuscitation
and defibrillation.
It includes the emergency
situation in which is necessary to
take care and avoid the risk of
harm. In this, it is needed to take
care about the risk of harm on
individual life (Langberg et. al.,
(2018)). This requires the presence
of mind along with some
knowledge about handling
emergency situation
carefully.
Through analyzing
nearby area and
current situation.
Responsive? There is need to identify about
the consciousness of
individual and ensure whether
Personal, knowledgeable
individual.
Though getting
response from
performing learning
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they are able to talk or not
through squeeze their
shoulder. There is need to
perform this activity calmly. It
is also needed to try to talk
with individual which can help
to get assure about
consciousness condition.
activity.
Send for help When it seems that condition
requires the emergency
services then there is need to
send for help or call the
emergency services. There is
also need to take care about
the primary support which
should help to take care about
the individual life.
Telephone, other individual
or any communicating
device to connect with
emergency services.
Through analyzing the
outcomes.
Open Airway There is need to get ensure
that whether persons airway is
clear or not. There can be risk
of airway obstruction due to
falling back of tongue. This
Facemask ventilation
device, suction machines.
Through checking the
chest movement.
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can allow individual to breath
and avoid the risk of blocked
airway (Schleider et. al.,
(2020)).
Normal
breathing?
There is need to ensure that
individual is breathing
normally or not. Then can be
checked by looking at chest
movement. Another way to
ensure is by putting ear near
individual mouth and nose.
Quite place to listen sound. Through taking ear
near nose and mouth.
Start CPR When person is unconscious
and not breathing then there
is need to provide CPR which
can be done by making sure
that individual is flat on floor.
Put one hand on center of
chest and second on top of
individual. Press down firmly
and compress one third of
individual chest and perform
this for 30 times includes two
Oxygen, suction and
airway management
knowledge.
Through getting
response.
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breaths (Ghasemi et. al.,
(2019)).
Attach
defibrillator
(AED)
When individual is
unconscious then there is
need to apply the automated
external defibrillator (AED).
Need for helper and AED
pads.
Through using the
AED machine
responses.
Foreign Body
Airway
Obstruction
(Choking)
In such situation, there is
need to provide CPR for 30
chest compression along with
two ventilations.
Need proper surface for
laying of body.
Through analyzing.
CLOSURE
5 minutes
Review and
Evaluation
After applying the DRSABCD,
then there is need to review
and evaluate the procedure
that can allow to apply in real
life situation. Through review
and evaluation about the
Proper knowledge and
information is required to
understand the learning.
Using assessment.
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learning can allow to get
better impact on student skills
which can be apply during the
real life sessions.
Adapted from McKenna & Stockhausen (2013)
FEEDBACK AND EVALUATION
This is the one in which there is need to get understanding about the learning. There is need to get the feedback which can
allow to improvement in the areas where it is required. This can allow to get better knowledge about the area of improvement in the
planned teaching session. In this, through using the learning theory that are the theory which can allow to describe how student
receive, process and retain the knowledge during learning. This may include the emotional, cognitive and environmental influences
along with poor experiences. These all play and important part in the acquiring skill and knowledge which should be retaining by
student during learning about the basis life support. Here, behaviorist learning theory refers to the classical learning theory which
are effective and can allow to focus on the idea where individual behavior is learned through getting interaction within environment.
This theory includes the idea which area associated with the individual behavior to tackle the issue and learn about the basic life
support (Schleider et. al., (2020)).
There is need for the feedback that can allow teacher to take care about the individual learning which are associated with the
motivating student about the learning through the planned teaching session. There is need for the session that can allow to get
better learning about the better impact where feedback play an important role in getting better and effective response. In this, there
is need to take care about the collecting feedback through student about what they have learned during the session and what the
necessary learning which also be improved that can more effectively be learned through providing better care and support.
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Collecting feedback allow teacher to improve their learning session more effectively which can have focus on the improvement to
fulfil the basic need of some specific terms to elaborate. Through feedback behavior theory can allow to get interact with student
more effective and allow to understand their behavior for make the session plan accordingly (Gawande et. al., (2019)).
Evaluation of planned teaching session is also necessary to get information about the need for improvement in the teaching
session which are required to perform various activity which are associated with providing learning to student for basic life support.
There is need to take care about the further requirement of area which should be improved or more focus on planned teaching
session to enable student for get better learning about the basic life support.
After delivering of the planned teaching session and finishing all the question session related with the topic, there is need to ask
some question which are associated with the topic which includes about the query and condition in which and how to provide the
basis life support to person who are in the life threatening condition. Through asking various question or providing various situation
in which there is need to provide the basic life support, it can enable teachers to give feedback to their students. There are various
methods which can be effective and allow to get better assess the learner’s competencies which may include the questionnaire,
written examination, real life situation methods. These should be used for evaluating the learner’s competence (Heng et. al.,
(2021)).
CONCLUSION
From the above discussion, it can have concluded that planned teaching session plays an important role in delivery of learning
to the target audience and allow to use the learning in the practical manner. Through using the learning theory and learning style
allow to use the effective support for the student and teacher to deliver proper learning about the basic life support which should
play and important role in learning about the provides support in life threatening condition. In this, there is discussion about the
planned teaching sessions and learning theory. It also discusses about the lesson plan for nursing student which includes
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DRSABCD. This also includes the feedback and evaluation of planned learning session. It also includes the feedback to student
about their learning.
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REFERENCES
Barry, M., Dixon, M., Armstrong, C., & Keane, F. (2019). The pillow project, infant choking, and basic life support training for
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260-267.
Dixit, S., Dahal, S., Dixit, P. B., & Lama, G. (2020). Awareness of adult basic life support among graduates in a medical college of
Kathmandu. Journal of Nepalese Society of Periodontology and Oral Implantology, 4(2), 73-77.
Fariduddina, M. N., & Siau, C. S. (2021). Knowledge, Attitude and Perceptions towards Basic Life Support Training among Student
Teachers in a Malaysian University. The European Journal of Social & Behavioural Sciences.
García-Suárez, M., Méndez-Martínez, C., Martínez-Isasi, S., Gómez-Salgado, J., & Fernández-García, D. (2019). Basic life support
training methods for health science students: A systematic review. International Journal of Environmental Research and
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Gawande, R., To, M. N., Pine, E., Griswold, T., Creedon, T. B., Brunel, A., ... & Schuman-Olivier, Z. (2019). Mindfulness training
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Ghasemi, V., Simbar, M., Rashidi Fakari, F., & Kiani, Z. (2019). The effect of peer education on health promotion of Iranian
adolescents: A systematic review. International Journal of Pediatrics, 7(3), 9139-9157.
Heng, K., & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance
effectiveness. Cambodian Journal of Educational Research, 1(1), 3-16.
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Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., Smith, Z. R., ... & Eadeh, H. M. (2018). Overcoming the
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Support Training. IEEE Journal of Translational Engineering in Health and Medicine.
Poudel, M., Bhandari, R., Giri, R., Chaudhary, S., Uprety, S., & Baral, D. D. (2019). Knowledge and attitude towards basic life
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Schleider, J. L., Burnette, J. L., Widman, L., Hoyt, C., & Prinstein, M. J. (2020). Randomized trial of a single-session growth mind-
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Schleider, J. L., Dobias, M. L., Sung, J. Y., & Mullarkey, M. C. (2020). Future directions in single-session youth mental health
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