Developing Teaching Plan for Basic Life Support Research Paper 2022

Running head: DEVELOPING TEACHING PLAN FOR BASIC LIFE SUPPORT
DEVELOPING TEACHING PLAN FOR BASIC LIFE SUPPORT
Name of the student
Name of the University
Author notes

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DEVELOPING TEACHING PLAN FOR BASIC LIFE SUPPORT
Background
Introduction
Basic life support (BLS) is the fundamental care that is performed in emergency
condition to support the immediate survival of a life-threatening patient (Irfan et al., 2019). The
BLS procedures have an important role especially in the case of cardiopulmonary resuscitation
(CPR). This procedure has great impact on survival of a patient. It can benefit people who are
in a critical condition such as drowning, choking or suffering from cardiac arrest (Elbaih et al.,
2019). At initial stage, BLS helps to protect proper circulation, airways, and breathing of the
patient to save them until a health professional and an ambulance arrives in the situation. When
a patient faces any life-threating condition, the first care provider who handles the situation is
the nurses or midwifery practice before any clinician comes in the situation (Mulryan,2015).
Therefore, it is an increased necessity that the nurses should have detailed knowledge and
professional skill about the basic life support. As a result, a teaching session is necessary in
clinical learning environment. This paper focuses on development process of a peer teaching
programto learn the basic life support in the clinical learning environment. This paper provides a
lesson plan that how to teach the students and an evaluation and feedback process is also
performed after the session.
Pre-teaching Considerations
In this teaching program related to basic life support, the audience will be the first-year
students of nursing. Since, the first- year students are fresh in this sector as well as they are the
most junior batch and they have very few knowledge about this subject. Therefore, the first-
year students are chosen for providing basic education in this subject. Since the students are
new in this sector, they have less understanding in this matter. Hence, the students require
knowing about the safety measures, the applicable methods when the situation will arise, the

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DEVELOPING TEACHING PLAN FOR BASIC LIFE SUPPORT
predisposition of the responsible factors, primary skills (Akhu-Zaheya, Gharaibeh & Alostaz,
2013). They should also able to think critically and gain problem-solving skills while treating with
this situation. At the time of teaching, there are many approaches of learning the students.
Among them, the practical based learning will be most appropriate for this session (Plant &
Taylor, 2013). In the practical based learning, the student can get opportunity to face real life
situation where they can learn the basic requirements for performing this. Real life situation can
provide the chance of gaining behavioral skills, helps to handle the situation critically, and also
the problem-solving skill. The students can also perform their own under the guidance of their
senior or experts. Other learning methods can be followed that is done by audio-visual session
so that they can gain proper knowledge and acquire the techniques more appropriately
(Ertmer& Newby, 2013)The context of the education will be dependent on peer teaching. This
means one supervisor will be appointed who will share his/her personal experience to the fellow
students. This also supports the students to acquire practical knowledge and can prepare
according to it. They can mentally prepare themselves to handle the situation more
preciselywhen they will be in that situation. The life-experience shared by the supervisor will be
a realistic example for the new student which they can implement in their own life at the time of
handling these kinds of patients.

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DEVELOPING TEACHING PLAN FOR BASIC LIFE SUPPORT
Discussion
Lesson plan
Purpose of the teaching session-
The focus of the teaching program was to evaluate the efficacy of the basic life support
methodology. The training procedure will increase the knowledge and ability of the nursing
students to perform in this situation. The first-year nurses have very little knowledge as they are
fresher in this sector. Therefore, this session will help the students to confess the real-life
situation more readily. From this teaching, the students can also acquire practical knowledge
that is completely absent in them. Since the teachers are also in third year students, they are
undergoing this phase and they share this experience with the first-year students who are
actually new to this. Therefore, it will be helpful for them to identify the indications of BLS and
able to grip time management skill. The purpose of the session is to provide the students to
know the sign and symptoms of the patient. Consequently, they can easily identify the basic life
support which is supposed to be provided to the patient. At the time of any emergency situation,
if the nurses have the knowledge about this, they can manage the patient in the absence of
professionals and protect the patient’s life-threatening situation. The aim of the education is to
provide the proper knowledge to the nurse so that the patients can obtain better care with safety
and security.
At the end of this peer teaching process, the students will be able to –
 Memorizing the factors and identify the indications of the patient when they actually
require the BLS. This will enable them recognizing the patient at correct time who need
this process genuinely. At the end of this session, the students will be able to visualize
the condition and matching them with their learnings.