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Peer Teaching Lesson Plan - PDF

   

Added on  2021-04-24

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Running head: PEER TEACHING LESSON PLAN1Peer Teaching Lesson Plan: Basic Life SupportStudent’s NameInstitutional Affiliation

PEER TEACHING LESSON PLAN2Peer Teaching Lesson Plan: Basic Life SupportBackgroundIntroductionRapid responses to emergency situations are mandatory reactions to save lives. Therefore, to make life support more beneficial, human beings are required to go through a systematic and theoretical as well as practical-based training which is essential for saving lives (Hunt et al., 2015). First-aid assistance is reported to increase survival rates of those in danger and training learners on the necessary skills and knowledge in life support can improve as well as boost confidence. Additionally, life support training explains how to recognize as well as respond to cardiopulmonary arrest and in most cases, how to use defibrillators (Cartledge, Bray, Leary, Stub, & Finn, 2016). Face-to-face practice, therefore, crucial in improving life survival rates among patients. The following is a lesson plan for the necessary life support training session to be conducted on students. Pre-teaching ConsiderationsThe lesson plan will be constructed based on cognitive information processing (Cognitivism). Cognitivism is a theoretical learning principle that requires learners to articulate information based on the process behind the behavior (Mardegan, Schofield, & Murphy, 2015). To achieve the objectives of the lesson plan, the learning style to be incorporated will be visual and kinesthetic. According to Mardegan, Schofield, & Murphy, (2015) Engaging the learners both mentally and physically is inclined to imprint information in their minds for future references. With the use of cognitivism, there is an increased chanceof improving information integration among the learners through the training sessions planned out.

PEER TEACHING LESSON PLAN3Target Audience and Learning StyleThe objectives of the necessary life support are to train and equip students with the necessary skills in helping those in need through support systems. As such, the primary focus audience will be students in the University. To be precise, first-year students will be the primary focus as they are equipped with the energy and enthusiasm as well as maturity to handle life-threatening situations. The students are chosen because it is mandatory for the University to train incoming students on the vital first-aid skills necessary in helping their college-mates or others in the society during times of emergencies (Müller et al., 2014). As for the learning needs, as reported by Perkins et al., (2015), it is fundamental that the studentsare trained on first-aid measures and skills to use during emergency situations. The students, hence, will be prepared based on their cognitive, affective and psychomotor skills need to boost their knowledge and skills on training them (Perkins et al., 2015). The mode of learning to be incorporated will be visual and kinesthetic. Visual includes the use of real dummies and demonstrations through practical learning to impart information on the students. On the other hand, the kinesthetic learning implores the purpose of transferring data from one forum to the next (Abolfotouh, Alnasser, Berhanu, Al-Turaif, &Alfayez, 2017). In other words, it means that the students will have to write down fundamental information about the training sessions especially during the theoretical aspects. Based on the need to train the students, the lesson plan incorporates the assessment of the learners based on their prior experience with necessary life support skills and experiences.

PEER TEACHING LESSON PLAN4Learning ContextAccording to recent studies, there is a noteworthy absence of knowledge regarding thecharacteristic signs and risks factors related to stern medical circumstances among scholars inthe tertiary systems. As such, there is an urgent need to address the loophole in learning objectives especially in encouraging students to complete basic life support training throughout their education timeframe (Schröder et al., 2017). For instance, in the event of an emergency, there is the need for fast and structured patient management crucial to the outcome of an adult in distress. Managing the common crises is reported to elevate the survival rate of a person especially those in danger of cardiopulmonary attacks and chokes. Possessing the necessary skills and knowledge in dealing with emergent situations. The lesson plan will guide the students through a basic life support training through medical supervision on how to use equipment such as a defibrillator (Macken, Clarke, Nadeem, & Coghlan, 2017). According to medical studies, (Kleinman et al., 2015), basic therapeutic techniques are pivotal to saving a life. Therefore, if laypersons are taught how to go about emergency situations then, the probability of saving a life may be more prudent thanlimited. The approach will be primary and includes: Securing danger, response assessment, airway evaluation, breathing check, compressions (and at what rate), and use of a defibrillator.

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