Teaching in Nursing | Venipuncture Procedure

LESSON PLAN
MICROTEACHING I-THEORY SESSION
Teaching in Nursing
TOPIC;
Venipuncture Procedure

Introduction
Venipuncture procedure; step by step
 Gather equipment
Some of these equipment comprises; blood collection tubes, non-sterile gloves, tourniquet, gauze/cotton balls,
tourniquet, needles and syringes of different sizes
 Preparing the patient
Once all the necessary supplies are present, introduce oneself and get into a conversation with the patient in an attempt
to prepare them for the procedure.
 Locate the vein
Once the patient has extended their hand, the nurse in charge inspects the antecubital fossa..
 Prepare your hands
Proper hygiene is a very significant aspect in not only venipuncture but also any other surgical procedure.
 Disinfect the site
Disinfection of the site is crucial before blood is drawn because it reduces chances of contamination.
 Draw blood
The following steps are followed; first place a thumb below the venipuncture site in order to anchor the vein. Secondly,
have the patient ball up their hand and form a fist.
 d) Fill the tubes
In filling the collected blood samples to the test tubes, the tube stopper is pierced with a needle thus applying gentle but
steady pressure.
 e) Complete the procedure
Here, the used equipment is discarded in an appropriate waste collection container.

Lesson plan

Cont ..
Equipment used in venipuncture
Collection tubes
Needles
Tourniquet
Gauze
Bandages
Gloves
Wipes and Swabs
Risks associated with Venipuncture
Excess bleeding
Vein damage
Feeling light-headed
Fainting
Hematoma

Lesson Plan Notes

LESSON PLAN – MICROTEACHING II
(LECTURE-DEMONSTRATION SESSION)

Diagnosis and treatment of type 1 and 2 diabetes.
Lesson content

Learning Outcomes:
By the end of the course, students have to reveal competent skills on matters related to
diabetes. Some of the skills anticipated in this topic include;
 Ability to carry out laboratory tests without any supervision.
 Mastering diabetes self-management concepts in hospital.
 Be able to advise patients on the best methods for handling the disorder all the time.
 The student will also be expected to show appropriate diabetic care to the patients.
 They are also expected to understand the correct medication for the illness.
 I believe that by the end of the topic, everyone will be aware of how to use these
components. They are also expected to research their first aid process needed by a
person with diabetes. Through this process, it will be easy for the learners to familiarize
themselves with other concepts related to the illness but not discussed in this lesson.

Main sections
 First of all, the diagnosis process is critical when handling this disease (Chamberlain et al 2016). We have
sophisticated tools and instruments that need much experience when diagnosing type 1 and 2 diabetes in
the hospital.

 On the other hand, we have section such signs and symptoms that plays a crucial role in diabetes (Garber
et al 2016).
 Some of these signs we anticipate to discuss include the reason for increased thirst and also the basis for
frequent urination.
 Moreover, the discussion will analyze aspects such as weight loss, presence of organic elements in urine
such as the ketone, and explanation of reasons for fatigue and irritability.
 The other critical section to emphasize during the lesson is the prevention and treatment of the disorder
(Sohal et al 2015).
 The most preferred drugs are insulin-based medicines that help in regulating blood sugar levels in the body.
 Also, we have other practices such as changing lifestyles that help an individual to reduce threats of
diabetes in the body.
 Exercises such as physical activities are crucial to minimize the dangerous impacts of the disorder in
patients.
 Other practices, such as being free from stress, can help patients reduce the impact of the illness all the
time (Garber et al 2015).

Questions
Questions to ask students.
 Mention some of the tests we have for diagnosing type 1 and 2 diabetes?
 Outline some of the signs and symptoms of type 1 and 2 diabetes we have learned?
 Why do people need to change their lifestyles and diets when preventing diabetes?
 Mention how aspects such as high blood sugar levels and cholesterol levels affect individuals
with diabetes?
Questions I anticipate.
 Reasons why overweight can make individuals prone to diabetes?
 What are some of the long complications induced by diabetes to the patients?
 How often is one supposed to see the doctor once he or she has been diagnosed with diabetes?
 Are there natural ways of preserving the disease?
 Are there appropriate diets to be taken by patients, and are these diets good to prevent the
disease?
 How physical exercises help in reducing the issue of diabetes in human beings?
 How occasionally are we supposed to exercise our bodies to protect it from attack by the illness?

Lesson notes

Cont.…
 From the notes, I anticipate a lot from the students at the end of the
lesson.
 First of all, I hope a large number of learners will have mastered some
of the technical elements needed in the diagnosis and treatment of
the illness in the hospital.
 The idea is that diabetes is a common illness, and it needs adequate
effort to understand all concepts necessary (American Diabetes
Association 2018).

References
 American Diabetes Association. (2018). 4. Lifestyle management: standards of medical care in diabetes—2018. Diabetes
Care, 41(Supplement 1), S38-S50.
 Bell, K. J., Smart, C. E., Steil, G. M., Brand-Miller, J. C., King, B., & Wolpert, H. A. (2015). Impact of fat, protein, and glycemic index
on postprandial glucose control in type 1 diabetes: implications for intensive diabetes management in the continuous glucose
monitoring era. Diabetes care, 38(6), 1008-1015.
 Chamberlain, J. J., Rhinehart, A. S., Shaefer, C. F., & Neuman, A. (2016). Diagnosis and management of diabetes: synopsis of the
2016 American Diabetes Association Standards of Medical Care in Diabetes. Annals of internal medicine, 164(8), 542-552
 Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., ... & Buse, J. B. (2018). Management of
hyperglycaemia in type 2 diabetes, 2018. A consensus report by the American Diabetes Association (ADA) and the European
Association for the Study of Diabetes (EASD). Diabetologia, 61(12), 2461-2498.
 Feinman, R. D., Pogozelski, W. K., Astrup, A., Bernstein, R. K., Fine, E. J., Westman, E. C., ... & Nielsen, J. V. (2015). Dietary
carbohydrate restriction as the first approach in diabetes management: critical review and evidence base. Nutrition, 31(1), 1-13.
 Garber, A. J., Abrahamson, M. J., Barzilay, J. I., Blonde, L., Bloomgarden, Z. T., Bush, M. A., ... & Garvey, W. T. (2015). AACE/ACE
comprehensive diabetes management algorithm 2015. Endocrine Practice, 21(4), 438-447.
 Garber, A. J., Abrahamson, M. J., Barzilay, J. I., Blonde, L., Bloomgarden, Z. T., Bush, M. A., ... & Garber, J. R. (2016). Consensus
statement by the American Association of Clinical Endocrinologists and American College of Endocrinology on the
comprehensive type 2 diabetes management algorithm–2016 executive summary. Endocrine Practice, 22(1), 84-113.
 Garber, A. J., Abrahamson, M. J., Barzilay, J. I., Blonde, L., Bloomgarden, Z. T., Bush, M. A., ... & Garber, J. R. (2017). Consensus
statement by the American Association of Clinical Endocrinologists and American College of Endocrinology on the
comprehensive type 2 diabetes management algorithm–2017 executive summary. Endocrine Practice, 23(2), 207-238.
 Inzucchi, S. E., Bergenstal, R. M., Buse, J. B., Diamant, M., Ferrannini, E., Nauck, M., ... & Matthews, D. R. (2015). Management of
hyperglycaemia in type 2 diabetes, 2015: a patient-centred approach. Update to a position statement of the American
Diabetes Association and the European Association for the Study of Diabetes. Diabetologia, 58(3), 429-442.
 Sohal, T., Sohal, P., King-Shier, K. M., & Khan, N. A. (2015). Barriers and facilitators for type-2 diabetes management in South
Asians: a systematic review. PloS one, 10(9).

Thank you.