Teaching Plan for Epidural Infusion Management on Post-Operative Patients

This teaching plan focuses on epidural infusion management on post-operative patients. It covers the identification of learners, choice of teaching approaches, and assessment strategies. The lesson is based on the constructivist theory of learning and is learner-centered. The strengths and weaknesses of the session are also discussed.

Running head: TEACHING PLAN 1
Teaching Plan
Name
Institution

TEACHING LESSON 2
Teaching Plan
The aim of the lesson was to teach the learners on the topic epidural infusion
management on the post-operative patients, epidural infusion is one of the most significant
activities that are performed to manage pain. The lesson was, therefore, important because it
touches on an area of concern to the healthcare providers who are concerned about the post-
operative patients whose pains need to be professionally-handled (Tanner, 2013). As an expert, I
had to do my best to ensure that I delivered a high quality and exceptional lesson to the learners.
In this paper, I present an objective reflection of everything that took place during the session.
What I did during the Session
To begin with, I would like to point out that during the entire session; I took time to teach
my learners a lot of things. I was particularly concerned about delivering an effective lesson that
would positively impact on the lives of my learners. As an expert, I know for certain that I
should perfectly discharge my teaching duties as expected (Stronge, 2018). Hence, during this
lesson, I had to put in practice all that I have learnt to do as an instructor. The first thing that I did
during the lesson is the identification of my learners. Since teaching can be effective if it is
offered in a conducive environment, I started to create an accommodative learning environment
by studying my learners and knowing something about their background (Meyer, 2015). A
proper understanding of the weaknesses, strengths, and competencies of my learners enabled me
to teach well and appeal to all my learners regardless of their diversities.
The other thing that I did during the session was the choice of the teaching approaches
and strategies that suit my learners most. Since I began teaching, I have always known that
teaching can be fruitful if done in an organized manner (Schmeck, 2013). Therefore, after

TEACHING LESSON 3
grasping the needs of my learners, I settled on the teaching approaches that I felt would be
appropriate for the kinds of the learners whom I was dealing with. I decided to use a dynamic
approach which created room for the use of lectures and discussions (Bradshaw & Hultquist,
2016). Given that I was to deal with graduate students, I had no choice, but to rely on the lecture
method because it would give me an opportunity to direct learning ad ensure that the learners
grab all that I had for them (Temple, Ogle, Crawford & Freppon, 2018). Besides, I had to allow
my learners to form small groups where they would engage in fruitful discussions through which
they would get to learn from one another.
Finally, during my lesson, I took time to assess the learners to ensure that I got the right
information on the extent to which the learning objectives were achieved. In order to evaluate my
learners, I had to use questioning method. Here, I had to keep on asking short questions to
brainstorm the learners and challenge them to have a deeper understanding of the subject matter
(McLeskey, Rosenberg & Westling, 2017). Apart from the quizzes, I had to give out a written
assignment at the end of the lesson because it would give learners a chance to conduct further
research to get additional information that they would use to understand the subject (Ornstein &
Lasley, 2014). The two assessment strategies were appropriate for my learners because they
would help in strengthening their learning process. Evaluation is one of the most important
activities that I cannot afford to exclude whenever I am entrusted with the teaching of my clinical
learners.
My Feelings
During my session, I felt so good. I still have a similar feeling because of the conviction
that I did an excellent job. This simply shows that if I were to carry out a self-evaluation of my

TEACHING LESSON 4
performance, I would give myself high scores because I know that I tried my best to bring the
best out of my learners (Meyer, 2015). There are many reasons why I feel that I must be happy
with what I did.
The first reason why I feel content is that I chose to use a good teaching strategy that suits
my learners. During the entire session, I never considered myself as the sole custodian of
knowledge. Instead, I assumed the role of a guide whose main role was to support the learners,
direct, and monitor the teaching and learning process right from the beginning up to the very end
(Valiee, Moridi, Khaledi & Garibi, 2016). Because of this understanding, I decided to use the
learner-centered approach that considers the students as the central focus of the teaching and
learning process. According to this approach, it is the learner who should be considered as the
main focal point of the teaching and learning process (Arends & Castle, 2015). A teacher who
uses the learner-centered approach does not dominate the teaching and learning process, but
gives the students a chance to actively participate. That is why I had to give lectures, but keep on
incorporating the learners’ contributions by allowing them to ask questions, answer questions,
give examples, and engage in discussions whenever necessary.
The other reason why I was impressed with my performance is that I made right choice of
the teaching strategies and theories of learning hat suit the nature of the learners as well as the
topic I was handling. My choice of the constructivist theory of learning was a good idea because
it enabled me to have a relevant theoretical framework to base my lesson. I was delighted
because I chose the right theory that suits all my learners because unlike others, constructivism
teaches how individuals learn to apply the lessons that they acquire from their immediate
environment (Killen, 2015). By effectively applying the principles of this theory, I managed to
grab the attention of my learners, teach well, and leave a positive mark on their lives. I had a

TEACHING LESSON 5
feeling of content because the learners would apply the lessons acquired during my session to
provide professional support to the post-operative patients in need of epidural infusion
management support. The use of this theory made me had a feeling that I was doing a good a
good job to my learners.
Strengths and Weaknesses of the Session
Just like any other activity, my teaching lesson had both its strong and weak areas that
would be noticed by anyone who would be keen enough to study and observe how I executed it.
However, since I was personally involved in the teaching process, I would like to boldly express
that I did a good job. I am saying that because my strengths outweigh the weaknesses.
The first success that I achieved in my lesson is that it was based on objectives. Since I
knew that my learners would use my lesson to improve their clinical knowledge, I started my
lesson by coming up with a few, but focused objectives that would enable me to teach well
because I had no choice rather than achieving all of them. Therefore, to achieve this, I had to rely
on Bloom’s Taxonomy to formulate some of the best objectives that, in my opinion, would serve
the interests of my learners well. The other strength is that I used appropriate teaching strategies
for my learners. The use of learner-centered approach was a bright idea because it gave my
learners an ample opportunity to be active, not partial participants during the entire session
(Valiee, Moridi, Khaledi & Garibi, 2016). It was a good idea to focus on the learners because, as
the recipients of the teaching and learning process, they should always be prioritized and given
time to be active participants in the lesson. Otherwise, my lesson would not have been as
effective as it was.

TEACHING LESSON 6
Moreover, I based my teaching on relevant theoretical frameworks. The use of the
constructivist theory was desirable because it guided the teaching and learning process. Lastly, I
must be commended for taking time to assess my learners. In my capacity as an instructor, I
know that assessment is the climax of the teaching and learning process because there is a
common say that a teacher who does not ask questions does not teach. So, I had to prove that I
am a good teacher by teaching and administering an assessment during the entire lesson (Killen,
2015).
Nevertheless, the most outstanding weakness that hindered me from accomplishing my
teaching objectives is that I never made a proper plan on how to use my communication skills
during the session. As an instructor, my main task is to communicate. If I use an effective
communication skill, I can manage to grab the attention of the learners and create for them a
favorable environment that accommodates all of them. However, from my own assessment, I
would like to say that I never came out as an effective communicator. I came to a conclusion that
I did a disservice to my learners by improperly using language. Meaning, I used so many jargons
and vocabularies that might have made learning not to go on smoothly as anticipated (Sigel,
2014). At the same time, I was a bit faster especially towards the end of the lesson when I was
running short of time. This was not proper because it deprived me of an opportunity to bring the
best out of my learners. Besides, I did not actively-involve the learners in the teaching and
learning process. Although he process was learner-centered, I must agree that I still tended to
dominate it. The use of lecture method did not create enough room for the learners to be as active
as anticipated. It only allowed me to ask a few questions because all my learners know that
lecture sessions should not be interrupted by many questions.
Peer Feedback and Insights from the Reflection Process

TEACHING LESSON 7
The feedback I got from my peers was encouraging because they were objective in their
analysis. The first thing that was noticed by my peers is the way in which I was focused in my
lesson. The use of Bloom Taxonomy to formulate my objectives was commended because it was
a wise idea that resonates well with my learners and portrayed me as someone who was aware of
the whole task ahead of me. The other thing that my peers observed is that I based my teaching
on relevant theory. They were also happy about it (Meyer, 2015). Finally, my peers were happy
about the way I used the learner-centered teaching approach. Although I used a lecture, it was
still better because the whole session was not dominated by me alone because, at some point, the
learners had to chip in.
From this reflection, therefore, I learnt that teaching is a process that requires a lot of
planning, organization, focus, and commitments. It is not an incident because the entire teaching
session, regardless of its shortness, requires the instructor to discharge a number of activities.
Besides, I learnt that a lesson should be objective. Meaning, it should be based on smart-specific,
measurable, achievable, and time-bound goals (Sigel, 2014). That is why the choice of the
objectives was based on the Bloom’s Taxonomy because if properly used, it can help in
formulating smart objectives for the lesson. The other lesson that I learnt is that the teaching
process should incorporate an element of evaluation because it plays a significant role in
determining the extent to which the objectives are achieved.
Nevertheless, if given another opportunity to re-teach the same lesson, I would make a
number of improvements that would make my lesson to be as effective as possible. The first
change I would m make is to ensure that I actively-involve my learners in the teaching and
learning process. I would ensure that the entire process is learner-centered. Meaning, I would not
have become a dominant figure, but assume the role of a guide (Arends & Castle, 2015).

TEACHING LESSON 8
Secondly, I would improve my communication skills and ensure that I become an effective
communicator. I would achieve that by refining my speaking skills as well as polishing my
language to ensure that it is jargon-free and simple for an easier understanding by my learners.
Lastly, I would improve on the use a different theory of learning. I think the behavioral theory of
learning can be more effective in the teaching of clinical students because it would make them to
easily understand the lesson and get to learn something from it.

TEACHING LESSON 9
References
Arends, R., & Castle, S. (2015). Learning to teach. New York: McGraw-Hill.
Bradshaw, M., & Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related
health professions. Jones & Bartlett Publishers.
Killen, R. (2015). Effective teaching strategies: Lessons from research and practice. Cengage
Learning Australia.
McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for
all students. Pearson.
Meyer, O. (2015). Towards quality CLIL: successful planning and teaching strategies. PULSO.
Revista de Educación, (33), 11-29.
Meyer, O. (2015). Towards quality CLIL: successful planning and teaching strategies. PULSO.
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Ornstein, A. C., & Lasley, T. J. (2014). Strategies for effective teaching. New York: Harper &
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Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
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engagement and cultivate classroom equity. CBE-Life Sciences Education, 12(3), 322-
331.

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Temple, C. A., Ogle, D., Crawford, A., & Freppon, P. A. (2018). All children read: Teaching for
literacy in today's diverse classrooms. Pearson.
Valiee, S., Moridi, G., Khaledi, S., & Garibi, F. (2016). Nursing students' perspectives on
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