Teaching Plan for Epidural Infusion Management on Post-Operative Patients

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