Detailed Teaching Plan: Subcutaneous Injection Technique Training

This assignment presents a teaching plan focused on training individuals in the proper and safe administration of subcutaneous injections, particularly for diabetes medication. The plan outlines objectives, including demonstrating step-by-step procedures, preparing syringes, and identifying injection sites. It targets a group of 20 patients aged 35-40 diagnosed with Diabetes 2, emphasizing a practical, out-of-classroom environment to foster hands-on competence. The teaching strategy incorporates constructivism, behaviorism, and cognitive theories, acknowledging the importance of active learning and real-life application. Teacher activities include topic overviews, demonstrations, and feedback sessions, with evaluations based on the participants' ability to demonstrate the injection technique effectively. The plan also addresses necessary materials and preparation methods to ensure patient safety and proper administration.

Running head: TEACHING PLAN 1
Teaching Plan
Student’s Name
Institution Affiliation

TEACHING PLAN 2
Teaching Plan
Criteria Objectives Rationale
Identified learning
objectives/ outcomes
By the end of the lesson, the
participants should be able to
properly and safely self-inject
Diabetes medication using
Subcutaneous Injection
Technique.
By the end of the lesson, the
patients will be able to:
 Demonstrate step by
step procedure for
preparations before
preparing any
injectable medication.
 Exhibit how to
prepare a
manufacturer filled‐
syringe
 show how to inject a
subcutaneous (SC)
Most subcutaneous
injections are self-
administered at home and
proper knowledge of the
injection technique will save
lives (Lippincott & Wilkins,
2013).

TEACHING PLAN 3
vaccine;
 Indicate the common
sites and needle
length for a
subcutaneous (SC)
injection
The target audience, number
of participants and their level
of education/understanding
The participants will be a
group of 20 patients aged
35-40 years diagnosed with
Diabetes 2 who
Prevalence of type 2 diabetes
in people of ages 45-60 years
is well documented (Chen, et
al., 2012).
The context/environment of
where it will be delivered and
any issues related to that
In a field setup. The trainers
will visit the area of
residence of the participants
and organize a central venue
which is accessible to all the
participants.
Out of a hospital
environment and also
outside a classroom
environment. The rationale
for the set-up being outside
the classroom is to remove
the mindset that they are in
the classrooms engaging in
theoretical pursuits. The
strategy during this training
should be on participants
gaining practical skills on

TEACHING PLAN 4
Subcutaneous Injection
technique and have the
competence to perform it
safely and effectively.
Learning theory
applied/underpinning the
session
Constructivism, Behaviorism
and Cognitive Theories and
Humanist theories.
Constructivism, Behaviorism
and Cognitive Theories
There are three main
categories of leaning
theories, each with several
notable sub-theories with
proponents who differ in
some ways. The categories
are: cognitive theories,
behavioral theories, and
constructivist theories. In
clinical nursing and in
teaching people about
practical procedures like
Subcutaneous Injection
Technique to patients.
Constructivists opine that
leaners are not passive

TEACHING PLAN 5
recipients of learning, they
actively construct their own
knowledge from interacting
with the instructors and the
learning materials (Steffe, &
Gale, 2012). The
constructivist logic of
productive hypothesis is
distinctive with the
fundamental logic of some
different speculations,
particularly speculations of
behaviorism and data
preparing. These
speculations are viewed as
the truth of the universe
autonomous of the psyche
and outside the student and
learning. They know the
exchange of the autonomous
reality out of the student's
brain. In the hypothesis of

TEACHING PLAN 6
usefulness, the target reality
of the outside world
exchanged from the student
has not been conceded and it
isn't accepted that the
student remembers a form of
this world by learning (White
& Gruppen, 2010)
Educational approach in light
of valuable hypothesis or
building the propensity of
learning must be underlined
on the action of the student
amid the development of
information and it is
ordinarily understudy based.
Accordingly, it can be pointed
that the best preparing
technique emerging from this
hypothesis is a preparation
strategy in view of
exploratory learning (Brydges

TEACHING PLAN 7
& Butler, 2012).
Be that as it may, every one
of these speculations has
shortcomings, yet they all
have their esteem. For
instance, on the off chance
that we look carefully, the
base of humanist
speculations, for example,
scholars could be found in
psychological therapist points
of view and behaviorists.
When all is said in done, we
can state that utilizing any of
these hypotheses in its place
is attractive and helpful.
Behaviorist viewpoints
anyway were looked with a
considerable measure of
feedback, wherever the
changing conduct is
proposed oral likely, quick

TEACHING PLAN 8
information exchange is
required, they have shown
their effectiveness (Watling &
Lingard, 2012).
Intellectual hypothesis with
learning speculations is
fruitful strategy for
investigation, witnesses and
data handling, use of the
standards of important
learning in preparing
students to problem
unraveling and request
aptitudes, interest
incitement, and inspiration.
Be that as it may, they are
insufficient for exchanging
the expected information to
the greater part of the
students and they require
additional time and prepared
work force (Pelgrim et al.,

TEACHING PLAN 9
2011).
Humanist Theory
Humanist hypothesis, in spite
of the fact that with
expansive based approach
and standards of grown-up
instruction, is a decent
establishment for teacher–
understudy relationship and
readies the learning
condition not to confine the
considerations and
sentiments of the students; it
opens the path for the
improvement of the
understudies. These cases in
all parts of scholarly program
don't have legitimate
productivity and are
extremely tedious now and
again. They require close and
consistent communications

TEACHING PLAN 10
amongst instructor and
understudy that point of
confinement their utilization
in substantial classes (Kogen,
Holmboe, & Hauer, 2009).
Therefore, it appears that
every single recorded thing
are valid in nursing training.
Teaching strategy or
strategies to be employed in
the content delivery
Clinical training strategy Clinical Training is more
important than theoretical
Classroom Teaching in
nursing because caring for
patients is a professional
practice discipline. In other
words, practice in nursing is
better than theoretical
knowledge, although enough
of both is even better. All
that nurses and nursing
students do in clinical
practice is more important
than what they can show in a

TEACHING PLAN 11
classroom setting. Learning in
clinical setup involving
various activities afford the
learners with real life
capabilities and opportunities
for transfer of knowledge to
real circumstances (Kogen,
Holmboe, & Hauer, 2009).
Some clinical officers learners
who perform well in the
classroom are unable to
apply this knowledge
successfully in that at their
workplace in a real nursing
situation.
Acknowledgement of the
learning theory
Nursing training theories
borrow heavily from normal
education theories as
learning pathways are the
same irrespective the subject

TEACHING PLAN 12
matter. In general, theory is a
set of related proposals,
which are able to explain,
control, predict, or control
the occurrences. Learning
theories endeavor to make
available explanations about
teaching and the process of
learning as well as their
application. Researchers and
Educational psychologists
have over the years proposed
many theories to try and
explain how people get,
organize and apply
knowledge and skills.
Educational psychology,
rather than giving a one
theory, it proposes many
theories to explain about the
way learning occurs and
knowledge is retained (Miller