Peer Teaching Lesson Plan Report: Basic Life Support Training

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Added on 2021/04/24

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This report details a comprehensive peer teaching lesson plan designed to train students in Basic Life Support (BLS) techniques. The lesson plan is structured based on cognitive information processing and incorporates visual and kinesthetic learning styles to enhance knowledge retention. The target audience is university students, particularly first-year students, who are equipped with the maturity and enthusiasm to handle emergency situations. The plan outlines learning objectives focusing on critical thinking, problem-solving, communication, teamwork, and technical competencies such as using a defibrillator. The lesson plan includes an introduction, pre-teaching considerations, and a structured session that covers assessing dangers, responsiveness, the ABCD concept (Airway, Breathing, Circulation, Defibrillation), CPR, and defibrillator usage. The report also emphasizes the importance of feedback, both formal and informal, and outlines methods for assessing learner competence based on their behaviors during training. The goal is to equip students with the skills and confidence to respond effectively to life-threatening situations.

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Running head: PEER TEACHING LESSON PLAN 1
Peer Teaching Lesson Plan: Basic Life Support
Student’s Name
Institutional Affiliation

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PEER TEACHING LESSON PLAN 2
Peer Teaching Lesson Plan: Basic Life Support
Background
Introduction
Rapid 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 Considerations
The 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 chance
of improving information integration among the learners through the training sessions
planned out.

PEER TEACHING LESSON PLAN 3
Target Audience and Learning Style
The 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 students
are 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.
Learning Context

PEER TEACHING LESSON PLAN 4
According to recent studies, there is a noteworthy absence of knowledge regarding the
characteristic signs and risks factors related to stern medical circumstances among scholars in
the 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 than
limited. 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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PEER TEACHING LESSON PLAN 5
Lesson Plan
Introduction
Basic Life Support (BLS) is the care provided to patients who are experiencing
respirational arrest, cardiac apprehension or airway impediment. The skills required include:
basic psychomotor skills for execution high-quality CPR while using an computerized
peripheral defibrillator and discharging an clogged airway for the patient (regardless of age).
The aim of the lesson plan is to equip the scholars with the beneficial assistances and
knowledge in medical techniques required for basic life support scenarios.
Objectives of Learning Outcome:
 Critical thinking: Students will be required to have a clear and rational thinking based
on the facts offered besides the practice as well as skills gained.
 Problem solving: Students will be required to possess skills in identifying solutions to
the matters that arise using voluntarily accessible resources (Lee et al., 2016).
 Communications: Students will possess the skills necessary in communicating with
others through the sender-message and receiver protocol.
 Team subtleties: Ability to integrate and coordinate all with anyone around to
achieve basic life support.
 Technical Competencies: The students will be able to use equipment including a
defibrillator while resuscitating a patient.

PEER TEACHING LESSON PLAN 6
Timing
(Minutes)
Content (Topic/subtopic) Activity/teaching
approach
Resources Evaluation
Set
15 minutes
-Introduction
-Assess learners prior
knowledge of the concept on
basic life support
-Introduction on the lesson
plan on BSL session
The facilitator will have
a brief interaction with
the students. The
students will be
introduced to the
facilitator through an
introduction of the name
and profession. The
students will then be
asked to introduce
themselves as they
provide an example (s)
of their experience with
resuscitating or seeing
someone being
resuscitated.
Learners will be asked to
describe what they know
about basic life support
and their experiences
(first-hand)
The expert will inform
the learners of what is to
be expected throughout
the session.
Seats for each
student
Each learner will be
asked to provide an
idea about the basic
learning support and
how it can help them
in their day-to-day life
resuscitations.
Body Part 1
25 minutes
1. Assessing and
understanding
concepts and
principles of basic
life support
- Learners will be taken
through a four-series
education plan.
-Writing pads - Learners will
be quizzed at
tandem about
definition on
basic life
support.

PEER TEACHING LESSON PLAN 7
a. Danger - Trainees will be
taken through an
instructive
session listing the
definition and
types of dangers.
- PowerPoint
presentation
- Each learner
will provide an
example of
danger
situation (non-
repetitive
response) (Lee
et al., 2016).
b. Responsive
(Primary
Assessment of
unresponsive
adult patient)
- Demonstration on
how to check for
alertness and
comprehension
by checking pulse
or heart rate per
second.
U=
Unresponsivenes
s
- A volunteer
from the
learners.
- Wrist watch.
- Each trainee
will have to
demonstrate
how to check
for
responsiveness.
c. Send-for-Help/
assessing
situation to
incorporate
others to help
- Demonstration to
the students on
the best possible
solution will be
provided.
Learners will be
- Improvise
resources
- Each student
will provide an
inventive idea
of how to call
or summon for
help.

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PEER TEACHING LESSON PLAN 8
trained on the
best solution
depending on the
situation.
Body Part 2
35 minute
s
1. ABCD concept - Using a dummy,
the learners will
be trained on how
to initiate the
ABCD
-Airway
evaluation
- Normal breathing
- Start CPR
- Attach
defibrillator.
- Dummy (for
each group
formed)
- Defibrillators
- First Aid
Kits.
- Each student
will be
assessed on the
different
ABCD
strategies to
use on a
patient.
2. Compressions - Demonstrations
of how to
conduct
compressions (30
compressions per
2 breaths)
- Dummies
- Volunteers
- Each learner
will be asked
to demonstrate
compressions
on dummies
provided.
3. How to use a
defibrillator
- The facilitator
will train the
learners about the
defibrillator.
- Defibrillator - At random, the
facilitator will
point at a part
of the machine

PEER TEACHING LESSON PLAN 9
and inquire of
its name from
each student.
- Each student
will be
required to
operate the
defibrillator.
Closure
15 Minutes
4. Re-assurance on
the techniques
taught
5. Provision of
feedback to the
recommendations
on improving the
session.
- Facilitator will
re-emphasize on
the need to
address skills in
basic life support
and why the
students need to
practice often in
order to
incorporate them
in daily life.
- A repeat training
will be required
where the
students will
have to repeat the
training.
- Defibrillator
- Dummies
- Evaluation of
students
performance.

PEER TEACHING LESSON PLAN 10
Time Frame
Lesson Plan Time Purpose
Introduction 15 minutes Orient leaners on the aim of
the lesson
Body Part 1 25 minutes Dangers, Responsiveness
and Self-help
Body Part 2 35 minutes ABCD; CPR and using a
defibrillator.
Closure 15 minutes Recap on the lesson.
Feedback Considerations
Feedback is a necessary reinforcement to strive strength existence as well as keep
goals-directed objectives on course. To ensure that the purposes of the lesson plan are
integrated through cognitivism, there will need to assess and provide feedback. As such,
feedback will be through both formal and informal methods (Hauch, Sporer, Michael, &
Meissner, 2016). For formal techniques, the students will receive feedback after every
assessment and during each training session. For the casual feedback, each student is
provided with the necessary assessment information on a one-on-one level.
To provide the best feedback, reliance on experience will be the best option. In this
case, reflection on ways to provide input will be necessary. Studies determine that they
include reflection on the situation such as evaluating whether each student understands what
needs to be done including using a defibrillator (Schwaighofer, Fischer, & Bühner, 2015).
Additionally, the facilitator will assess whether the feedback is necessary or not and how or
to whom would it be delivered to is on a one-on-one basis or to the whole class. Therefore,

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PEER TEACHING LESSON PLAN 11
input provided by the facilitator will be more inclined to positive feedback rather than
vanishing or damaging (Hatala, Cook, Zendejas, Hamstra, & Brydges, 2014). The feedback
intends to ensure that the learners comprehend and are not offended by attending the lessons.
The method to be used in providing feedback will be planned. Planned requires that
the feedback be directive, time-bound and within the environment of assessment. Since the
environment of assessment will be in the laboratory room, the students will be provided with
the feedback information during the sessions based on immediacy and with the right tone
(Schwalbe, Oh, & Zweben, 2014). The learners will be cautioned at the beginning of the
lessons that feedback to be provided will be prompt and descriptive and not evaluative.
As such, the feedback to be used will be corrective, motivational and praising. The
feedback will be provided in a straightforward and particular manner. For instance, if a
student has made a mistake, the facilitator will have to address the error either one-on-one or
altogether through the use of communication tools (Parham, Kavanagh, Shimada, May, &
Andrade, 2018). The communication tools to be used include discussion forum where other
students will be allowed to point out the mistake and understand what to do next time. The
student who has done the mistake will be motivated to do it better in the next trial and
encouraged to do better.
In the end, the student has options of either verifying that they have understood what
the feedback information was addressing and encourage dialogue in cases where the
information was not well received (Shin, Sok, Hyun, & Kim, 2015). The process may entail
the student, to be honest and straightforward about the mistakes corrected and provide an
agree or disagree evaluation.
Assessing Learner’s Competence

PEER TEACHING LESSON PLAN 12
The learners will be evaluated based on their behaviors rather than their personalities
during training. Studies determine that an effective lesson plan ought to assess students
individually rather than implore on their characters (Canale, 2014). The idea is to ensure that
the student's mastery of the objectives is well evaluated throughout the training program.
Therefore, the lesson plan has each session’s designated evaluation outcomes for each
student.
Additionally, to ensure that student’s competence in understanding the aims of the
lessons, each student will have to expound on the previous learning sessions and what the
objectives entailed (Oxford, 2016). Therefore, each student has to demonstrate what they
learned through a physical recap of what they learned the previous lesson. In other words, the
student has to reteach the class about the objectives of the experience using their method of
understanding, and other students will have to evaluate whether they agree or not.
Finally, at the beginning of every lesson, the teachers will have to be trained about the
objectives of the experiences and why they are essential throughout the basic life support
training (Oh, Jeon, & Koh, 2015). Each student will be required to assess whether the
objectives are in line with what they were taught during the lesson at the end of the session.
Conclusion
The learning activity aims to equip first-year students with the necessary skills and
knowledge in the medical field on essential life support. To achieve the aim, the learning
activity has been divided into three parts. The first part provides information about the
background of the learning purpose and basic life support training. The experience offers a
breakdown of the pre-teaching consideration reliant on the theoretical principle to be used

PEER TEACHING LESSON PLAN 13
which includes cognitivism (Burston, 2015). The introduction has also indicated that the
target audiences are the eager and mature first-year students who will be trained in the
medical techniques in handling life-threatening scenarios. To impart information on the
learners, the facilitator will use the visual and kinesthetic learning style. Visual learning style
will have physical learning aids that will improve on cognitive information integration
whereas; kinesthetic will require the students to write down information about each lesson
and what they would expect remembering in the future.
For the lesson plan, the plan has three components which include an introduction, body
part 1 and two as well as the closure. The introduction provides a brief understanding of what
is necessary life support and why it is essential to have skills in the technique. Additionally,
the presentation outlines the learning outcomes of the training which include,
cardiopulmonary resuscitation (CPR) and how to use an external defibrillator. The objectives
of the training will impact the students with critical thinking and analytical skills, problem-
solving, communications, team dynamics and technical competencies in handling medical
equipment.
The final part is the feedback and learners’ competence assessment. The lesson plan has
outlined in detail the process through which the facilitator will provide feedback and how to
assess whether the input is well received. As for the students and their learning competencies,
the lesson plan has provided a systematic process through which the facilitator will use
throughout the program to evaluate whether the students are incorporating the information
and the objectives correctly or not.

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PEER TEACHING LESSON PLAN 14
References
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Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of
learning outcomes. ReCALL, 27(1), 4–20.
Canale, M. (2014). From communicative competence to communicative language pedagogy.
In Language and communication (pp. 14–40). Routledge.
Cartledge, S., Bray, J. E., Leary, M., Stub, D., & Finn, J. (2016). A systematic review of
basic life support training targeted to family members of high-risk cardiac patients.
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Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydges, R. (2014). Feedback for
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synthesis. Advances in Health Sciences Education, 19(2), 251–272.

PEER TEACHING LESSON PLAN 15
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PEER TEACHING LESSON PLAN 16
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