Student’s Name: Darien HerreraNew Teaching _________________ RNSG 2263 Patient’s Initials/Room #: Reinforce Teaching _____________ TEACHING PLAN Date:

I. TOPIC: Shaken Baby Syndrome

II. NEED FOR TEACHING: Determination of learning need? Be specific.

III. Information about Group/Learner & Barriers of LearningAge:Diagnoses:Medical Condition:Language:Ability to read/write:Hearing, vision:Pain:Depression, anxiety:Handicapped (mental-physical):Education:Learning setting barriers:

IV: LEARNING READINESS: Description of pt.’s readiness to learn, including motivations and past experiences. (Write pt.’s own words, use “ “). Pt. must consent.

V. REFERENCE: 1. National Center on Shaken Baby Syndrome. (insert date published). Ex: (2015, January 26). All About SBS/AHT. Retrieved November 2, 2015 from http://www.dontshake.org/sbs.php?topNavID=3&subNavID=317&navID=842. 2. Barr, M. (insert date published). What is the Period of Purple Crying?. Retrieved November 2, 2015 from http://purplecrying.info/what-is-the-period-of-purple-crying.php. 3. Anderson, J.K., & Stoll, B. (2013). “Prevention of Abusive Head Trauma: A Literature Review. CNE, 39 (6), 300-308.4. Davidson, M., Ladewig, M., & London, P. (2014). Old’s Maternal-Newborn Nursing & Women’s Health Across the Lifespan. Missouri: Elsevier Inc.

GOAL OBJECTIVES TEACHING STRATEGIES LEARNING ACTIVITIES

The pt. will learn about SBS, why it is so

dangerous to shake a baby, the consequences

of shaking, actions unlikely to cause SBS,

and what the word PURPLE stands for in

relation to SBS.

The pt. will:

1. State at least 2 of the characteristics (larger head, weak neck muscles, fragile brain, size and strength difference between victim and perpetrator, and tearing of blood vessels) that make shaking a baby so dangerous.

2. Provide at least 3 of the possible consequences (blindness, seizures, learning disabilities, physical disabilities, and death) that can occur as a result of SBS.

3. Name what at least 3 of the letters in the word PURPLE stand for (Peak of crying, Unexpected, Resists soothing, Pain-like face, Long lasting, Evening).

The teacher will:

One-on one discussion - effective, cognitiveDiscuss SBS with parent/s so as to

determine baseline knowledge

Lecture – cognitiveProvide information regarding SBS, what it

stands for, its consequences, actions unlikely to cause it, what the word PURPLE

stands for, and how it is preventable

Visual aids – handoutsProvide “The Letters in Purple Stand for

PURPLE” handout

The learner will:

One-on-one Discussion: Provide input regarding what is being taught, and additional information they would like to know about.

Lecture: Actively listen and ask questions for clarification of anything not understood.

Handouts: Read the “The Letters in Purple Stand for PURPLE” handout when prompted during teaching so as to support and clarify the material being taught.

Chapter: Teaching and Learning

RNSG 2263Fall 2014/Spring 2015

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CONTENT EVALUATION GOAL REASSESSEMENTI. Pre-Test A. Why is shaking a baby dangerous? (at least 3 reasons) B. 3 possible consequences of SBS C. What does PURPLE stand for? (at least 3 letters described correctly)II. Why is shaking a baby so dangerous?

A. Characteristics of babies 1. Larger head compared to body2. Weak neck muscles3. Fragile, undeveloped brain4. Large size/strength difference

btw victim and perpetratorB. Possible consequences

1. Blindness2. Seizures3. Learning disabilities4. Physical disabilities5. Death – 18-25% cases fatal

C. NOT caused by1. Bouncing a baby2. Tossing baby in the air3. Jogging or bicycling w/ baby4. Falls off furniture5. Sudden stops or driving over

bumpsD. What does PURPLE stand for?

1. Peak of crying2. Unexpected3. Resists soothing4. Pain-like face5. Long lasting6. Evening

E. Prevention1. Journal findings

III. Questions?IV. Post-Test A. Why is shaking a baby dangerous? (at least 3 reasons) B. 3 possible consequences of SBS C. What does PURPLE stand for? (at least 3 letters described correctly)

EVALUATION OF OBJECTIVES

Obj.No1:

Obj.No2:

Obj.No3:

DATA:

REVISE PRESENTATION:

TOPIC:

NEED FOR TEACHING:

INFORMATION ABOUT GROUP/LEARNER:

LEARNING READINESS:

REFERENCES APPROPRIATE:

GOAL:

OBJECTIVES:Obj.No1: Obj.No2: Obj.No3:

TEACHING STRATEGIES (T.S.):

LEARNING STRATEGIES (L.A.)L.A.No1: L.A.No2: L.A.No3:

CONTENT:

UZ2/Zip 9/RNSG 2263

RNSG 2263Fall 2014/Spring 2015

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UZ2/Zip 9/RNSG 2263