Quality Patient Care

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  Health Unit Coordinator

  Course Title:

  Health Science Foundations

  Course Number:

  8417110

  Career Cluster:

  Health Science

  CIP Number:

  0351070301

  Course Type:

  High School Career Preparatory Program

  CTE Benchmark(s):

  CTE-HLTH.912.8417110.5.2 - Explain why understanding how to safely use medical equipment is important.

  CTE-HLTH.912.8417110.3.2- Explain practices that could result in malpractice, liability, negligence, abandonment, false imprisonment, and fraud.

  Integrated benchmarks: ELA or Other:

  ELA.9-12.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Ensuring Quality Patient Care.” See CPALMS resource ID# 214850.

• Career Connection

  
  

  This lesson helps student develop the necessary skills required by complex healthcare environments. It creates awareness of technical and ethical competencies required by healthcare professionals. Through the discussions and reflection activities students enhance their critical thinking, communication, and problem-solving skills.

• Learning Objectives

  
  

  Students will be able to:

  • Explain the importance of using medical equipment safely.
  • Explain practices that could result in medical liability or malpractice using a case study scenario.
  • Debate practices that could result in medical liability or malpractice, using a case study scenario and additional research.
  • Present information in a logical organization with coherent focus during an oral debate.

• Prior Knowledge

  
  

  • Students should be familiar with:

    • Safe usage of some medical equipment.
    • Ethical practices in medical profession.
    • Preparing for a debate by using reliable sources.
    • Debating.

• Guiding Questions

  
  
  • What is the role of healthcare professionals in ensuring quality care for patients?
  • What are common causes of medical malpractice or medical negligence?

• Procedure

  
  
  1. To introduce the lesson, provide students with the case study, “Ensuring Quality Patient Care,” (see CPALMS resource ID #214850). Students will review the case study and highlight the important incidents.
  2. Engage the students in a discussion to gauge their prior knowledge and to build a base for the debate, clarify any misconception related to the topic. Ask questions such as:
     • What do you know about laser hair removal?
     • What could be the possible risks associated with laser hair removal?
  3. Review the following vocabulary terms related to the topic.
     • Negligence: actions or inactions that fail to provide necessary standards of care.
       • Example: skipping a safety check on the equipment, not following the standard protocols before, during or after a procedure.
     • Malpractice: providing substandard care; a type of negligence that results in patient harm or injury.
       • Example: error or delay in diagnosis, treatment and or aftercare.
     • Abandonment: ending a patient-doctor relationship without notice
       • Example: leaving during a labor and delivery without ensuring another physician has taken over.
     • False imprisonment: restricting the patient’s movement during a procedure without their consent.
       • Example: leaving a patient strapped to the bed /chair for a long-time risking patients health.
     • Fraud: marketing procedures as safe and risk-free knowing complications are involved.
       • Example: s clinic uses substandard medical equipment but advertises as “latest advance technology.”
  4. Further engage the students with the following questions
     • What details in the case study are important to consider when discussing patient safety?
     • How does training and certification of healthcare professionals affect patient safety?
     • Does advanced technology ensure the safety of the medical procedure?
     • What happens if informed consent does not occur for medical procedures?
     • What examples can you cite from the case study that can be considered as negligence, malpractice, or fraud?
  5. Introduce the debate topic: “Practices that provide quality care and ensure patient safety.“ Prepare students by explaining the various groups and roles expected in the debate.
     • Affirmative Group: This group will research and explain practices that ensure patient safety and quality of care. (4 students maximum)
       • Their perspective is, ”Practices such as those in the case study address patient safety by following standard protocols leading to medical liabilities.”
     • Opposing Group: This group will research and explain practices that could result in endangering patient safety, malpractice, or liability.
       • Their perspective is, “Practices such as those in the case study endager patients’ safety by failing to adhere to standard protocols minimizing medical liabilities.”
     • Explain that the debating groups should assign roles with mutual consent. All students should be involved in research. Groups can use a computer to do research.
     • Tell students that in addition to the two groups, there will be two judges, a moderator and a timekeeper. Explain that the remaining students will be the audience. During preparation time, all students, even the audience, should familiarize themselves with the debate topic. For example, students in the audience should research standard safety protocols, examples of negligence and medical malpractice, and results of lawsuits.
  6. Write the roles for the debate on cards and let students pick their role. Depending on the number of students in the class make the groups, maximum four students in each debate group.
     • Roles include: two judges (one for the affirmative and another for the opposing), four members for each debate group, one moderator and one timekeeper.
  7. Share with all the students a copy of the attached Debate Rubric and Student Debate Worksheet (see special materials).
     • Review the Debate Rubric. This is the rubric to be used by the judges to evaluate each group’s argument.
     • On the Student Debate Worksheet, the affirmative and opposing team members will fill in their notes beforehand and complete the handout during the debate. For the student audience and other roles, the worksheet will be completed during the debate.
     • Moderators and timekeepers also have individual worksheets to be completed during the debate (see attachments).
  8. Give the students time to prepare for the debate. Provide the moderator with the introductions for the judges.
     • Audience students should also be preparing and note the questions they want to ask the debating groups.
     • Moderators should review and prepare the Moderator Worksheet and timekeepers should review and prepare the Timekeeper Worksheet (see attachments).
     • Remind students that they should use the case study scenario as an example to emphasize their points of view but they are encouraged to reserach and use examples of other practices that could result in malpractice, liability, etc.
  9. To perform the debate in class, follow the below procedures.
     • The moderators should introduce the judges the group members, and rules for the debate (use the Moderator Worksheet). The moderators will also explain the rules of the debate. Teachers should review these expectations ahead of time and clarify the timekeeping, roles, and expectations.
       • Each group will be given 4 minutes to ask questions and do a rebuttal.
       • Students should take turns to speak and refrain from interrupting each other.
       • Three key point/questions can be asked by each group.
       • In the end, the student audience will be given a chance to ask questions to each group (max 3).
       • Debate will be conducted for 20 minutes, ten minutes for the audience questions.
       • Opposing group should begin with the opening statement and their key point/question.
       • The affirmative group should present a counter argument and their key point/question.
       • Three key points/questions can be shared by each group with equal time will be given to both the groups.
       • Respectful and productive discussions are encouraged.
     • At the end of the debate, the moderator should share key points from the debate, tally the judges’ rubrics and declare the winner.
  10. To close the lesson, have students share a reflection on an exit ticket that answers the following questions.
      
      • What is the role of the health care professional in ensuring patient safety?
      • How can you use this information to prepare yourself for your future career in healthcare?
      • What practices will you follow as a healthcare practitioner to ensure patient safety and quality of care?

• Teacher Notes

  
  
  • Extra time can be given to the students for research.
  • Print the required copies of the worksheets