Roles of Health Care Providers

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Nursing Assistant 3

  Course Title:

  Nursing Assistant 3

  Course Number:

  8417211

  Career Cluster:

  Health Science

  CIP Number:

  0317060201

  Course Type:

  College Preparatory

  CTE-HLTH.912,8417211.9.2-Responds to patient and family emotional needs.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Roles of Health Care Providers” See CPALMS resource ID # 215696. This lesson will allow students to discuss how a healthcare provider responds to patient and family emotional needs may have a negative or positive impact on patient outcomes. This lesson will also provide an opportunity for nursing students to practice responding to a patient's emotional needs through role play.

• Career Connection

  
  

  Concepts related to career building skills embedded in this lesson include;

  • Legal
  • Professionalism
  • Communication
  • Safety

• Learning Objectives

  
  

  Students will be able to:

  • Respond appropriately to patient and family emotional needs
  • Provide an oral presentation related to effective communication

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Effective and appropriate communication in professional and medical settings
  • Medical abbreviations used within the paired case study

• Guiding Questions

  
  

  In what ways might a patient's health be influenced by the conduct of their care team?

• Procedure

  
  
  1. To introduce the lesson, pose the question: "How have health care professionals considered the emotional needs of a patient and their family?"
     • Allow for students to give examples (can be from personal experience, media, or hypothetical scenarios posed by teacher)
  2. Distribute copies of "Case Study: Roles of Healthcare Providers" and sticky notes to each student. See CPALMS ID 215696
  3. Ask students to read the case study with the question in mind: "How would you respond to this pateint? How would you consider their emotional needs in this situation?"Allow students time to read and discuss with their shoulder partners.
     • Other questions to guide discussion:
       • What can you tell me about the scope of practice for the PCT?
       • Why do you think the patient was sent to radiology before seeing the PA?
       • Who should have informed the patient he needed a CXR?
       • Who should have informed him about the labs needed?
       • Why do you think physical therapy was ordered?
  4. Students will then share responses with class by sticking their sticky notes on a designated area in the classroom.
  5. Teacher will then review post it notes with the class, addressing common answers and exemplary responses where applicable.
  6. Then, students will be divided into 4 groups and report to the section of the room labled with their respective number. Each section will have one specific career building concept; legal, communication, professionalism, or safety.
  7. Each group will then have a role from the case study to create a scenario on; PCT, ED RN, Radiology Tech, and PA,
  8. Groups will create a scenario based on assigned career concept and case study role to role play effective communication. All members of the group need to have a role in the scenario. Allow students ample time to plan their role play scenario.
  9. Students will then return to their seats and be given the "Peer Collection Data Table Worksheet" to fill out during each presentation.
  10. Groups will be called upon to reenact their part of the case study with a positive outcome and support the scenario with correlation to legal, professionalism, communication or safety.
  11. Peers will observe their classmates presentations and provide oral feedback on strategies for effective communication.
  12. Students who are role playing will defend their stance by providing oral feedback to evidence that supports the strategy used; legal, professionalism, safety, and communication.
  13. "Reflection Question Worksheet" will be handed out as all sudents return to their seats.
  14. Students will close the lesson by providing answers to guiding questions provided on the attached Reflection Question Worksheet.

• Teacher Notes

  
  
  • This lesson may take more than one class period to complete.
  • Classroom Preparation: Four sections in the room must be labled for group role-play activity. There must also be adequate space within the room for groups to present their scenario.
  • You can expand on this lesson in the clinical setting or simulation lab to varying degrees of severity (i.e. cause patient to have cardiac and/or respiratory symptoms related to increased emotional stress).