Box 11 OPENING Describe how to begin the training day Examples ice breaker with

Box 11 opening describe how to begin the training day

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Box 11. OPENING: Describe how to begin the training day. Examples: ice breaker with description; review or assessment of prior lesson; or presentation of skill sheets to be completed, etc. Box 12. INSTRUCTIONAL SEQUENCE: List each step the instructor will follow to complete the entire day’s lesson. Include estimated time to complete each step, textbook references, handout names, quiz/test names, activity names, skill sheet listings, etc. Box 13. ACTIVITY:Describe the collaborative learning activity to be completed during the lesson. Include a brief description, list of all materials and equipment, and anticipated activity outcome.Box 14. CLOSING:Describe how to end the training day. Examples: review of the lesson objectives; “cliff hanger” question for the next class date; an encouraging anecdotal story; comments of reinforcement and encouragement; etc. Box 15. KNOWLEDGE ASSESSMENT:Define and describe the minimum requirements to be met by all students in order to demonstrate they have gained the knowledge presented in this lesson. Box 16. HOMEWORK: Describe any activities for students to complete and prepare after class. 162
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Box 17. NOTES: List any possible revisions or suggestions to consider before the next presentation of this lesson. Examples: update the video or assessment questions; update the skill sheets; change the process for a skill presentation; etc. NATCEP Daily Lesson Plan 1. PROGRAM NAME: CLASS DATE: INSTRUCTOR: 2. Total hrs. _______ 3. Theory hrs. _______ 4. Lab hrs. _______ 5. Clinical hrs. _______ 6. OBJECTIVES: 7. RESOURCES: Book Handout PowerPoint Video DVD Test/Quiz Computer Projector BP Cuff Skill Sheets Lab Supplies Care Plans Other: 8. TERMS: 9. INSTRUCTOR PREPARATION: 10. SAFETY CONCERNS: 11. OPENING: 12. INSTRUCTIONAL SEQUENCE: 13. ACTIVITY: 14. CLOSING: 15. KNOWLEDGE ASSESSMENT: 163
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16. HOMEWORK: 17. NOTES: 164
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Procedure Evaluation Checklists for Skills Laboratory Place an “X” in the box to indicate that a Procedure Evaluation Checklist was developed for the skills listed below. PDE 3128D2 165
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Procedure Evaluation Checklist (Example) Additional examples may be found through the model curriculum. Procedure: Accurately measures and records weight and height. Name of Student Date Instructor S – Satisfactory U – Unsatisfactory Procedure Guidelines S U Comments 1. Wash hands. 2. Identify the resident and introduce yourself. 3. Explain the procedure. 4. Provide for privacy. 5. Assist resident to walk to the scale. (Note: same time of day, weight of clothing). 6. Balance the bar of the scale so that the balance pointer is in the middle. 7. Raise the height bar. 8. Assist resident to remove robe and slippers, if able. 9. Assist resident to stand in the center of the scale platform, arms at side. (Follow facility policy for using the chair or lift scale.) 10. Move the weights until the balance pointer is in the middle. 11. Record the weight. 12. Ask resident to stand as straight as possible. 13. Lower the height bar until it rests on the resident’s head. 14. Record the height. 15. Raise the height bar. 16. Assist the resident off of the scale. 17. Assist the resident to replace robe and slippers. 18. Return the resident to their room.
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