Posted: September 13th, 2017

Blood Gases

Blood Gases
As a faculty member in a new BSN program, you have been asked to develop a curriculum for students entering medical surgical nursing. The curriculum should include both theory and clinical experiences and activities. The curriculum should be based on current nursing theory and should be aligned with national standards.

You will use one of the following sets of objectives to complete this task:

 

Objectives for Blood Gases:

1. Describe the roles of PaO2, pH, PaCO2, and bicarbonate in maintaining acid/base balance.

2. Explain how blood gases can be used to determine respiratory acidosis or respiratory alkalosis.

3. Interpret the meaning of abnormal arterial blood gas values.

4. Identify the relationship between oxygen saturation and PaO2.

5. Interpret the oxygenation state of a patient using the reported arterial blood gas PaO2 value.

 

Objectives for Fluid Balance:

1. Explain the distribution of fluid volume in the adult body.

2. Describe how fluids and electrolytes move between intercellular and extracellular compartments.

3. Compare and contrast the ways in which the skin, lungs, gastrointestinal tract, and kidneys help to maintain fluid and electrolyte balance.

4. Design a nursing care for patients who are dehydrated or in a state of circulatory overload.

 

Task:

Develop an innovative curriculum based on one of the given sets of objectives in which you do the following:

 

A. Create a table that shows the alignment of the learning objectives with national standards and/or competencies.

 

B. Design a series of activities for the set of objectives you have chosen by doing the following:

1. Design two original, didactic classroom lessons using the attached ?Lesson Plan Format.?

 

Note: The lessons should be student-active, rather than lecture-oriented, and should be based on developing competency.

 

a. Incorporate at least two learning-theory-based curricular strategies appropriate for teaching your chosen topic.

b. Develop an assignment that measures critical thinking for students to complete following instruction.

 

Note: This may be an individual or cooperative group activity.

 

c. Develop a rubric for scoring the critical thinking assignment.

 

2. Include the following four activities in your lessons for the clinical setting:

a. Design one activity to promote reflective thinking about the activities completed in the clinical setting.

b. Design one activity that creates a relevant scenario in which the instructor models critical thinking for the students in the clinical setting.

c. Design two activities in which the students engage in clinical experiences based on the objectives that will help them develop competency in the chosen topic.

 

C. When you use sources, include all in-text citations and references in APA format.

LESSON PLAN
Name:
WGU Task Objective Number:

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
Go to your State Office of Education Website, Core Curriculum Achievement Standards. Highlight, copy and paste the specific standard(s) this lesson will focus on (include any identifying numbers with text).

Lesson Goal(s):
Write a statement that describes the overall purpose of the lesson; in other words, write a general statement that describes what you expect students to know or be able to do at the conclusion of the lesson.
Lesson Objective(s):
Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior (e.g., Action; what the students will do-use a verb), Condition (e.g. how students will do it) with Measurable Criteria (e.g. minimum percent to demonstrate mastery-use numbers). Lesson objectives should also be Attainable (realistic outcome of this individual lesson) and Relevant (aligned with the target core curriculum/student achievement standard listed for this lesson).

 

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:
List supplementary information and/or places where you found information for the lesson in APA format
INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Knowledge and/or Skills:
(e.g., What do students already need to know or do to be successful in this lesson? Include skills learned from lessons previously taught in prior standards, anticipatory set, development of schema, formation of connections to previous learning, review of definitions/terms, explanation of the purpose of this lesson)

2. New Knowledge and/or Skills To Be Taught:
(e.g., presentation of learning objective, term definitions, concepts, processes and/or approaches)

3. Modeling: I Do
(e.g. show it, teacher demonstration/explanation of process)

4. Guided Practice: We Do
(e.g., active learning engaging all students, teacher supported, scaffolding, check for student understanding ? including any questions to ask or anticipate from students)

5. Independent Student Practice: You Do
(e.g., engaging all students in practicing what will be assessed based on the objective, teacher monitored, check for student understanding)

6. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; identification of learning objective(s) met in this lesson, establish connections to the next lesson; check for student understanding ? including any questions to ask or anticipate from students)

Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction:
How will you differentiate instruction for two or more subgroups? Provide examples of accommodations for such groups as English Language Learners, hearing impaired, learning disabled (e.g. reading-dyslexia, writing-dysgraphia, oral language disability, math disablility, etc.), physically disabled, and/or gifted/accelerated learners.

Technology Integration
Describe how you will use technology to support students in developing understanding. Explain why you have chosen to use this specific form of technology in this lesson. This may include technology that you will use during instruction and/or technology that will be used by students during guided or independent practice.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson. This section should give detail about how you will gather data to assess student mastery of the identified learning objective(s). Include a formative assessment example and a summative assessment example (Note: all assessments must be aligned with the learning objective).
SAMPLE LESSON PLAN

Name:
WGU Task Objective Number:

GENERAL INFORMATION

Lesson Title & Subject(s): Developing Reading Fluency, Lesson 25

Topic or Unit of Study: Reading with Appropriate Rate and Accuracy

Grade/Level: 5

Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

Fifth grade classroom, 26 students will be sitting at desks for presentation of new information and will be sitting around the classroom on the floor in predetermined pairs for guided practice.
STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
Go to your State Office of Education Website, Core Curriculum Achievement Standards. Highlight, copy and paste the specific standard(s) this lesson will focus on (include any identifying numbers with text).
Reading Standards: Foundational Skills (K-5), Grade 5 students, 4 b:
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.

Lesson Goal(s):
Write a statement that describes the overall purpose of the lesson; in other words, write a general statement that describes what you expect students to know or be able to do at the conclusion of the lesson.

Students will be able to calculate and graph correct words read per minute to have a visual representation of increasing reading fluency (correct words per minute, cwpm).
Lesson Objective(s):
All learning objectives must include a Specific Behavior (e.g., Action; what the students will do-use a verb), Condition (e.g. how students will do it) with Measurable Criteria (e.g. minimum percent to demonstrate mastery-use numbers). Lesson objectives should also be Attainable (realistic outcome of this individual lesson) and Relevant (aligned with the target core curriculum/student achievement standard listed for this lesson).

After three repeated readings of independent level text, students will increase personal oral reading fluency by 3 or more correct words per minute when comparing the results of the first and third timed reading.

 

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Leveled text that is appropriate for each student-Two copies of each (e.g. student is able to read at 95%+ accuracy).
Notebook with graph paper.
Pencil/Colored pencils/crayons
Count down timer
White Board & Markers
25 copies of text used to model

 

Resources:
List supplementary information and/or places where you found information for the lesson in APA format.

Rasinski, T. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. New York, NY: Scholastic Professional Books
INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Knowledge and/or Skills:
(e.g., What do students already need to know or do to be successful in this lesson? Include skills learned from lessons previously taught in prior standards, anticipatory set, development of schema, formation of connections to previous learning, review of definitions/terms, explanation of the purpose of this lesson)

Skills Needed:

Each student must be given leveled text that is at an independent reading level so that it is not difficult for the student to read.

Students must be able to create and fill in a simple bar graph

Terms: Fluency = Appropriate Rate, Accuracy and Expression

Today we will work on rate and accuracy.

Teacher will model reading with inappropriate rate and accuracy.
Students will be placed in pairs to discuss the meaning of reading fluency. The terms rate, accuracy and expression will be reviewed.

After discussing each term as a group students will explain why appropriate fluency facilitates reading comprehension.
2. Presentation of New Information:
(e.g., presentation of learning objective, term definitions, concepts, processes and/or approaches)

Concept: Increasing reading fluency comes with practice.
Fluency is appropriate rate, accuracy and expression.
Repeated readings: Reading the same piece of text three times is a way to practice and develop reading fluency.
Running Record: The student orally reads text. As he/she is reading, any missed words are crossed out. After one minute the student stops reading. The total number of errors are subtracted from the total number of words read to calculate correct words per minute (cwpm).
3. Modeling: I Do
(e.g. show it, teacher demonstration/explanation of process)

Teacher will model fluent and non-fluent reading of text (rate and accuracy) and will discuss the impact poor reading fluency on comprehension. Modeling will include accurate/inaccurate with many errors, slow/fast and just right speed.

Teacher will model the process of taking a running record of reading, marking errors and calculating the cwpm.

On an overhead, teacher will model graphing the cwpm.

4. Guided Practice: We Do
(e.g., active learning engaging all students, teacher supported, scaffolding, check for student understanding ? including any questions to ask or anticipate from students)

Students will be placed in partners and will sit shoulder to shoulder on the floor (facing opposite directions) around the room.

Four copies of text at a common independent reading level will be given to each pair of students.

The teacher will cue the students when the one minute starts and ends, during this time Partner A will read for one minute while Partner B takes a running record. Partner B will read for one minute while Partner A takes a running record.

While the students are reading the teacher will monitor the students who are doing the running records to make sure there are not question.

After the first session, the teacher will stop and check the students? times and answer any questions about the process.

The process will be repeated three times.

Correct words per minute will be calculated and the final cwpm score will be graphed by each student.

 

 

 

5. Independent Student Practice: You Do
(e.g., engaging all students in practicing what will be assessed based on the objective, teacher monitored, check for student understanding)

During small group time students will practice repeated readings with an assigned partner and will calculate CWPM.

6. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; identification of learning objective(s) met in this lesson, establish connections to the next lesson; check for student understanding ? including any questions to ask or anticipate from students)

Student created graphs of cwpm will be reviewed. Students will subtract the cwpm on the first reading of the text from the third reading of the text and will write down the increase in cwpm. Increases will be shared with partners/
The components of reading fluency will be reviewed.
Students will write an explanation of why it is important to read fluently in their journals.
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)

Direct Teaching: Components of fluency, How to engage in repeated readings and how to calculate cwpm.

Partner Work-discussion and repeated reading fluency practice to establish appropriate rate and accuracy.
Differentiated Instruction:
How will you differentiate instruction for two or more subgroups? Provide examples of accommodations for such groups as English Language Learners, hearing impaired, learning disabled (e.g. reading-dyslexia, writing-dysgraphia, oral language disability, math disablility), physically disabled, and/or gifted/accelerated learners.

Dyslexia- students will be partnered with a student reading at the same level and will be given below-grade level independent leveled text.

ELL-Explicit modeling, students will be paired with a student who can provide the modeling and explanation to the ELL student. Text will be at an appropriate level.

Gifted students will be given informational text at their independent reading level (above 5th grade)

Physically disabled students will sit on chair/wheelchair with a partner to participate.

 

 
Technology Integration
Describe how you will use technology to support students in developing understanding. Explain why you have chosen to use this specific form of technology in this lesson. This may include technology that you will use during instruction and/or technology that will be used by students during guided or independent practice.

An overhead will be used to model graphing cwpm.
Commercial software will be provided during independent learning time that models fluent reading and then has the student repeat text that was just read with fluency.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson. This section should give detail about how you will gather data to assess student mastery of the identified learning objective(s). Include a formative assessment example and a summative assessment example (Note: all assessments must be aligned with the learning objective).
Formative Assessment: Students will graph their reading rates (cwpm) for three separate timed readings. After three repeated readings of independent level text during this lesson, each rate will be graphed. Students will subtract the number of errors from the total number of words read to get a cwpm for the first, second and third timed reading. The first and third timed reading will be compared to determine if the third timed reading is 3 or more cwpm higher than the first reading. Student graphs will be collected and checked by the teacher.

Summative Assessments:
Every day, during the first three minutes of small-group instruction the teacher will assess the reading fluency of two students while the rest of the group practices reading fluently( with text read in a previous lesson so it is very familiar to them). Reading fluency will be noted for each student in the class. Students who fall below the 50th percentile will be given additional reading fluency practice.

Fall, Winter and Spring school-wide district administered fluency assessment.
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