RUNNING HEAD: CLASSROOM LESSON PLAN
Classroom: Learning Centered Lesson Plan
Module 1 Activity
Presented to
Dr. Eva Stephens
THE UNIVERSITY OF TEXAS
MEDICAL BRANCH at GALVESTON
In Partial Fulfillment
Of the Requirements for the Course
GNRS 5320: Teaching Practicum
By
Caroline Wesonga RN BSN
September 29th 2014
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CLASSROOM LESSON PLAN
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LEARNING MODULE 3: THE ENDOCRINE
I. GENERAL INFORMATION
COURSE TITLE:
Medical Surgical 2
TOPIC : Endocrine
LENGTH OF TIME: 8.00AM -11AM (3HOURS)
FORMAT: Classroom
NUMBER OF STUDENTS: 50 Students
II. LEARNING OUTCOMES:
Upon completion of the Endocrine Systems, students will be able to
 Identify the locations of the endocrine gland
 Discuss the complications of diabetes at to the onset, etiology, clinical manifestation and
medical management
 Discuss the disorders of the adrenal cortex (glands) as to
a. types
b. etiology
c. clinical manifestation
d. medical management
 Identify the actions and side effects of steroids
 Discuss the disorders of the pituitary gland as to
a. type
b. etiology
c. clinical manifestation
d. medical and/or surgical management
III. TEACHING STRATEGIES FOR A LEARNING CENTRED ENVIRONMENT
The teaching strategies that will be utilized in the class include viewing a video before
class, power point presentation, discussion of ideas and an exercise using the wheel of fortune to
evaluate teaching effectiveness. Active learning an student engagement will be used to support a
learner centered environment. Questions will be asked and details added to their answered to
enhance understanding of the topic presented. Scenarios from my prior experience in the clinical
setting will be shared and students will also be given the opportunity to share because teachers
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can learn from students as well. Learner-centered teachers recognize, and research consistently
confirms that students can learn from and with each other (Weimer, 2012).
IV. SUPPLEMENTAL REFERENCES
Students will be directed to the websites below for additional resources for the Endocrine system
 http://www.webmd.com/diabetes/endocrine-system-disorders
 http://www.endocrineweb.com/
 http://endocrine-system.emedtv.com/hypothyroidism/hypothyroidism.html
V. EVALUATION OF TEACHING EFFECTIVENESS
Evaluation will be done by the Faculty preceptor, my Instructors and anonymously by all
students in the classroom. Evaluation is essential since it provides a feedback that helps teachers
grow professionally and creates room for improvement. Students ability to grasp information
taught are obtained by evaluation. When providing instruction students continuous interaction
will be used to facilitate learning. The major purpose of classroom assessment is to enhance the
processes of teaching and learning (Billings, 2009). In this classroom after teaching
implementation, students, faculty preceptor and my instructor will evaluate my teaching
effectiveness by filling in the evaluation forms. These forms will be reviewed in collaboration
with the faculty preceptor and summarized for my instructor. My teaching strategies for the
Endocrine system, student engagement, presentation and knowledge of the subject matter are
some components that will be evaluated.
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VI. CHECK FOR LEARNING DURING CLASS
Formative assessment is an essential way to monitor student progress during class and is
aimed at achieving objectives. In this classroom, formative assessment will be utilized to
enhance student understanding of the Endocrine system. Formative assessment during
instruction, teaching and assessment blend together in improving student learning (Grounlund &
Brookhart, 2009). At the end of the lesson students will be given an opportunity to share one
important thing learnt during the lesson.
VII. EVALUATION OF LEARNED CONTENT
Evaluation of the learned content is essential to determine how well the students have
achieved the learning goals, outcomes and objectives of the lesson. A summative assessment
will be used for this class by assignment of grades after taking an multiple choice exam of the
Endocrine system. A summative evaluation is given at the conclusion of a unit or a course of
instruction, and it focuses on determining whether learning has occurred and if the desired
outcome have been achieved (McDonald, 2014). The feedback on the assessment is useful to
modify instruction and teaching strategies in the future.
VIII. MULTIPLE CHOICE QUESTIONS
1. A 57 year old with diabetes insipidus is hospitalized for care. Which finding should the nurse
report to the physician?
a. Urine output of 350 in 8 hours
b. Urine specific gravity of 1.001
c. Potassium of 4.0
d. Weight gain
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2. A client with diabetes mellitus asks the nurse to recommend something to remove corns from
his toes. The nurse should advise him to
a. Apply a high quality corn plaster to the area
b. Consult his physician or podiatrist about removing the corns
c. Apply iodine to the corns before peeling them off
d. Soak his feet in borax solution to peel off the corns
3. Angiotensin-Converting enzyme (ACE) inhibitors may be prescribed for the client with
diabetes mellitus to reduce vascular changes and possibly prevent or delay development of
a. Chronic obstructive pulmonary disease
b. Pancreatic Cancer
c. Renal Failure
d. Cerebral vascular accident (CVA)
6. A patient with symptoms of DI is admitted to the hospital for evaluation and treatment of the
condition. An appropriate nursing diagnosis for the patient is
a. insomnia related to waking at night to void.
b. risk for impaired skin integrity related to generalized edema.
c. excess fluid volume related to intake greater than output.
d. activity intolerance related to muscle cramps and weakness
5. When teaching a client newly diagnosis with primary Addison's disease, the nurse should
explain that the disease results from
a. Insufficient secretion of growth hormone
b. Dysfunction of the hypothalamic pituitary
c. Idiopathic atrophy of the adrenal gland
d. Over secretion of the Adrenal Medulla
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6. The client with Addison's disease is taking glucocoricoids at home. Which of the following
statements correctly reflects the principle governing administration and dosage of
glucocorticoids?
a. Various circumstances increase the need for glucocorticoids, so dosage adjustment will be
needed
b. The need for glucocorticoids stabilizes, an a predetermined dose is taken once a day
c. Glucocorticoids are cumulative, so a dose is taken every third day
d. A dose is taken every 6 hours to ensure consistent blood levels of glucocorticoids
7. A 42 year old female client reports that she has gained weight and that her face and body are
"rounder," while her legs and arms have become thinner. A tentative diagnosis of Cushing's
disease is made. When examining this client, the nurse would expect to find
a. Orthostatic Hypotension
b. Muscle hypertrophy in the extremities
c. Bruised areas on the skin
d. Decreased body hair
8. A client with Cushing's disease tells the nurse that the physician sais her morning serum
cortisol level was within normal limits. She asks "How can that be? I am not imagining all these
symptoms!" The nurse's response will be based on which of the following concepts?
a. Some clients are very sensitive to the effects of cortisol and develop symptoms even with
normal levels
b. A single random blood test cannot provide reliable information about endocrine levels
c. The excessive cortisol levels seen in Cushing's disease commonly results from loss of the
normal diurnal secretion pattern
d. Tumors tend to secrete hormones irregularly, and the hormones generally not present in the
blood
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9. A client is admitted with pheochromocytoma. The nurse assesses the client's blood pressure
frequently. This is based on the knowledge that pheochromocytoma of the adrenal medulla
releases excessive amount of
a. Renin
b. Aldosterone
c. Catecholamines
d. Glucocorticoids
10. The primary feature of pheochromocytoma's effect on blood pressure is
a. Systolic hypertension
b. Diastolic hypertension
c. Hypertension that is resistant to treatment with drugs
d. Widening pulse pressure
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CLASSROOM LESSON PLAN
References
Billings, D., M. & Halstead, J., A. (2009). Teaching in Nursing. A Guide for Faculty (3rd Ed.).
Elsevier: Saunders
Billings, D., M. (2005). Lippincott's Q & A Review for NCLEX (9th ed.) . Wolters Kluwer:
Lippinocott Williams & Wilkins
McDonald, M., C. (2014). Guide to Assessing Learning Outcomes. Sudbury, MA: Jones and
Bartlett
Weimer, M. (2012). Faculty Focus: Five Characteristics of Learner-Centered Teaching.
Magna Publication