Running head: TEACHING PROJECT
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Description and Analysis of Teaching Project
Betty Sousley
Ferris State University
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Description and Analysis of Teaching Project
The description and analysis of the teaching project are identified as how to perform an
assessment of a trauma client. There was an allotted timeframe for the students to attend,
observe, and perform a return demonstration on the information presented. The students’
comments and evaluation of the experience identified the presentation as well-received and
informative project (see Appendix E).
For the teaching unit I chose to demonstrate an assessment on a trauma client. Knowing
that the students had performed physical assessments in the simulation lab, I was eager to assess
and evaluate their learned knowledge through this exercise. The NLN (2005) Core Competency
III: Use Assessment and Evaluation Strategies states that a nurse educator uses a variety of
strategies to assess and evaluate student learning in the classroom, laboratory, and clinical
settings. This was an opportunity to assess and evaluate what the students had learned, along
with the ability to recall learned knowledge from lecture and within the simulation lab. Now that
the students are in their clinical rotation, they will be performing assessments on their clients.
The objectives for this teaching unit were two-fold: to evaluate their ability to recall knowledge,
demonstrate the systematic approach of an assessment, and to decrease any hidden anxieties of
performing an assessment on a trauma client. Even experienced nurses may have some level of
anxiety of the unknown and acquiring some knowledge of what is expected alleviates that fear.
Billings and Halstead (2009) identify a six-step process for novice faculty in designing a learning
experience. The six steps are determining the outcomes, creating an anticipatory set, setting a
teaching strategy, implementation issues (activities), designing closure, and designing formative
and summative evaluation strategies. Utilizing the assessment outline from TNCC (Emergency
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Nurses Association, 2007) I planned my project accordingly. The TNCC has identified the
trauma assessment as a three-tiered survey.
The three tiers of assessments are identified as the primary (see Appendix B), secondary
(see Appendix C), and tertiary (see Appendix D). The teaching unit identified each acronym
used in the systematic approach to assess the trauma client. Starting with the letter A and
succinctly going through letter I, the students surveyed the trauma client from their initial
interaction, ending with the admission or transfer of that client. Building on the learned
knowledge of BLS assessment skills, the primary survey, I identified the next steps in the
assessment known as the intervention of the trauma client, the secondary survey. The last step
describes the planning and implementation/diagnostic level, the tertiary survey. The use of indepth analysis of a real-life situation is a strategy that promotes critical thinking (Billings &
Halstead, 2009). Active learner strategies will be effective teaching skills through the
demonstration of the assessment levels of a trauma client. The students observed and visualized
the succinct technique for assessing a trauma client.
I had a mannequin lying on a table in the education room on the second floor. I removed
the chairs from the room to ensure the visibility of all students. The student and clinical
instructors gathered around the table. I started the presentation with the statement that the
students would not be tested on this material or information. Informing the students that they
would not be responsible for the advanced knowledge, the students relaxed and could focus on
my presentation. I distributed the handouts of the primary, secondary, tertiary (see Appendices
B, C, & D) assessment and interventions to the students. Summarizing the survey for the
students, students will have time to practice the assessment skill levels and verbalize the
succinctness of the process.
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Evaluations of my teaching project were distributed to the targeted audience, completed,
and collected for analysis. The majority of the comments and feedback led to the fact that my
experience and knowledge guided the teaching project. There was excitement about the project
that made the information easy to understand and comprehend. The comments I received were
positive and provided constructive criticism. Having an evaluation tool that provides feedback
allows the presenter the opportunity to improve in areas of weaknesses and reflect on the
positives (Polit & Beck, 2012).
Evaluations
An evaluation is a tool that measures objects, events, or people into categories (Wood &
Ross-Kerr, 2011). Once the data is collected and analyzed, the evaluator can identify areas that
require improvements and areas that were positive. The purpose of the evaluation (see Appendix
E) was for the students to evaluate the effectiveness of my teaching and to ensure I delivered the
information in a way they were able to comprehend. As a novice educator, I can use the
evaluation as a guide to reflect upon for areas of improvements and growth. Using a Likert scale
for the evaluation tools, I was able to identify strengths and weakness within the project. The
comments and feedback provided me with the assurance that the project was easy to understand
and the information was valuable. It was clear that my years of experience exhibited proficiency
through during this teaching project.
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References
Billings, D. M., & Halstead, J. A. (2009). Teaching in Nursing: A guide for faculty (3rd ed.). St.
Louis, MO: Saunders.
Emergency Nurses Association. (2007). Trauma nursing core course (6th ed.). Des Plaines, IL.:
Emergency Nurses Association.
National League for Nursing. (2005). The scope and practice for academic nurse educators.
New York, NY: National League for Nursing.
Polit, D. F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence for
nursing practice (9th ed.). Philadelphia, PA: Wolters Kluwer Health.
Wood, M. J. & Ross-Kerr, J. C. (2011). Basis steps in planning research: from question to
proposal (7th ed.). Sudbury, MA: Jones and Bartlett.
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Appendix B
Primary Assessment
Assessments
Interventions
A: Airway with Simultaneous Cervical Spine Stabilization and/or Immobilization
While maintaining spinal stabilization
 Vocalization
 Tongue obstruction
 Loose teeth or foreign objects
 Bleeding
 Vomitus or other secretions
 Edema
B:






C:
Position the client
Jaw thrust or chin lift
Suction or remove foreign objects
Oro/nasopharyngeal airway
Cervical spine stabilization
Endotracheal intubation
Needle or surgical cricothyrotomy





Supplemental oxygen
Bag-valve-mask ventilation
Needle thoracentesis
Chest tube
Nonporous dressing taped on 3 sides
Breathing
Spontaneous breathing
Chest rise and fall
Skin color
General rate and depth of respirations
Soft tissue and bony chest wall integration
Use of accessory and/or abdominal muscles
Circulation
 Pulse general rate and quality
 Skin color, temperature, degree of diaphoresis
 External bleeding
D:







 Direct pressure over uncontrolled bleeding
sites
 Two large-bore intravenous catheters with
warmed lactated Ringer’s solution or normal
saline
 Infuse fluid rapidly with blood tubing
 Blood sample for typing
 Pneumatic anti-shock garment
 Pericardiocentesis
 ED thoracotomy
 Cardiopulmonary resuscitation and advanced
life support measures
 Blood administration
 Surgery
Disability (neurological status)
 Level of consciousness (AVPU)
 Pupils (PERL)
 Perform further investigation
 Hyperventilation, if indicated
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Appendix C
Secondary Assessment
E:
Expose Client/Environmental Control (remove clothing and keep client warm)
 Remove clothing
 Blankets
 Warming lights
F:
Full Set of Vital Signs/Five Interventions/Facilitate Family Presence
 In addition to obtaining a complete set of vital signs
 Consider: The Five Interventions
o Cardiac monitor
o Pulse oximeter (SpO2)
o Urinary catheter if not contraindicated
o Gastric tube
o Laboratory studies
 Facilitate Family Presence
G:
Give Comfort Measures
 Verbal reassurance
 Touch
 Pain control
H:
History
 MIVT
 Client-generated
 Past medical history
Head and
Face
Neck
Chest
Abdomen
and Flanks
Pelvis and
Perineum
Extremities
Head-to-Toe Assessment
 Inspect for wounds, ecchymosis, deformities, drainage from nose and ears, check
pupils
 Palpate for tenderness, not bony crepitus, deformity
 Remove the anterior portion of the cervical collar to inspect and palpate the neck. Another team
member must hold the client’s head while the collar is being removed and replaced.
 Inspect for wounds, ecchymosis, deformities, and distended neck veins
 Palpate for tenderness, note bony crepitus, deformity, subcutaneous emphysema, and deformity
 Inspect for breathing rate and depth, wounds, deformities, ecchymosis, use of
accessory muscles, paradoxical movement
 Auscultate breath and heart sounds
 Palpate for tenderness, not bony crepitus, subcutaneous emphysema, and deformity
 Inspect for wounds, distention, ecchymosis, and scars
 Auscultate bowel sounds
 Palpate all for quadrants for tenderness, rigidity, guarding, masses and femoral pulses
 Inspect for wounds, deformities, ecchymosis, priapism, blood at urinary
meatus/perineal area
 Palpate the pelvis and anal sphincter
 Inspect for ecchymosis, movement, wounds, and deformities
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Posterior
surface
 Palpate for pulses, skin temperature, sensation, tenderness, deformities, and note
bony crepitus
Inspect Posterior Areas
 Maintain cervical spine stabilization; Support injured extremities while the client is
logrolled
 Inspect posterior surfaces for wounds, deformities, and ecchymosis
 Palpate posterior surfaces for tenderness, and deformities
 Palpate anal sphincter tone (if not performed previously)
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Appendix D
Planning and Implementation
Area
Diagnostic Studies
General
Head and
Face
Neck
Chest
Abdomen
and Flanks
Pelvis and
perineum
Extremities
Posterior
surfaces
Surface
trauma
 Radiographic studies
 Laboratory studies


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






Radiographic studies
Laboratory studies
Radiographic studies
Laboratory studies
ECG
Hemodynamic monitor
Radiographic studies
Laboratory studies
Diagnostic peritoneal lavage
Radiographic studies
Laboratory studies
 Radiographic studies
 Laboratory studies
 Measurement of compartment
pressures
 Radiographic studies
 Laboratory studies
Interventions
 Operative intervention
 Admission or transfer
 Glasgow Coma Scale score and Revised
Trauma Score
 Psychosocial support of client and family
 Pain medication, as prescribed
 Position client
 Medications, as prescribed
 Intracranial pressure monitoring
 Vertebral column immobilization
 Steroids, as prescribed
 Chest tube
 Autotransfusion
 Needle thoracentesis
 Pericardiocentesis
 Urinary catheter
 Gastric tube
 Pneumatic anti-shock garment
 Urinary catheter
 Pneumatic anti-shock garment
 External pelvic fixator
 Immobilization
 Elevation
 Ice
 Spinal immobilization





Irrigation
Wound care
Ice
Care for amputated parts
Tetanus prophylaxis and antibiotics
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Appendix E
Evaluation of Teaching Project for Betty Sousley, MSN student
18 students
Name (optional): ____________________________
Date ______________________
9-20-12
Please check the appropriate box for evaluating the questions. Comment section is available. The
numeric value is below the degree of comment. Thank you for your time.
Goal 1: Facilitate
learning through
the trauma
teaching unit
Strongly
disagree
1
The students can
define what a
primary survey
consist of for the
trauma client
The student can
define what a
secondary survey
consist of for the
trauma client
The student can
define what a
tertiary survey
consist of for the
trauma client
The presenter
had a good
knowledge base
of the topic
The presenter
was succinct in
teaching the
Disagree Agree
2
3
Strongly
agree
Comments
4
16
2
students students
1 student commented: “made it
easy to understand and visualize”
3
15
students students
14
4
students students
18
students
18
students
2 students commented: “excellent
knowledge”
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information
The presenter
has good
communication
skills
18
students
1 student commented: “great job”
Additional comments
______________________________________________________________________________
12 comments ranging from: “thank you, great job” to “excellent, you have an
______________________________________________________________________________
enormous amount of knowledge and enthusiasm for your field. I look forward to
______________________________________________________________________________
learning a lot from you”
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Strengths
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14 comments ranging from: “good communicator” to “the enthusiasm with which
______________________________________________________________________________
the information and procedures were presented makes me really want to witness
______________________________________________________________________________
trauma care.
______________________________________________________________________________
Weaknesses
No comments
______________________________________________________________________________
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