Renee Latoures
NURS 733
Instructor: T. Doan
Teaching-Educational Project Plan
Purpose
The Purpose of this teaching-educational project is to provide the graduate nursing class the information necessary to understand how to utilize the Broselow Pediatric Emergency Tape and system when responding to a pediatric emergency.
Goal :
The class will return demonstrate accurate use of the Broselow Tape and system through case simulation scenarios.
Objective:
Following a 10 minute presentation and 10 minute interactive simulation, the class will be able to use accurately return demonstrate correct use of the Broselow Tape.
Sub-Objective :
The class will be able to use the accompany resource binder to answer basic resuscitation questions accordingly with use of the tape.
Outline of Related Content :
1.
What is the Broselow-Luten System?
2.
When/where is it used?
3.
What is the Broselow Pediatric Emergency Tape?
4.
Efficacy of Broselow Pediatric Emergency Tape/system
5.
How to use the Broselow Pediatric Emergency Tape a.
Why is it color coded?

6.
What accompanies the Broselow Pediatric Emergency Tape a.
Color coded supplies and medicines
7.
Simulation/practice a.
Simulation questions
Learning Theories Used:
Cognitive theory of multimedia learning encompasses several principles of learning including multimedia. It is based on based on three main assumptions: there are separate channels (auditory, visual, tactile) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. By presenting both auditory and visual information I am increasing understanding and retention. Following auditory and visual presentation with tactile practice further reinforces the information being learned.
I also focused on adult learning theory, which encompasses the basic concepts of behavioral change and experience. Adult learning theory also takes into account the adult’s experiences, which may be applicable to what is being taught. This was appropriate because the class is full of nurses and they have applicable experiences to what I am teaching (they have worked with children, many have emergency medicine experience, all are public health nurses and could be asked to respond using this system in an emergency). Furthermore simulation is often used in nursing education and it is rooted in adult learning theory.
Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. All of these were used to identify how people learn and why I chose to use simulation as part of my presentation. I decided to provide background

information and then have the class practice with the actual Broselow tape because actual simulation with the real tools facilitates better learning and stronger retention.
The instructional methods used:
1.
Setting: classroom, I chose this approach because most hospitals and continuing education teach nurses in groups not individually and I wanted this to be reflective of our future careers.
2.
Lecture via powerpoint
3.
Hands on simulation using the tools and case scenarios
4.
Discussion
Rationale of content selection:
While presenting to my N801 group I realized that neither the instructor nor the 3 other students in the group were even aware of a system that is considered the pediatric standard of care in all emergency settings. This surprised me and I asked a few other students in my classes if they knew of the standard of care. They also did not know. Therefore, based on my informal needs assessment I identified a need and realized that no one in my class understood the pediatric standard of emergency care. And while only one of our students is a CNS with a pediatric focus, it is still valuable for everyone to understand this specific system as we are all eligible to be public health nurses and may treat patients in future settings or in crisis. Therefore, I decided to give my presentation on this system.
Rationale of teaching format:
The seminar is full of registered nurses. If they were employed in an emergency room and received training on this system they would not just be lectured to they would be asked to practice/simulate the clinical situation. I intend to follow this same format. Furthermore, actually

practicing with the tools and case scenarios helps the information be more applicable to them and solidifies their theoretical understanding of a new concept into a skill they can perform.
Rationale of approaches:
I could just lecture about it, but if it were a new system and the hospital were presenting it to the nurses they would do a brief presentation and then a skills review/assessment/demonstration they would not lecture so I decided to present it as a skills lab lecture/demonstration/practice since that is real world applicable.
Time Allotment:
7 minutes for lecture/powerpoint presentation
10 minutes for hands on simulation/practice
2 minutes for questions/wrap up
Instructional Resources:
1.
Powerpoint Presentation (11 slides) a.
Rationale and literature support
2.
Broselow Pediatric Emergency Tape and Resuscitation Drug Manual a.
I decided to have the class practice with the actual Broselow tape because actual simulation with the real tools facilitates better learning and stronger retention
(site)
3.
Pediatric mannequins a.
I needed these to perform the simulations on.
Method used to evaluate learning:
Evaluation method: I will use return demonstrate of the utilization of the skills taught to assess if the class learned the intended skills.

Rationale: The goal of this presentation is not just to present information about the Broselow tape and system it is to teach the class how to utilize it if they need to. I cannot evaluate if they know how to utilize the system if they don’t show me that they can. Obviously, they will be more efficient with the system with more practice but each student was able to follow the case scenario and questions proving they could implement the system and utilize the tools presented.

References
DeBoer, S., Seaver, M., & Broselow, J. (2005). Color Coding to Reduce Errors. American
Journal Of Nursing, 105(8), 68-71.
Bourdeau, S., Copeland, J., & Milne, W. (2011). Accuracy of the Broselow tape in estimating the weight of First Nations Children. Canadian Journal Of Rural Medicine, 16(4), 121-
125.
Color-coded pediatric emergency cart. (2006). Nursing, 3612.
DeBoer, S., Seaver, M., & Broselow, J. (2005). Color Coding to Reduce Errors. American
Journal Of Nursing, 105(8), 68-71.
Lafleur, K. J. (2008). Promoting safe pediatric resuscitation. Nursing, 38(3), 61-62.
Martin, S. (2012). Does instructional format really matter? Cognitive load theory, multimedia and teaching. Educational Research & Evaluation, 18(2), 125-152. doi:10.1080/13803611.2012.659899
Rutherford-Hemming, T. (2012). Simulation Methodology in Nursing Education anc Adult
Learning Theory. Adult Learning, 23(3), 129-137. doi:10.1177/1045159512452848

Stu d y P ack et for th e
C or r ect U se of th e
B r osel ow ™ P ed i atr i c
E m er g en cy T ap e
u
u will understand what The Broselow-Luten System is and be able to describe what the associated resources u Know how to use the Broselow Pediatric Emergency Tape u Know how to use the Pediatric Resuscita on drug manual u Be able to describe the purpose of the color coding u Will be able to answer basic resuscita on ques ons using the tape and binder

u

u Analysis shows that mean medica on dosing error severity when subjects used the B-LPS was 33.88% lower then when B-LPS was not available.
u The tape is recommended for use on any child under the age of 12 years old.
u For any child that is longer than the tape, the prac oner should use adult dosages and equipment.
1.
Place the red end at the top of the pa ent's head. Measure when pa ent flat, never si ng.
2.
Rest one hand at the top of the tape and slide your other hand down the tape to the heel of the pa ent. Be sure to maintain the posi on of the hand at the top of the head.
3.
Measure the pa ent's color zone at the heels NOT the toes.
Stop at the heel.

u By using a color-coded system tool, the providers are able to concentrate on more important factors of care during the emergency, such as securing the airway, maintaining circula on, making a diagnosis and securing appropriate transport.

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10. Luten RC, Wears RL, Broselow J et al. Length-based endotracheal tube and emergency equipment in pediatrics. Ann Emerg Med. 1992
Aug;21(8):900-904.
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Aug;21(8):900-904.
12. Luten, RC, Wears RL, et al. A Color-Coded Pediatric Therapeu c and Pa ent Safety System: The Broselow-Luten System. Submi ed to
Pediatrics, June 2001.
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Submi ed to JAMA, June 20, 2001.