Page 1 of 6
State of Connecticut Technical School System- Adult Education
Date: October 2012
Subject: Fundamentals of Nursing,
Documentation, Lesson 4, Focus charting
Grade: Adult Education, LPN
Class: Licensed Practical Nurse
Teacher: Henrietta Simmons, RN.
Grading Questions for Lesson Plan Development
1. What are the important outcomes I want all students to learn as a result of this lesson?
2. What background knowledge/skills do students need to have to successfully master the lesson content?
3. What types of learning strategies, skills and modifications (reading, note taking, highlighting as you read,
writing, listening, etc.) do students need to use to successfully participate in this lesson AND where in the
lesson will the specific strategy be taught or reviewed?
4. What types of activities will I incorporate in my explicit direct teaching (modeling, small groups,
brainstorming, activating prior knowledge, problem solving, etc.) to assure that ALL students’
needs/interests/talents are met?
5. What are effective and appropriate ways (oral presentations, tests, reports, graphs, etc.) to evaluate how
well students learned the objective?
LESSON PLAN
Learning Objectives: the student will:
1. Discuss the charting terms SOAP, DAR and PIE.
2. Identify the difference with each of the three types of documentation.
3. Explain the reasons for studying the different types of documentation.
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 1
Page 2 of 6
References to Curriculum Goal(s) and Corresponding Learner Outcome (e.g., Goal I, L.O. 1.2):
Fundamentals of Nursing, Section III, B. Documentation, Purpose, Components, and Principles.
Goals; Nursing skills of the LPN, Goal 16.
*Schema Activator (activity designed to stimulate the student’s interest and independent thinking
about the learning topic; activates prior knowledge):
There’s a huge picture of a piece of PIE projecting on the board as the students enter the class.
Open discussion to identify why PIE is there. My intuition is that students who have not read will not
have clue.
The virtual clinical excursions video, from Potter’s , Virtual Clinical Excursions for Basic Nursing, section
for chapter 7, patient Stacy Begel, room 312..
** Explicit/Direct Teaching Strategies:
1. I am opening with a virtual clinical excursions video, from Potter’s , Virtual Clinical Excursions for
Basic Nursing, section for chapter 7, patient ,S.B., Room 312
2. On the board the terms SOAP , DAR and PIE, student volunteers are asked to come to the
board and write one part of the nursing narrative under the charting format, students rotate to
continue the documentation.
3. Class discussion and worksheet form the Student work book is used for practice of the notes and
class participation.
** Practice Activity
1.
The students’ participation with documentation exercises.
2. The students’ responses to the virtual excursion video.
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 2
Page 3 of 6
Application/ Assessment:
1 Students participation in “flash call.”
2. Students’ questions and answers throughout classroom discussions
3. Practice quiz and students performance on workbook activities.
4. Students performance on Fundamentals of Nursing course test in November.
5. Students adhering to documentation guidelines during their performance at the assigned clinical sites.
*Closure:
Reminder to students;
To complete the work book chapter 5 and review questions in the text.
The quick fact review, a student begins by stating a word used in class today the next student must
use that word or phrase in a sentence.
** Reflections based on student performance; necessary changes/modifications for future use:
I have used the word-sentence review before and there have been positive responses.
To be determined; the impact and reception by the students.
Resources and Technology used for this lesson:
Nursing Documentation Training | eHow.com http://www.ehow.com/facts_7464222_nursingdocumentation-training.html#ixzz1xtCjM9tx
http://www.xtranormal.com/watch/13569240/medical-terms
http://www.makebeliefscomix.com/Story-Ideas/
http://photopeach.com/album/17kyhtr
http://prezi.com/_xogp6h1ehv7/nursing-documentation-using-dar-format/
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 3
Page 4 of 6
References:
Burton, M., and Ludwig, L., (2011) Fundamentals of Nursing Care: Concepts, Connections & Skills,
F.A. Davis Company, Philadelphia, PA. Chapter 5 (pp. 79-114).
Burton, M., and Ludwig, L., (2011) Study Guide of Fundamentals of Nursing Care: Concepts,
Connections & Skills, F.A. Davis Company, Philadelphia, PA. Chapter 5 (pp. 33-48).
Potter, P., (2008) Virtual Clinical Excursions for Basic Nursing, (5th Ed.)Mosby, St. Louis Missouri,
Documentation Principles, Chapter 7 (pp.79-89)
Rosdahl, C., and Kowalski, M., (2012) Textbook of Basic Nursing, (10th ed.), Wolters, Kluwer Health,
Lippincott, Williams & Wilkins, Philadelphia, PA., Documentation and Reporting, Chapter 37, (pp. 414426).
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 4
Page 5 of 6
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 5
Page 6 of 6
*Required for each lesson
** Dependent upon learning sequence within the unit
*Required for each lesson
** Dependent upon learning sequence within the unit
Page 6