N521, Fall 2014
Lesson Plan worksheet
Student Name:_Holly Heaton_______________ Date:_11/22/14_____
Class Topic/Title: __High Blood Pressure Management for Older Adults__________
Rationale for choosing this topic: High blood pressure is a very common chronic health condition for older adults (Lee,
2007). Many older adults have trouble being concordant with their provider regarding their treatment plan (Lee, 2007;
Horne, Clatworthy and Hankins, 2010).
Purpose statement (why is this content relevant/necessary for overall student learning outcomes for the course):
Knowing what blood pressure is and how it is measured will increase client self-health knowledge and increase likelihood
of high blood pressure control (Lee, 2007).
PowerPoint presentation of lesson content: to be submitted separately on 10/12/14.
Overall required elements: Two learning activities (at least one ‘non-lecture’ based) – created in response to student
learning needs; two assessments reflecting instructional design principles. One Powerpoint presentation to be used in
this lesson. One rubric for a learning activity, such as discussion board or outside web based content learning.
Student Learning Outcomes #1: Students will be able to state his/her own current blood pressure and his/her blood
pressure target
Components per learning objective
Expected Student Learning Outcomes (SLO) and
associated domain of learning: cognitive, psychomotor
and affective learning
Rationale/Comments/Feedback
Briefly describe your rationale for the selection of the
expected student learning outcome(s), teaching
strategies, learning activities, assessments and
evaluation plans fit together. Here are some
prompting questions:
b. Outline of relevant content/time for each element:
60 min class:
Opening balloon demonstration-10min
Interactive recall-5min
Blood pressure measurement demonstration-10min
Volunteer explanations-5min
Group practice-20min
Reflection/Closure-10min
c. Teaching Strategies:
Participatory demonstration, Verbal Question/answer,
Instructor demonstration, Group hands-on practice,
Reflection/Closure
d. Student Learning Activity/ies:
Demonstration, Explanation, Question/Answer, Group
return demonstration, Reflection/Application to Life
e. Necessary instructional materials:
Full balloon for each student, BP readings flashcards,
sphygmomanometers, BP record cards for each student
f. Assessments/assignments/measures of learning
Knowing appropriate target blood pressure, knowing own
current blood pressure: both written on BP record to take
with them
g. Criteria for evaluating learning:
If the person is has diabetes or chronic kidney disease,
their target blood pressure is 130/80 or less. If the person
doesn’t have diabetes or chronic kidney disease and is
being treated for hypertension his/her target BP is 140/90.
The domains of learning: which ones are addressed
in your course, and why? How do these choices
influence your teaching strategies? Cognitive:
understanding what blood pressure is and what is
measured when blood pressure is taken. Psychomotor:
practicing measuring blood pressure. Affective: desiring to
take responsibility for one’s own blood pressure
management. Short lecture segments including
demonstrations address cognitive domain. Students
participate in demonstrations and practice skills
addressing psychomotor domain. Reflection at the end
and starting blood pressure record address affective
domain.
How will your lesson reflect the different learning
styles of the students? I will vary teaching/learning
methods in order to attempt to reach students of various
learning styles: lecture for auditory learning, participation
in demonstration and practice for kinesthetic and visual
learning, practicing skills with other students for
interactive/social learning.
How will materials be provided to students before
class or during class? I will bring and pass out balloons
for the demonstration. During the practice of blood
pressure measurement, students can use their own digital
sphygmomanometers as well as the aneroid/manual ones
I bring. I will distribute them during class time. What are
your expectations for students’ preparation in
advance of this class? I will have let them know that
they ought to bring their own digital sphygmomanometers
if they have one. If you are writing this as part of a
If the person is older than 80 yrs old, and has no comorbities other than hypertension, his/her target blood
pressure is 150/90 (JNC 7, 2006; Olivia & Bakris, 2013).
Current BP will be that measured in class today.
‘flipped classroom’, what are your expectations for
student preparation for this lesson? I don’t think there
is any other pre-preparation required for this particular
lesson.
References:
Will you use rubrics? Guidelines? Peer to peer
evaluation? Students will write their current blood
pressure on their blood pressure records received in
class. Instructor to student evaluation? Instructor will
wander among the groups to evaluate/jump start active
learning
JNC 7 guidelines. Retrieved October 18, 2014 from
http://www.nhlbi.nih.gov/files/docs/guidelines/express.pdf
Oliva, R.V. and Bakris, G.L. (2012). Management of hypertension in the
elderly population. J Gerontol A Biol Sci Med Sci, 67, 1343-1351.
doi:10.1093/gerona/gls148
Student Learning Outcomes #2 Students will identify possible side effects from blood pressure medications and what
and how to communicate with their providers regarding these.
Student Learning Outcomes #3 Students will discriminate between their medications to identify which ones are being
taken for blood pressure.
Components per learning objective
a. Expected Student Learning Outcomes (SLO) and
associated domain of learning: cognitive and affective
Rationale/Comments/Feedback
Briefly describe your rationale for the selection of the
expected student learning outcome(s), teaching
strategies, learning activities, assessments and
evaluation plans fit together. Here are some
prompting questions:
b. Outline of relevant content/time for each element:
Individual List Identification-10min
Intro/Video-5min
First small group interaction and discussion-5min
Second small group interaction and discussion-10min
Contact Provider Think-Pair-Share-5min
Identification of Meds and Drawing-20min
Reflection/Closure-5min
The domains of learning: which ones are addressed
in your course, and why? Cognitive: to have students
be able to identify blood pressure medicines, side effects
and when to contact their healthcare providers. Affective:
through group activities, students will consider how to
mitigate side effects and so be more confident in blood
pressure management. How do these choices influence
your teaching strategies? Cognitive: video, writing.
Affective: group interaction, brainstorming
c. Teaching Strategies: Individual interaction, video, small
group interaction, whole group discussion, think-pair-share,
writing responses, drawing
d. Student Learning Activity/ies: small group interaction,
whole group discussion, brainstorming, video responses,
think-pair-share, drawing
e. Necessary instructional materials:
paper, pens/colored pencils, computer, projector, screen
How will your lesson reflect the different learning
styles of the students? Visual: video, drawing pills,
writing responses. Auditory: video, discussion.
Interactive/Social: small group discussion, brainstorming
How will materials be provided to students before
class or during class? Paper/pens/colored pencils will
be on the tables and so easily passed out at appropriate
times. What are your expectations for students’
preparation in advance of this class? Students will
bring med lists. If you are writing this as part of a
‘flipped classroom’, what are your expectations for
student preparation for this lesson?
f. Assessments/assignments/measures of learning
Evaluation Rubic and High Blood Pressure Knowledge
Quiz given at end of Week 6 will provide feedback
regarding effectiveness of the course.
Will you use rubrics (must provide minimum of one)?
Guidelines? Peer to peer evaluation? Small group
interaction, Think-pair-share Instructor to student
evaluation? Identifying blood pressure meds on
individual lists Self-evaluation? Med list review, reflection
g. Criteria for evaluating learning:
See Evaluation Rubric. Compare High Blood Pressure
Knowledge Quiz given at the first class to that given at
Week 6. For group knowledge level.
Domains of Learning: Cognitive, Affective, Psycho-motor http://academic.udayton.edu/health/syllabi/health/unit01/lesson01b.htm
References:
Horne, R., Clatworthy, J. and Hankins, M. (2010). High adherence and concordance within a clinical trial of antihypertensives. Chronic Illness, 6,
243. DOI: 10.1177/1742395310369018
JNC 7 guidelines. Retrieved October 18, 2014 from http://www.nhlbi.nih.gov/files/docs/guidelines/express.pdf
Lee, Y-S. (2007). Awareness of blood pressure among older adults: a cross-sectional descriptive study. International Journal of Nursing
Studies,44, 796-804. doi:10.1016/j.ijnurstu.2006.01.007
Million Hearts video retrieved November 1, 2014 from http://www.youtube.com/watch?v=XbLmIoyDJuE
Oliva, R.V. and Bakris, G.L. (2012). Management of hypertension in the elderly population. J Gerontol A Biol Sci Med Sci, 67, 1343-1351.
doi:10.1093/gerona/gls148
9/22/14 pje