RUNNING HEAD: SIMULATION LAB LESSON PLAN
Simulation Lab: 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
November 2nd 2014
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LEARNING MODULE 3: THE ENDOCRINE
I. GENERAL INFORMATION
TOPIC : Basic ECG/Telemetry
LENGTH OF TIME: 8.00AM -10.00AM (2HOURS)
FORMAT FOR SKILL DEMOSTRATION: Simulation Lab
NUMBER OF STUDENTS: 8 Students
II. STUDENT LEARNING OUTCOMES:
Upon completion of the lesson, students will be able to
 Describe the basic approach to interpretation of ECG strips
 Explain the five steps used in interpretation of EKG strips
 Explain how to Calculate heart rate given a 6 second strip and the small box method
 Identification and interpretation of common EKG Dysrhythmias
 Atrial Arrhythmias
 Ventricular Arrhythmias
 Heart Blocks
 Clinical Indication and Critical actions for EKG Dysrhythmias
III. TEACHING STRATEGIES FOR A LEARNING CENTRED ENVIRONMENT
The teaching strategies that will be utilized in the simulation lab include identification of
EKG strips and return demonstration to justify mastery of topic presented. Simulation
experience is aimed at giving students a platform to practice in a safe environment that mimic
real life situation. The students make mistakes and learn from those mistakes without putting a
patient's life in jeopardy. Faculty should allow mistakes to occur without intervening so students
can see the effects of their actions during debriefing, as this is where learning occurs (Waxman.
2010). The students are able to transition the knowledge acquired in classroom and other
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activities into a practical situations. Through simulation, learners are directly engaged in the
activity and obtain immediate feedback and reinforcement of learning (Jeffries, 2009). Active
learning support a learning centered environment. Question will be asked and detail added to
student's answers for the benefit of knowledge enhancement. Scenarios from prior experience
will be shared with students to reinforce learning.
IV. SUPPLEMENTAL REFERENCES
Students will be directed to the websites below for additional resources for EKG Interpretation
 http://www.webmd.com/heart-disease/heart-arrythmia-quiz
 http://www.practivalclinicalskills.com/ekg.aspx
 A free EKG App by AliveCor. Inc-Alive ECG
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 assessment is to enhance the processes
of teaching and learning (Billings, 2009). In this simulation lab experience, after teaching
implementation, students, faculty preceptor and my instructor will evaluate my teaching
effectiveness by filling in the evaluation forms anonymously. These forms will be reviewed in
collaboration with the faculty preceptor and summarized for my instructor. My teaching
strategies for Basic EKG, 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 basic EKG interpretation. Formative assessment during
instruction, teaching and assessment blend together in improving student learning (Grounlund &
Brookhart, 2009). During the lesson of the lesson students will have an informal formative
assessment by answering questions asked and a summative used in the second exam to evaluate
teaching effectiveness.
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 a quiz on EKG interpretation. 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. QUESTIONS
1. Sinus bradycardia is always abnormal and must be treated. True or False
2. Sinus Tachycardia is a normal response to pain. True or False
3. In Atrial Flutter, instead of P wave there is commonly a "sawtooth" pattern seen. True or
False
4. In First degree AV Block, the P-R interval is
a. Between 0.12 and 0.18 seconds
b. Greater than 0.20 seconds
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c. 2-4 Seconds
5. The Mobitz type 1 second degree AV Block usually does not require any treatment. True or
False
6. In a Third degree heart block, the p waves are consistent with every QRS complex. True or
False
7. Vetricular tachycardia is characterized by
a. 3 or more ventricular beats in a row
b. A rate of 100-220 bpm
c. Wide and bizzare QRS complexes
d. All of the above
EKG Strips
1. Normal Sinus Rhythm
2. Atrial Fibrillation aka A-fib (not good increases your chances of stroking)
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3. V-Tachycadia
4. Ventricular Fibrillation aka V-fib ( TERRIBLE hurry up and start some CPR & shock em’ and
push some drugs)
5. Asystole aka pt is DEAD…not good at all!!
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6. First Degree Heart Block-Prolonged P-R interval is the hallmark for first degree block
7. Second Degree Heart block Type 1-Progressively prolonging PR interval is the key to
recognizing second-degree Mobitz Type 1 heart block. The PR interval prolongs until an
impulse is not conducted and a QRS complex is dropped
8. Second-degree AV Block (Mobitz Type II)-The P-wave will occur in a regular pattern across
the EKG strip. You should note that however some P-waves are not followed by a QRS complex
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9. Third Degree Heart block
10. Sinus Bradycardia
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References
Brenda, B.,M. (2003). Understanding EKG: A practical Apporoach (2nd Ed.) Prentice Hall:
Upper Saddle River: New Jersey
Gronlund, N., E. & Brookhart, S., M. (2009). Gronlund's Writing Instructional Objectives
(8th Ed.). Upper Saddle River: New Jersey
Jeffries, P. (2005). A framework for designing, implementing, and evaluating simulations used
as teaching strategies in nursing. Nursing Education Perspectives, 26 (2), 96-98.
McDonald, M., C. (2014). Guide to Assessing Learning Outcomes. Sudbury, MA: Jones and
Bartlett
Waxman, K.T. (2010). The development of evidence-based clinical simulation scenarios:
guidelines for nurse educators. Journal of Nursing Education 49 (1):29-35.
http://www.practicalclinicalskills.com/ekg-strips.aspx