Clarion and Edinboro Universities
MSN Program
NURS 676: Educational Strategies
Face to Face Lesson Plan: The Concept of Asepsis
Candice Kiskadden
October 18, 2013
Topic: The concept of asepsis.
Target Audience: Second year nursing students in an Associate-degree nursing program in an introductory acute medical-surgical
course. Students have completed Anatomy and Physiology as well as Pathophysiology. Targeted learning styles include visual, aural,
read/write, and kinesthetic. Also targeted are the dependent, participant, competitive, collaborative, and independent learning styles.
Learning objectives:
1. Distinguish and
compare the use
of medical and
surgical asepsis
to contain
infection by
nurses by
creating a Venn
diagram
outlining
similarities and
differences of
medical and
surgical asepsis.
2. Explain what
nursing
Materials:
1. Textbook of
Medical-Surgical
nursing
(Smeltzer 12th
ed.) with reading
assignments of
asepsis and color
skill
demonstration
pictures of
setting up a
sterile field for
dressing change.
2. Textbook-based
Skills DVD on
setting up the
Lesson content:
1. Pre-assigned reading of Smeltzer
Med/Surg Ch. 30 on asepsis and
the sterile field; students are to
complete readings and take notes
before assigned class. (visual,
read/write, dependent,
independent)
2. Short, informal introduction to
asepsis with links to CDC website
in Blackboard learning module.
(visual, independent, dependent)
3. Knowmia recording using
PowerPoint presentation slides
with voice recording of Smeltzer
med/surg Chapter 30 medical and
surgical content in Blackboard
Evaluation:
1. NCLEX-style questions for both
review as a class and individual
on the exam, multiple-choice
style questions.
2. Correct categorization of medical
and sterile asepsis concepts on
Venn diagram.
3. Correct demonstration of sterile
dressing change set up and
procedure.
procedures
would employ
surgical asepsis
to provide care at
the patient’s
bedside.
3. Create an
example of a
surgical aseptic
field to be used at
a patient’s
bedside by
demonstrating a
sterile dressing
change.
3.
4.
5.
6.
7.
8.
9.
10.
sterile field for
dressing change.
Computer for
PowerPoint
presentation
Overhead
projector for inclass NCLEXstyle question
review
One sterile
dressing change
kit per student
Two sterile
packages of 4x4
sponges per
student
One package of
sterile gloves in
assorted sizes for
student comfort
Table for setting
up sterile field
Simulated wound
for dressing
change
Paper for Venn
Diagrams with
laminated
instructions:
Place factors and
concepts of
sterile asepsis in
learning unit; students are to
listen and watch
Knowmia/PowerPoint before
class. Knowmia will include
objectives for medical and
surgical asepsis in nursing.
(visual, Aural, dependent,
independent)
4. For the class activity, students will
create a Venn diagram with
“Sterile Asepsis” in one circle and
“Medical Asepsis” in the other
circle. Students will categorize
key factors in each circle that are
unique to surgical or medical
asepsis as well as place factors
that overlap in the central
connected circle of the diagram in
groups of 5-6 students. (visual,
read/write, collaborative,
participant, dependent,
independent)
5. For in-class activity, have a
facilitated mini-simulation of a
sterile dressing change where
outline description of the sterile
set-up is present at the table and
the student progressively chooses
sterile 4x4 packages, appropriate
sterile gloves, and sterile dressing
change kit and proceeds to
demonstrate sterile dressing
change on a simulated wound. Re-
one circle of the
Venn and
factors/concepts
of medical
asepsis in the
other circle.
Circe
concepts/factors
that are the same
for both and
place in the
center of the
Venn diagram.
demonstration will be available
until skill is 100% correct. (visual,
kinesthetic, participant,
collaborative)
6. As an in-class activity, practice
10-12 multiple choice or multipleanswer NCLEX-style questions
describing aseptic concepts using
overhead projector and instructor
facilitation (visual, participant,
collaborative, competitive)