NURS 6331 Week 6 Teaching Plan Example

Course	NURS 6331 Teaching Learning Strategies: Integrating Technology Into Nursing Education
Week	Week 6
Paper type	Teaching plan
Length	About 590 words, 5 pages
Format	APA 7 student paper
School	Walden University
Program	Master of Science in Nursing (MSN)
Updated	October 2026

Free sample paper for NURS 6331 Week 6

Teaching Plan: Interrupted IV Push Practice With Targeted Video Playback, One Two-Hour Lab Session

Student Name

College of Nursing, Walden University

NURS 6331: Teaching Learning Strategies: Integrating Technology Into Nursing Education

Instructor Name

Month Day, Year

What this page is doingThe technology is named in the title and then used only three times in the plan, which is itself the argument about where it earns its place.

Teaching Plan: Interrupted IV Push Practice With Targeted Video Playback, One Two-Hour Lab Session

Objective and Learners

Objective: on the scored third attempt of the session, each student completes the full IV push verification sequence, with no step skipped or reordered, despite two interruptions from a family member. Learners: four second-year prelicensure students per session who have passed the pre-lab quiz and practiced uninterrupted IV push in first-year lab. Setting: one manikin station with an IV arm, a standardized participant trained to interrupt, a faculty facilitator and a tablet on a stand that records video and lets the facilitator bookmark moments with one tap.

Timed Sequence

Table 1 sets out the session. Technology entries are marked in the last column; elsewhere the tablet sits idle.

Table 1

Session Sequence, 120 Minutes

Minutes	Facilitator	Learners	Technology
0-10	Prebriefs: objective, confidentiality, how interruptions will happen, the checklist	Read the checklist; ask questions	None
10-13	Transition: assigns order and observer roles	Take places	None
13-43	Runs round 1: one attempt per student, interrupter speaks twice at scripted points	One performs; three observe with checklists	Entry 1: records each attempt; facilitator bookmarks each interruption
43-58	Debriefs round 1: plays back only the 20 seconds around each interruption that preceded a missed step	Name the missed step and what drew attention away	Entry 2: bookmarked playback
58-61	Transition: resets manikin and supplies	Restock tray	None
61-85	Runs round 2 with new interruption points; stops the scenario at any omission and asks the student to restart the step	Second attempt; observers call omissions	None
85-88	Transition: briefs the scored round	Reset	None
88-112	Scores round 3 live on the checklist	Third attempt, scored	Entry 3: records for review of any disputed step
112-120	Gives each student the scored result and one practice focus	Record practice focus	None

What this page is doingEach attempt takes about 6 minutes, allowing three attempts per student, consistent with the Week 3 estimate.

What the Tablet Does That a Whiteboard Cannot

Entry 1 captures the moment of interruption, which students often cannot recall accurately. Entry 2 shows a student the exact second attention shifted and the step that was skipped, evidence a verbal debrief cannot supply. Entry 3 settles scoring disputes on the assessed attempt. Elsewhere the tool adds nothing: prebriefing, round 2 and closing work better face to face, and the facilitator stops round 2 live because immediate correction during repeated practice is the mechanism behind simulation's advantage for skills (McGaghie et al., 2011). The restraint also follows the evidence on video: in a meta-analysis of four studies, video-assisted debriefing had a negligible effect on skills compared with debriefing without video (Cheng et al., 2014). Video is therefore used only for targeted clips, not full replays.

If the Platform Is Down

If the tablet fails, the facilitator notes the clock time of each interruption and each omission on a paper timeline, and the round 1 debrief uses the observers' checklists and the timeline instead of playback. Round 3 is then scored by the facilitator and a second faculty member together, so a disputed step is resolved without a recording. The session keeps its timing and its assessment.

Assessment

The round 3 attempt is the assessment, and it asks for the objective's verb, completes, performed rather than recalled. A student passes the session if every checklist step is completed in order under both interruptions. The objective itself sets the standard at 4 of 5 attempts across the course, so the session's result is one of five scored attempts. The interruptions are real distractions, not symbolic ones, because interruption is associated with more errors among practicing nurses (Westbrook et al., 2010).

References

Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2014). Debriefing for technology-enhanced simulation: A systematic review and meta-analysis. Medical Education, 48(7), 657-666. https://doi.org/10.1111/medu.12432

McGaghie, W. C., Issenberg, S. B., Cohen, E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic Medicine, 86(6), 706-711. https://doi.org/10.1097/ACM.0b013e318217e119

Westbrook, J. I., Woods, A., Rob, M. I., Dunsmuir, W. T. M., & Day, R. O. (2010). Association of interruptions with an increased risk and severity of medication administration errors. Archives of Internal Medicine, 170(8), 683-690. https://doi.org/10.1001/archinternmed.2010.65

What the NURS 6331 Week 6 instructions ask for

Week 6 of NURS 6331 has students plan one session that uses technology. Name the objective and learners, set out a timed sequence, explain what the technology adds, plan for failure and describe the assessment. Alignment carries most sections, so the assessment should test the same verb the objective names. Cite simulation and teaching research in APA 7. The session length is set by your context; two hours fits a lab block. Naming a type of technology is enough. A contingency shows the plan works when equipment fails. Explain why each step is timed as it is. A table with time, activity, technology use and purpose is a common layout, followed by short sections on the technology's role, the contingency and the assessment.

Inside the NURS 6331 Week 6 example

The plan opens with a single measurable objective and a sentence about the learners it was written for, sketched by experience level and setting rather than taken from any group the writer teaches. A timed sequence follows: minutes down the page, what the facilitator does, what learners do, and where the technology enters. The tool appears three times and idles the rest of the session, which is itself the argument, since a plan where the tool runs continuously has usually stopped teaching. A short paragraph handles failure, naming what happens when the platform will not load and how the objective still gets met without it. The assessment sits at the end and asks learners to perform the objective verb. A materials list closes the document.

Where the marks sit in the NURS 6331 Week 6 rubric

Alignment carries this assignment in most sections, and the example is built so a grader can test it in seconds: the verb in the objective reappears in the assessment, and every activity between them contributes to it. A second row asks whether the technology was justified, which the plan answers at each entry instead of in a paragraph of general enthusiasm. The reliable losses are structural. A plan whose objective cannot be observed leaves the alignment row unmarkable. A plan whose assessment tests recall while the objective asked for performance loses that row outright. Sequences with no learner action for long stretches read as a lecture with a tool switched on, and a plan with no contingency reads as one nobody has ever run.

Common NURS 6331 Week 6 mistakes, and how to avoid them

Teaching plans score poorly when the technology is decoration. Say what it does that nothing else could. A second weakness is no backup plan. Write one. Writers also assess something other than the objective. Match verbs. Avoid timing that leaves no room for playback. Leave space. Keep groups small enough for practice. A playback step that shows only the moment the sequence broke gives students targeted feedback. Close with how you will know the session worked. Practice the playback step yourself before the first session.

Get a NURS 6331 Week 6 example written to your instructions

Send the assignment prompt, your section's rubric and the objective you were given or chose, and the desk writes the plan around those, using the technology your own setting actually has. The first sample is free, back within 24-48 hours, sequence and assessment included so you can check the alignment for yourself.

More NURS 6331 papers and MSN samples

NURS 6331 Week 6 questions, answered

How long is the session in the example?

Short enough to run in one sitting, with minutes marked so any stretch can be lengthened or cut. No timing here is official. Sections set their own expectations for scope, and the plan is written to whatever your prompt asks for, whether that is a single session or a unit spread across several.

Does the plan have to name a specific technology?

Most prompts require one, and the example names a category then shows what it does minute by minute. What earns the row is the justification rather than the brand. If your setting owns one platform and has no budget for another, the desk builds the plan around the tool you already have.

Why does the plan include a contingency?

Because rubrics in a technology course frequently ask what happens when the technology fails, and because a plan that cannot survive a dead connection has made the tool into the objective. The paragraph names a fallback and shows the same objective still being met, which is the answer that row wants.

Where can I find a free NURS 6331 Week 6 sample paper?

The interrupted IV push teaching plan is printed here with the objective, timed sequence, the tablet's role, the contingency and assessment.

What does the tablet do in NURS 6331 Week 6?

It records each attempt so the faculty member can replay only the moment the sequence broke, which a whiteboard cannot do.