NURS 6370 Week 4 session plan example

Session Plan: Protective Equipment and Small Spills During Hazardous Drug Administration, a 50-Minute Session for Oncology Nurse Residents

Student Name

College of Nursing, Walden University

NURS 6370: Foundational Skills for Nurse Educators in Academic and Healthcare Environments

Instructor Name

Month Day, Year

Session Plan: Protective Equipment and Small Spills During Hazardous Drug Administration, a 50-Minute Session for Oncology Nurse Residents

Learners and Purpose

Learners: eight nurse residents in their third month on a hematology and oncology unit, all licensed, none yet approved to administer intravenous hazardous drugs. Setting: the hospital's skills room, one 50-minute period during protected residency time. Purpose: residents have completed the online module on safe handling, but a national survey of nurses who administer antineoplastic drugs found that 42% reported not wearing a nonabsorbent, closed-front gown with tight cuffs, most often because they judged skin exposure to be minimal (Boiano et al., 2014). This session moves the practice from knowing into doing, with a partner watching.

Objectives

Each resident, before leaving the room, will: (1) select the gloves, gown and eye protection the unit policy requires for administering an intravenous hazardous drug and put them on in the policy's order; (2) remove the same equipment in sequence without touching the outside of the gown or gloves with bare skin, as observed by a partner using the unit checklist; and (3) contain and clean a simulated spill of less than 5 mL using the unit spill kit. The verbs are select, put on, remove, contain and clean, all of which can be watched, which is the level of the revised taxonomy concerned with applying a procedure rather than remembering it (Anderson & Krathwohl, 2001).

Session Grid

Table 1

Blocks, Learner Activity and Educator Activity

The blocks are uneven because the practice block is where learning happens and where the educator finds out whether it has. The partner checklist is the assessment, so no quiz is added at the end.

Materials, in Order of What Would Stop the Session

Chemotherapy-tested gloves in two sizes for every resident, eight impermeable gowns, and one spill kit per two pairs: without these, no objective can be met. Next, the printed checklist and sequence cards: without them, the observer has nothing to score against. Last, the whiteboard and the colored water, which could be improvised. Equipment and spill procedures follow the Oncology Nursing Society's safe handling guidance adopted in the unit policy (Polovich & Olsen, 2018).

Contingency

If ten minutes are lost, the demonstration runs once at working speed only, and the spill practice is done by one pair while the others watch and score it. The pair practice on donning and doffing is never shortened, because it is the only block that tests Objective 2, and residents who have not been observed doffing cannot be approved to administer.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Boiano, J. M., Steege, A. L., & Sweeney, M. H. (2014). Adherence to safe handling guidelines by health care workers who administer antineoplastic drugs. Journal of Occupational and Environmental Hygiene, 11(11), 728-740. https://doi.org/10.1080/15459624.2014.916809

Polovich, M., & Olsen, M. M. (Eds.). (2018). Safe handling of hazardous drugs (3rd ed.). Oncology Nursing Society.