Treatment Plan Protocols

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Orientation to Nursing

  CIP: 0351260302

  Short Program: 8417106

  Type: Middle School

  Career Cluster: Health Science

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Patient Comes First” See CPALMS Resource ID# 222021.

• Career Connection

  
  

  This lesson supports the durable skills of communication, problem solving, and critical thinking. Students will identify that there are sometimes conflicting orders within the medical field and it is their responsibility as a Patient Care Technician to communicate effectively with their coworkers to understand the orders. They will use problem solving skills and critical thinking to make sure they are making the best informed decision for the treatment of their patients.

• Learning Objectives

  
  

  Students will be able to:

  • • Identify that reading orders is a skill within the patient care technician career field.
    • Demonstrate the ability to communicate effectively using verbal and nonverbal skills with peers.
    • Write a written response that supports their treatment plan claim.
    • Present information about patient care orally.

• Prior Knowledge

  
  

  Students should be familiar with/ able to:

  • the purpose of a patient treatment plan.
  • the basic responsibilities of a Patient Care Technician.
  • basic vocabulary associated with rehabilitation centers.

• Guiding Questions

  
  
  • What are the responsibilities of a patient care technician and who do they report to?
  • What should a patient care technician do when orders are conflicting?
  • What are the appropriate ways to communicate a discrepancy in patient care orders?
  • What equipment is used in a rehabilitation facility and for what purpose?

• Procedure

  
  
  • To introduce the lesson, ask students, “Have you ever received conflicting information from two sources before?” Present an example scenario such as, “One friend telling you that there was a test on Friday and another saying the teacher canceled it.”
  • How did that make you feel?
  • What did you choose to do with the conflict?
  • Which information did you follow? Why?
  • Let students know that today they will read a case study, “The Patient Comes First” see CPALMS resource #222021, where a patient care technician receives conflicting information.
  • Allow time for students to read the case study independently or with a partner.
  • Encourage students to highlight unknown words to be looked up.
  • Students can annotate the text or circle important information.
  • After students have completed their reading, ask them the following questions about the case study:
  • What conflicting information did Miguel receive, and how could acting without clarification impact Mr. Brookline’s safety?
  • Was there a moment when the technician had to make a difficult choice between following instructions and doing what was best for the patient? What did they do?
  • How do communication and teamwork impact the care a patient receives in a rehabilitation or hospital setting?
  • What could happen if a healthcare worker ignores a patient’s concerns or doesn’t follow the care plan?
  • Now, let students know that they are going to be identifying treatment plans for 4 different patients. They will receive an envelope with treatment cards. Within the envelope there will be 4 cards per patient.
  • Let students know that first they should sort out the cards.
  • They should have a patient information card, treatment card, conflict card, and solution card for each patient.
  • The solution card is blank, and they will use it to write out their solution.
  • Students may use classroom resources (books/internet) to research terms or further information about treatment options. They should write a solution that is at least 3 sentences long with evidence from both the treatment plan and the patient information card to support their solution.
  • Give students time to match the cards and create solutions for the 4 different conflicting plans for the patients.
  • Remind students that their solutions need to be professional.
  • Some of the conflicts include the patient telling them how they feel. A PCT would still need to listen and respond diplomatically to a patient when they are requesting changes to their treatment plan.
  • Once most or all of the groups have completed their solutions, partner two groups together. Have one group act listen as the PCT explains their solution for each set of cards. Then switch and have the other group present.
  • Encourage groups to discuss differing solutions.
  • If time allows, share several examples of solutions in the whole group.
  • To close the lesson, discuss the following questions to build connections between this learning experience and future careers in nursing:
  • Why is it important for all members of the healthcare team, including nurses, PCTs, and doctors, to work together and communicate clearly?
  • What does it mean to act professionally in the nursing field, and why is professionalism important?
  • How do you stay calm and make good choices when you’re unsure or under pressure?
  • Why is it important to ask questions and speak up when something doesn’t seem right, even if someone more experienced gave the instructions?

• Teacher Notes

  
  
  • Teachers may choose to provide additional space for students to record their solution.
  • Teachers may want to alter or adjust patient, treatment, or conflict cards to address topics covered in class.