Virtual Simulation- The Nervous System 081-NP02L0S10 PDF May 2024

**SECTION I.** **ADMINISTRATIVE DATA** **All Courses Including This Lesson** **[Course Number]** **[Version]** 300 - 68C 2024 **Skills(s)** **Taught(\*) or** **Supported** **[Task Number]** [**Task Title** ] **Reinforced Task(s)** **[Task Number]** 081-835-3030 081-835-3051 **[Task T...

**SECTION I.** **ADMINISTRATIVE DATA** **All Courses Including This Lesson** **[Course Number]** **[Version]** 300 - 68C 2024 **Skills(s)** **Taught(\*) or** **Supported** **[Task Number]** [**Task Title** ] **Reinforced Task(s)** **[Task Number]** 081-835-3030 081-835-3051 **[Task Title]** Determine a Patient's Level on Consciousness Using the Glasgow Coma Scale Perform a Neurological Assessment **Knowledge** **[Number]** **[Task Title]** **Academic Hours** The academic hours required to teach this lesson are as follows: Total Hours 3 Hybrid **Test Lesson Number** **[Hours]** **[Lesson No.]** Testing (to include test review) 2 hrs. 081-NP02LE14 **Prerequisite Lesson(s)** **[Lesson Number]** **[Lesson Title]** 081-NP02L024 081-NP02L025 081-NP02L026 Care of the Patient with a Sensory Disorder The Nervous System Care of the Patient with a Neurologic Disorder **Clearance Access** Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson. **Foreign Disclosure Restrictions** FD5. This product/publication has been reviewed by the product developers in coordination with the MedCoE foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. **References** **[ISBN ]** **[Title]** **[Date]** **[Additional Information]** 978-0-323-48437-4 Foundations and Adult Health Nursing, 8^th^ ed., Cooper and Gosnell 2019 978-0-323-64193-7 Introduction to Critical Care Nursing, 8^th^ ed., Sole, Klein, & Moseley 2021 978-0-323-75535-1 Introduction to Clinical Pharmacology, 10^th^ ed., Visovsky, Zambroski, Hosler 2022 **Student Study Assignments** Read**:\ Foundations and Adult Health Nursing, 8^th^ ed., Chapter 54; Introduction to Critical Nursing, 8^th^ ed., Chapter 14; Introduction to Clinical Pharmacology, 10^th^ ed., Chapter 10.** **Materials Required** **Materials Required** **Instructor Materials:** - Virtual Simulation -- The Nervous System lesson plan **Student Materials:** - Computer with internet access - Headphones or speakers **Classroom, Training Area, and Range Requirements** CLASSROOM (68C, PHASE I) **Ammunition Requirements** **Id** **Name** **Exp** **Stu Ratio** **Instr Ratio** **Spt Qty** **Instructional Guidance** **NOTE:** Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. There are no special instructions for the instructor that are not documented elsewhere in the Lesson Plan or governed by a Standard Operating Procedure (SOP). **Proponent Lesson Plan Approvals** **Name** **Rank** **Position** **Date** Morah-Reeves, Juliette COL Program Director 2023 **SECTION II. INTRODUCTION** +-----------------------+-----------------------+-----------------------+ | **Motivator** | As a 68C Practical | | | | Nursing Specialist, | | | | you will be assigned | | | | to a variety of areas | | | | where you will be | | | | required to perform | | | | duties such as | | | | providing emergent, | | | | acute and long-term | | | | nursing care for | | | | patients during | | | | peacetime or wartime | | | | in medical surgical | | | | and critical care | | | | areas; alternatively, | | | | in operational | | | | conditions requiring | | | | the efficient use of | | | | field medical | | | | equipment. The | | | | requirements of | | | | providing nursing | | | | care for patients who | | | | are critically ill or | | | | with traumatic | | | | injuries or chronic | | | | conditions will | | | | require the 68C | | | | Soldier to apply | | | | lessons learned along | | | | with practitioner | | | | knowledge and | | | | abilities to perform | | | | their skills | | | | effectively. The 68C | | | | Soldier's ability to | | | | perform these skills | | | | proficiently will | | | | have a direct impact | | | | on patient outcomes | | | | no matter the setting | | | | or environment where | | | | the patient encounter | | | | occurs. | | +=======================+=======================+=======================+ | **Lead-In** | The purpose of this | | | | simulation is to | | | | encourage you to | | | | practice task/skills | | | | you will need to | | | | perform when caring | | | | for all patients. | | +-----------------------+-----------------------+-----------------------+ | **Terminal Learning | **NOTE:** Inform the | | | Objective** | students of the | | | | following Terminal | | | | Learning Objective | | | | requirements. | | | | | | | | At the completion of | | | | this lesson, you | | | | \[the student\] will: | | +-----------------------+-----------------------+-----------------------+ | | **Action:** | Practice providing | | | | safe and effective | | | | care | +-----------------------+-----------------------+-----------------------+ | | **Conditions:** | Given a patient with | | | | a neurological | | | | disorder | +-----------------------+-----------------------+-----------------------+ | | **Standards:** | Correctly respond to | | | | written, oral, and | | | | experiential | | | | assessment measures. | +-----------------------+-----------------------+-----------------------+ **SECTION III. VIRTUAL SIMULATION** **A. ENABLING LEARNING OBJECTIVE** ----------------- ------------------------------------------------------------------------------------------------------ **ACTION:** Perform patient neurological assessment using the Glasgow Coma Scale. **CONDITIONS:** Given a virtual environment, a patient scenario who has an alteration in level of consciousness. **STANDARDS:** Apply knowledge of the Glasgow Coma Scale to assess the patient's neurological status without error. ----------------- ------------------------------------------------------------------------------------------------------ 1 Learning Step / Activity 1 Instructor information --- ------------------------------ ------------------------------ Method of Instruction: Virtual Simulation Instructor to Student Ratio: 1:30 Time of Instruction: 10 mins Media: Virtual Learning Environment a\. Learning Objectives: - Describe the three components of GCS: eye opening, verbal response, and motor response. - Identify what each score within the components represents in terms of patient responsiveness. - Demonstrate the ability to accurately assess a patient using the GCS. - Interpret GCS scores to evaluate the level of consciousness and neurological function of a patient. - Explain the implications of different GCS scores in terms of patient care and management. - Use GCS scores along with other simulated patient information (e.g., medical history, vital signs) to make informed clinical decisions. - Recognize patterns and changes in GCS scores that may indicate improvement or deterioration in patient status. - Choose and justify interventions based on the neurological status of a patient as determined by GCS assessments. - Plan ongoing monitoring and reassessment strategies to adapt to the changing condition of the patient. - Choose and justify interventions based on the neurological status of a patient as determined by GCS assessments. - Plan ongoing monitoring and reassessment strategies to adapt to the changing condition of the patient. - Record GCS findings and related assessments accurately within the simulated clinical documentation tools. - Document the rationale for clinical decisions and interventions, ensuring clarity and completeness for virtual case review. - Engage in self-reflection and instructor-led debriefing to evaluate personal performance during the simulation. - Identify strengths and areas for improvement in neurological assessment skills and develop a plan for ongoing learning. b\. Instructor Materials: 3\. Rubric for grading short response questions. 2 Learning Step / Activity 2 Pre-Assignment Preparations --- ------------------------------ ----------------------------- Method of Instruction: Large group discussion Instructor to Student Ratio: 1:30 Time of Instruction: 20 mins Media: Large group discussion a\. Pre-simulation Assessment b\. Virtual Simulation Case Scenario c\. Post-simulation Reflection 3 Learning Step / Activity 3 Rubric and Grading criteria --- ------------------------------ ------------------------------ Method of Instruction: Large group discussion Instructor to Student Ratio: 1:30 Time of Instruction: 60 mins Media: Virtual learning environment a\. Instructor Notes: 2\. Encourage students to use evidence-based resources to justify their clinical decisions. b\. Modifications and Accommodations: c\. Grading Rubric Short Response Question Rubric -------------------------------- ---------------------------------------------------------------------------------------- -------------------------------------------------------------- --------------------------------------------------------------------- --------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------- Criteria 1 (Needs Improvement) 2 (Fair) 3 (Good) 4 (Very Good) 5 (Exemplary) Content Accuracy Key concepts are mostly incorrect or missing. Some key concepts are correct, but many inaccuracies remain. Most key concepts are correct with minor inaccuracies. All key concepts are correct with minor, negligible inaccuracies. All key concepts are accurately and clearly explained. **Key concepts**: initial presentation, diagnosis, management. Application of Knowledge Fails to apply nursing concepts to the question asked. Limited application of nursing concepts to the question. Adequately applies nursing concepts to the question. Applies nursing concepts well to the question with minor errors in application. Excellently applies nursing concepts to the question with insightful connections. Critical Thinking Lacks critical analysis and reflection. Shows minimal critical analysis and reflection. Demonstrates an adequate level of critical analysis and reflection. Shows a high level of critical analysis and reflection with minor lapses. Exhibits exceptional critical analysis and reflection throughout. Organization & Coherence Responses are disorganized and lack coherence. Responses have some organization, but coherence is lacking. Responses are mostly organized and coherent. Responses are well-organized and coherent with minor lapses. Responses are exceptionally well-organized and coherent throughout. Writing & Mechanics Numerous errors in grammar, spelling, and punctuation that detract from understanding. Several errors in grammar, spelling, and punctuation. Few errors in grammar, spelling, and punctuation. Minimal errors in grammar, spelling, and punctuation. No errors in grammar, spelling, and punctuation. d\. Instructions for Graders e\. Notes f\. Potential Student Responses to open-ended questions. **SECTION IV. SUMMARY** +-----------------------------------+-----------------------------------+ | | Determine if the students have | | | learned the material presented by | | | soliciting student questions and | | | explanations. Ask the students | | | questions and correct | | | misunderstandings. | +===================================+===================================+ | **Review / Summarize Lesson** | Review of main points: | | | | | | - Glasgow Coma Scale | | | | | | - Neurological Assessment | | | | | | - Change in Patient Condition | | | | | | - Clinical Reasoning | | | | | | - Communication and | | | Documentation | +-----------------------------------+-----------------------------------+ | **SECTION V.** | **STUDENT EVALUATION** | +-----------------------------------+-----------------------------------+ | **Testing Requirements** | **NOTE:** Describe how the | | | student must demonstrate | | | accomplishment of the TLO. Refer | | | student to the Individual Student | | | Assessment Plan. | +-----------------------------------+-----------------------------------+ | | The Individual Student Assessment | | | Plan, which is posted in the | | | Blackboard classroom, provides | | | detailed information about the | | | testing an evaluation processes | | | used in this course. Depending on | | | the type of training objectives | | | contained in this lesson, you may | | | be tested in a number of | | | different ways to ensure that you | | | can perform to the standard | | | stated for each objective. The | | | typical evaluation methods used | | | in this course include, but are | | | not specifically limited to, the | | | following: written, oral, | | | simulated performance exercises, | | | and clinical performance. | +-----------------------------------+-----------------------------------+ | **Feedback Requirements** | **NOTE:** Feedback is essential | | | to effective learning. Schedule | | | and provide feedback on the | | | evaluation and any information to | | | help answer students\' questions | | | about the test. Provide remedial | | | training as needed. | +-----------------------------------+-----------------------------------+ | | Feedback on evaluations is | | | provided in follow - up lesson | | | plans that clarify previous | | | instruction and reinforce | | | effective learning. Errors in | | | learning and performance are | | | corrected. Questions from | | | students are answered. Remedial | | | training is provided \"after | | | hours\" and prior to any re - | | | evaluation | +-----------------------------------+-----------------------------------+