As part of the Teachers in the Workplace program, teachers from Coweta County and Heard County spent time in local businesses and industries to observe on the job activities in order to help assess and define skills which students will need to be ready for entry level positions within the local job market. This is a lesson plan which was developed from oberseving the daily functions at a hospital.
 
 

Objectives:

• To identify the synthesis of critical thinking skills as utilized in a medical facility.
• To identify employment levels of personnel in a medical facility.

Ask if any of your students have received emergency room care. Discuss the emotions of patients and family members during emergency situations.

Materials needed:

Teacher generated fictional medical scenarios. EX: Broken bones, fevers, surgery (emergency and scheduled), severe cuts, etc.

Patient charts -- clipboard & pages work well
Lab coats, latex gloves, health care protection

1. Group students into medical care facility groups. They may call themselves clinics,
    hospitals, medical care facilities, or any name which relates the nature of their service.

2. These groups should include at least one of each of the following: clerk/receptionist,
    registered nurse, nurse's assistant, doctor, surgeon, radiology technician, and
    pharmacist.

3. Explain to students that their facility is about to be faced with a medical care situation.
    Do not go into much detail, but explain that the care of the patient is crucial.

4. Allocate to each group a medical situation card. The card should give general (or
    specific) information about an accident, illness, or other medical condition. Remind
    students that they are now professionals and should pay careful attention to the care of
    the patient.

5. Each group should then begin to assess the care needed for the patient from the time of
    notification of the situation.

6. Groups should keep notes about their patient's care. Each group should be held
    accountable for input on their situation.

7. After a reasonable time, stop each group and discuss if their patient has begun to
    receive care at this point. {Many students immediately jump into working on the patient
    without reviewing for allergies, complicating conditions, or other contributing factors. If
    students have jumped in like this, ask leading questions to help bring them on track.}

8. After a reasonable time, give a time limit as to how much time remains before the
    groups will be asked to report on the condition of their patients.

9. Call time limit. Instruct each group to report the condition of their patient.

10. Evaluate the groups' actions.

• Did the patient survive?
• Has appropriate medical care been given?
• How does each group document that appropriate care has been given?
• Was this emergency or scheduled medical care?
• Was any prior medical information obtained about this patient?
• Was the patient admitted properly into the hospital?
• Is it known if the patien has a living will or advance directive?
• Would each group member feel comfortable with the care if they had been the patient?
• What are some behind the scenes activity that assist in proper medical care?
• What information does each person need to carry in order to expedite quicker and appropriate medical care? (allergies, known adverse reactions, blood types, height, weight, etc.)