| Course | NUR 635 Teaching and Learning for Nurse Educator |
|---|---|
| Module | Module 9 |
| Paper type | Final teaching plan |
| Length | About 1,040 words, 6 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NUR 635 Module 9
Final Project: A Teaching Plan for Anticoagulant Safety in Second-Year Nursing Pharmacology
[Student Name]
Southern New Hampshire University
NUR 635: Teaching and Learning for Nurse Educator
Final Project
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Final Project: A Teaching Plan for Anticoagulant Safety in Second-Year Nursing Pharmacology
A teaching plan is a set of decisions: what learners need, what they should be able to do, how they will practice it, how anyone will know they can and how the plan itself will be judged. Each decision should rest on evidence about learning and on knowledge of the particular learners. This plan brings together those decisions for a lesson on anticoagulant safety for 72 second-year nursing students. It argues that a lesson designed from a learner assessment, written to objectives in three domains, taught with strategies that research supports and assessed and evaluated with care will leave students better prepared to give high-risk drugs safely than the lecture it replaces.
Why This Lesson
Anticoagulants are among the drugs most often implicated when outpatients come to emergency departments with adverse drug events, largely because of bleeding (Shehab et al., 2016). Nurses give, monitor and explain these drugs every day. Last term, a Harborside student nearly administered a scheduled enoxaparin dose one hour after a patient's epidural catheter came out, stopped only by an alert staff nurse. That event, and faculty concern that students could recite drug classes without applying them, prompted this redesign.
The Learners
The 72 students range in age from 19 to 46. Many hold jobs as nursing assistants or technicians, some have cared for relatives on warfarin, about a quarter grew up speaking another language and six have testing accommodations. Coagulation was covered in their pathophysiology course; their first medical-surgical placement is still ahead. An ungraded pretest averaged 58% and revealed four confident misconceptions: pairing the INR with heparin, assuming every anticoagulant needs routine laboratory monitoring, believing vitamin K reverses them all and not knowing that neuraxial procedures carry timing rules. Because inaccurate prior knowledge distorts new learning unless it is surfaced and directly contradicted (Ambrose et al., 2010), these misconceptions shape the plan more than any gap in content.
Objectives
Six cognitive objectives span the revised Bloom's taxonomy, which pairs types of knowledge with cognitive processes from remember to create (Krathwohl, 2002). Students will identify the monitoring test for each anticoagulant that requires one; explain why most patients on the newer oral agents skip routine blood tests; select the reversal approach for bleeding on each class; distinguish situations that call for holding a dose, including neuraxial procedures; carry out a pre-administration check for enoxaparin; and judge whether a discharge anticoagulant plan is safe and complete. A psychomotor objective asks students to complete the pre-administration check accurately within a set time, and an affective objective asks them to defend a decision to hold a dose when pressed by a busy colleague.
Teaching Strategies
The lesson opens with five written prediction questions targeting the four misconceptions; students commit to answers, compare with a partner and revisit them as each topic is taught. The core activity is a case modeled on the near-miss, Mrs. A., 71 and recovering from a knee replacement, whose chart hides three safety signals: an epidural removed an hour earlier, a falling platelet count and reduced kidney function. Groups decide whether to give the dose and whom to call, and a short role-play inside the case practices holding firm under pressure. The lesson ends with groups critiquing a flawed discharge plan. Afterward, three brief online quizzes, at the end of class, one week later and four weeks later, provide spaced retrieval. Of the ten study techniques Dunlosky's team examined, low-stakes self-testing and practice spread over time earned the top utility rating, while rereading and highlighting sat near the bottom (Dunlosky et al., 2013).
Supporting Every Learner
Written responses before discussion, think-pair-share and assigned groups with shared forms let quieter and multilingual students contribute without speaking first to the whole class. A glossary of terms such as neuraxial and thrombocytopenia goes out a week early, and exam items are written in plain language with no idioms or negatives. Quizzes allow two attempts, open with an accessible question and stay available for five days, which helps students who work long hours. A faculty mentor for each student and brief check-ins after two missed quizzes support the needs for competence, autonomy and relatedness that self-determination theory links to lasting motivation (Ryan & Deci, 2000).
Assessment
The unit exam has 30 items blueprinted by objective and level, about a third each at remember and understand, at apply and at analyze and evaluate, with at least four items per objective. Items follow evidence-based guidelines, including a clear stem, plausible distractors drawn from the pretest misconceptions and no negative wording (Haladyna et al., 2002), and each is reviewed by a colleague and a clinical pharmacist before use. The psychomotor objective is checked at a skills station and the affective objective in the role-play, both with immediate feedback. After the exam, item difficulty, discrimination, distractor use and test reliability are examined before grades are released, and flawed items are credited or removed (Tavakol & Dennick, 2011).
Evaluating the Plan
The plan will be judged by several measures. Application items on the unit exam will be compared with the previous three cohorts. A repeat of the pretest misconception items after four weeks will show which beliefs were corrected. Quiz completion will be tracked to see whether motivational supports hold engagement above the previous term's midterm low of 64%. Clinical instructors on the first medical-surgical rotation will report any anticoagulant-related near-misses involving students. And students will be asked which activities helped most. Two further questions will be tracked over time: whether first-attempt pass rates on the medication calculation and safety check in the following clinical course change and whether the case, which depends on a local event, remains relevant as the class that knew the student involved graduates. Results will guide revision next term, especially for any misconception that persists.
Conclusion
This plan replaces a lecture that taught students to recite drug facts with a lesson built to change what they believe and do. It begins with the learners and their misconceptions, states objectives in three domains, teaches through prediction, a real near-miss and spaced retrieval, supports every learner, assesses with care and checks its own results. Its aim is simple and serious: that the next student in Mrs. A.'s room stops before giving the dose.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309-333. https://doi.org/10.1207/S15324818AME1503_5
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Shehab, N., Lovegrove, M. C., Geller, A. I., Rose, K. O., Weidle, N. J., & Budnitz, D. S. (2016). US emergency department visits for outpatient adverse drug events, 2013-2014. JAMA, 316(20), 2115-2125. https://doi.org/10.1001/jama.2016.16201
Tavakol, M., & Dennick, R. (2011). Post-examination analysis of objective tests. Medical Teacher, 33(6), 447-458. https://doi.org/10.3109/0142159X.2011.564682
What the NUR 635 Module 9 instructions ask for
For the NUR 635 final project, most sections want the whole teaching plan in one document: why the topic matters, a learner assessment, objectives, teaching strategies and materials, adaptations for diverse learners, assessment and evaluation of the plan itself. Some add a presentation or a lesson demonstration. Expect eight to twelve pages in APA 7, with appendices for materials such as the case and the blueprint. Revise earlier milestones into one coherent plan rather than joining them, keep numbers and objectives identical across sections and show how each decision follows from the learners and the evidence, since instructors ask one question above all: could another educator teach from this plan tomorrow? Add the case as an appendix.
How this NUR 635 Module 9 final project example is built
This sample presents a complete anticoagulant safety plan for 72 composite second-year students. It opens with Shehab's data on adverse drug events and the local enoxaparin near-miss, summarizes a learner assessment with four misconceptions and uses Ambrose and colleagues to explain why they drive the design. Objectives span three domains and the revised taxonomy. Strategies combine prediction questions, a near-miss case with a role-play, a discharge plan critique and spaced quizzes supported by Dunlosky. Supports for multilingual, working and discouraged students draw on self-determination theory. A blueprinted exam with Haladyna's item rules, performance checks, Tavakol's item analysis and a multi-measure evaluation complete the plan, which ends on its clinical purpose.
Where the NUR 635 Module 9 rubric puts the points
In NUR 635 the capstone plan is typically scored on the learner assessment, objectives, strategies, attention to diverse learners, assessment, evaluation, integration of evidence and theory and APA 7 writing. The best plans read as a single design in which each section follows from the ones before, objectives appear identically throughout and every strategy and assessment can be traced to an objective. Graders reward plans that address specific misconceptions, support learners with different needs in concrete ways and evaluate learning and safety, not only satisfaction. Appendices containing usable materials show readiness to teach and often raise the grade by a full band.
NUR 635 Module 9 help: the mistakes that cost points
Capstone teaching plans slip when earlier milestones are simply stacked, leaving objectives or figures that disagree, when strategies are not linked to the learner assessment, when diverse learners are mentioned only in general terms or when the plan has no way of judging whether it worked. A frequent gap is an assessment that does not match the objectives' levels. Revise into one plan, keep objectives identical across sections, connect every strategy and assessment to an objective, make supports concrete, include materials in appendices and set evaluation measures. If your plan covers a clinical skill or a staff education session, pass along your milestones and the capstone guidelines, and the plan will be rebuilt around that setting.
Get NUR 635 Module 9 written to your instructions
Share your earlier milestones, your instructor's comments on them and the capstone instructions. Expect one coherent teaching plan with consistent objectives, evidence-based strategies, concrete supports for diverse learners, a blueprinted assessment and an evaluation plan, within 24 to 48 hours, and the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
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NUR 635 Module 9 questions, answered
Where can I find a free NUR 635 Module 9 Final Project sample?
The whole plan is published on this page: an anticoagulant safety lesson with learner assessment, objectives in three domains, evidence-based strategies, diverse learner supports, assessment and evaluation.
What are the parts of a nursing teaching plan?
The rationale for the topic, a learner assessment, objectives, teaching strategies and materials, adaptations for diverse learners, assessment of learning and evaluation of the plan.
How should objectives appear across a teaching plan?
Identically in every section, with each strategy and assessment item traceable to one of them, so the plan stays aligned from start to finish.
Why include psychomotor and affective objectives in a pharmacology lesson?
Safe medication practice requires performing checks accurately and having the confidence to hold a dose when something is wrong, not only knowing the facts.
How is a teaching plan evaluated?
By comparing learning outcomes with earlier cohorts, checking whether misconceptions were corrected, tracking engagement, monitoring clinical safety events and gathering student feedback.