Time Management

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Learner Objective


Teaching Strategy

Evaluation Method

  • New nurses will acquire a hand on Knowledge to perform in a critical situation with calm and composure

  • New nurses will acquire knowledge of planning and scheduling time, even to unforeseen events such as emergency

  • New nurses will improve their organization skills and understand the value of putting everything in place so as to minimize time wastage in cases of misplacements

  • New nurses will get an opportunity to organize their breaks even in busy day

  • New nurses will identify common hurdle to effective time management

  • At the end of the lesson, the learners will have a hands-on experience of devising strategies for time management

  • The theoretical part of the project will take 2 hours

  • Appling the strategies in a simulation problem will take another 2 hours

  • Learners will be categorized in simple random groups of four participants

  • Each group will be expected to engage in a discussion and identify factors that lead to time mismanagement

  • The group will also be required to assess the consequence of time mismanagement under various factors listed

  • The students will be required to develop strategies for proper time management

  • Finally, the learners will be expected to apply the skills set learned in a simulated environment

  • One group will be required to simulate a problem in a real practice experience while the other group will be required to apply the skill set learned to solve the problem

  • Real nursing areas and facility will be required to carry out the simulation activity

  • The teacher will evaluate the effectiveness of the strategies applied from assessing the strength of the theoretical concept developed by the group through assessing how the theoretical concepts measured in the simulation problem

  • The learners will also be tested by the ease through which they adapt to develop the strategies by different groups and apply to a simulation problem

Topic: Critical Thinking

Learner Objective


Teaching Strategy

Evaluation Method

At the end of the lesson, the learners will

  • Learn how to use relational and methods out of textbook to solve common nursing problems

  • Learners will develop the right attitude and behavior that will position them to solve problems

  • Learners will develop a good communication strategy unique to each patient so as to harness a clear understanding

  • Learn how to apply the scientific technique when handling patients

  • The debate will cover 2-hour lesson

  • Then the case study will cover 2 hours

  • The students will be grouped in four

  • Each group will be required to suggest two common problems in nursing that require urgent and hand-on experience

  • The group will exchange the problems and asked to find solutions to the problems

  • Each group will be given an opportunity to present the solution, while the other groups will be asked to debate and challenge the practicality of the solution developed

  • Case study scenario will also be used in group of fours

  • Each group will be expected to go through a case study provided and share the strategies used in the case study

  • The group will also be required to present different strategies and show how it can solve the problems through a presentation mounted on a screen

  • Instructors with years of experience will be required to assess the quality of debate and highlight major points they identify as practical

  • The instruction will also analyze the different strategies developed as part of the solution to problems in a case study

Topic: Prioritization and Delegation

Learner Objective


Teaching Strategy

Evaluation Method

  • At the end of the lesson, the new nurses will have an will be able to choose the most urgent and critical task on their to-do list

  • At the end of the lesson, learners will have a good prioritization skill and avoid doing tasks in a reactionary mode.

  • Learners will acquire a practical knowledge of scheduling task for a day and establish a workable routine

  • The learners will be able to arrange patient need in order of priority and blending this schedule to overall responsibility.

  • At the end of the lesson, the learners will have an experience of staying ahead of schedule so that to have a spare time in case of emergencies.

  • At the end of the lesson, the learners will be able to match roles their need to delegate to qualified personnel

  • The group will consist two lessons

  • The first lesson will be tasked with forming groups and highlighting the major challenges

  • The second lesson will be tasked with coming up with strategies and plying the strategies developed

  • Focused groups will be used as a teaching guide

  • Learners in groups will be required to share their experiences and challenges when scheduling day work

  • Learners will be required to provide a detailed plan that they have applied in the past to handle added responsibility in time of emergency

  • The group will be asked to summarize the challenges by listing the most common

  • The group will be required to discuss possible intervention strategies to these challenges

  • Groups will be required to simulate some of the problems with some group operating as patients, others as nurses and others setting up emergency scenario

  • The performance of the group will be measured by assessing the intervention strategies developed

  • The group performance will also be evaluated through the application of the strategies used.

  • The strategies will also be measured against relating the strategies with past actual occurrence and the strategies that were used to cope with the situation

Topic: Stress Management

Learner Objective


Teaching Strategy

Evaluation Method

At the end of the lesson, the learners will

  • Learn how to mitigate through difficult situations

  • Know how to handle rude patients who sometimes use inappropriate language

  • Learn how to control stressful situation by staying calm and in control

  • Preparing in advance especially anticipating the likely scenario in an emergency situation

  • This learning activity will take only fours to complete

  • The unit of time will be divided in order to allow every student to participate

  • Prior to the lesson, the students will be emailed with instruction on which role they will act out and form a maximum group of two.

  • All learners will meet at the hospital

  • Students will be required to take turn out and act out their roles while the other students respond to the emerging situation

  • Several instructors will move around and observe the performance of each

  • A video surveillance will also be useful to monitor every action of each student during the action

  • The instructors will move around the students as many times as they can and take notes.

  • The video surveillance will also help in noting and record all the experience of students during the lesson


Billings,D. M., &amp Halstead, J. A. (2015).&nbspTeachingin nursing: A guide for faculty.Elsevier Health Sciences.

Huber,D. (2013).&nbspLeadershipand nursing care management.Elsevier Health Sciences.

Sole,M. L., Klein, D. G., &amp Moseley, M. J. (2013).&nbspIntroductionto Critical Care Nursing6: Introduction to Critical Care Nursing.Elsevier Health Sciences.

Urden,L. D., Stacy, K. M., &amp Lough, M. E. (2015).&nbspPrioritiesin critical care nursing.Elsevier Health Sciences.

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