Benchmark – Nurse Educator Lesson Plan Paper

Benchmark – Nurse Educator Lesson Plan Paper


The lesson plan effectively organizes the teaching strategy that a teacher would be adopting in a classroom setting (Tavoosy & Jelveh, 2019). Effective control of nurse learning allows the teacher to meet the learning objectives. The purpose of this assignment is to design a nurse educator lesson plan in my clinical setting.

The Lesson Plan

Topic: Reducing falls in adult care facilities.

Clinical Setting: Adult care Facility in Texas

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Leaners: BSN learners visiting the facility to undertake their practicum lessons about our adult care.

Lesson Outcome

By the end of this lesson, the learners should be able to

  1. Describe various nursing interventions undertaken by the nurse mentors in preventing falls among the patients.
  2. Be able to apply a specific intervention for a particular risk factor.
  • To form part of the nursing team and be able to select an intervention for a particular case and be able to determine the benefits of the selected intervention on the patient.

Evidence-Based Teaching Strategies

In this section, I will describe strategies that I will be using to teach the content and address the diverse learning styles in a classroom setting.

  1. Question to assess the students’ understanding: I will spend a significant portion of time asking the students questions to assess their level of understanding of each topic. Before transitioning to the next topic, teachers should always examine the lesson that students learned from the past lesson (Tavoosy & Jelveh, 2019). To meet this objective, I will use strategies like student answer boards, randomized sampling, and tell-a-friend to check for understanding, while I can use additional questioning techniques at different points of the lesson.
  2. Feedback: This strategy will be significant in continuous assessment and learning. This is one of the common evidence-based strategies used by many teachers in a clinical setting. The feedback strategy will give the student a current skill and knowledge for both the learner and the practitioner (Tavoosy & Jelveh, 2019). As an educator, I will be able to make decisions about the next phases in the learning program by understanding the learner’s improvements and degree of achievement. It will allow the student to reflect on their learning tactics in order to affirm or adjust them in order to improve their performance.


Teaching Strategy Implementation and Rationale

This section will cover the outline of the content that will be covered in the lesson. It will be including the timeframe of each activity that will be covered. The content will be organized in opening activities, teaching and learning activities, and closing activities.

  1. Opening activities
  • I will gain my learner’s attention for the first five minutes in the clinical setting. I will begin by welcoming them using a loud and confident voice. Then, I will share information details about myself, including my background, my study, research of interest, my stature, and anything I like doing to bring humor (Tavoosy & Jelveh, 2019). I will also discuss my office hours and the times they can reach me for consultation.
  • I will inform the students about my objectives for another five minutes. I will highlight the learning objectives, including the summary of the course, deliverables, and learning objective of each lesson (Dolin et al., 2018). I will stress not using mobile phones and computers when I am teaching and prompt submission of assignments.
  1. Teaching and Learning Activities
  • I will present the content for 10 minutes. Nursing interventions to prevent falls will be my opening topic. I will ask learners what they already know about interventions to prevent falls among the elderly. Ask learners about specific interventions that can be used in specific risk factors for falls. Give examples of case studies on fall prevention and provide learners with different interventions to determine if they are beneficial.
  • I will elicit performance for another 10 minutes. I will regroup the class and give case studies about fall prevention examples and provide learners with different interventions to determine their importance in a classroom setting (Putri & Sari, 2021). Allow the learners to engage in role-playing to determine how to use the specific tool for the specific cases. Ask the groups to write down their responses.
  • Closing activities
  • I will allow students to ask questions and give feedback in another 5 minutes. I will then go through these responses for all the groups and offer effective feedback (Dolin et al., 2018). I will also allow students who have not understood to ask for additional clarification where they will receive detailed responses for all their questions.
  • I will give assignments and schedule for the next meeting. Provide the students with writing assignments on the current lesson to evaluate their level of understanding and reading assignments for the next lesson to ensure that they are prepared for the next class (Melrose, 2019).

Assessment Summary

In this section, the students will demonstrate whether they have learned in the entire session. I will use both formative and summative evaluations.

  • Formative evaluation will be important in tracking student progress and providing continuous feedback. Formative assessments will specifically assist students in identifying their strengths and shortcomings and focusing on areas that require improvement, as well as teachers in recognizing where students are failing and intervening quickly (Billings & Halstead, 2020). The learners will demonstrate what they have learned through formative assessment by answering pop quizzes during the lesson.
  • I will also use summative evaluation to evaluate students at the end of a unit of teaching by contrasting it to a benchmark or standard. Summative assessments are frequently high-stakes, which implies they are worth a lot of points (Wu et al., 2020). When learners or instructors use information from summative examinations to drive their efforts and actions in succeeding courses. The learners will demonstrate what they have learned through summative assessments.

Learning Needs Assessment

I will be each student a one-on-one contact to understand their learning abilities and concentration span. This way, they get to understand the concepts better. Every student also needs inspiring models and remodeling to help boost their quest to learn. Every learner also needs creative space to uphold creativity. Educators must continually assess pupils’ development to determine the most effective teaching strategy for them (Billings & Halstead, 2020). Students at healthcare institutions must be given the maximum attention to protect the lives they will face in the future. Educators in the nursing industry must analyze these students’ learning needs to generate the intended outcome and ensure that it is beneficial (Savaria et al., 2022). The facility may implement new learning approaches due to the projected outcome. Nursing students’ educational needs are frequently different.


This lesson plan would be looking forward to achieving the stated learning objectives and equipping the nurse students with effective skills in the practice. The activities involved in the lesson activity will be important in classroom understanding and enabling teachers to have control of the class. Besides, the teaching strategy and the implementation strategy would also be a major part of success in teaching the proposed topic.


Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13: 9780323554725.

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In Transforming Assessment (pp. 53-80). Springer, Cham. DOI: 10.1007/978-3-319-63248-3_3


Melrose, S. (2019). What works? A personal account of clinical teaching strategies in nursing. Sherri Melrose Publications: A Virtual Memory Box. DOI: 10.1080/13576280410001711067

Putri, N. R., & Sari, F. M. (2021). Investigating English Teaching Strategies to Reduce Online Teaching Obstacles in the Secondary School. Journal of English Language Teaching and Learning, 2(1), 23-31.

Savaria, M. C., Min, S., Aghagoli, G., Tunkel, A. R., Hirsh, D. A., & Michelow, I. C. (2022). Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach. International Journal of Infectious Diseases115, 149-153.

Tavoosy, Y., & Jelveh, R. (2019). Language teaching strategies and techniques used to support students learning in a language other than their mother tongue. International Journal of Learning and Teaching, 11(2), 77-88.

Wu, X. V., Chi, Y., Selvam, U. P., Devi, M. K., Wang, W., Chan, Y. S., … & Ang, N. K. E. (2020). A clinical teaching blended learning program to enhance registered nurse preceptors’ teaching competencies: Pretest and posttest study. Journal of Medical Internet Research22(4), e18604.


Assessment Description
As a nurse educator, you will be responsible for creating effective lessons for various settings. Choose a teaching and learning experience from your clinical setting. You may use the clinical experience from your Topic 4 discussion response.

Based on the experience you chose, use the engagement, student learning, and creating effective learning environment strategies that you have learned in this course to develop a lesson plan on similar content for two additional settings (such as an asynchronous online session and teaching a nursing student in the clinical setting, etc.). Use the lesson plan examples found in the topic Resources to assist you in creating your lesson outlines.

Include the following in your outline:

Lesson objectives.

Timeframe and target environment.

Three or four teaching strategies based on evidence-based practice.


Summary of the types of assessments you would use in your lesson and why?

Rationale for the teaching strategies you implemented into each lesson and why they differ.

Explanation of how the teaching strategies planned for the lesson plan meet the needs of diverse learners in the environment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN – Nursing Education

6.1: Apply instructional strategies grounded in evidence-based practice and learning theory that meet the unique needs of learners in diverse environments.

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