STIC - Health Care:
Workplace (Module 1)
Giving Instructions  on Medical Procedures
(Topic 5)
Content
Knowledge of general procedures for handling emergencies
is an asset. Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1 Using Active Verbs
- Handout 2 Reading : Cardiopulmonary Resuscitation (two
pages)
- Handout 3 Comprehension and Vocabulary
Practice (two pages)
- Handout 4 Reading : Choking (three pages)
- Handout 5 Reading : Broken Bones/Reading
- Comprehension and Vocabulary Practice (four pages)
- Handout 6 Task: Instructions for a Fracture
- Handout 7 Task: Instructions for Choking
- Handout 8 Evaluation Checklist (two copies per participant)
Materials needed: Needed: access to a
board, chart paper and markers, overhead projector and OHT 1 .
Prepare expressions for checking understanding and requesting clarification
on chart paper as needed for the task (see Methodology). Methodology
Introduction
(15 minutes)
Introduce the lesson by discussing the importance of giving instructions
in the health care setting. Health care professionals need to be
able to understand and follow instructions as well as give instructions
clearly. Explore with participants the situations in which they receive
instructions and situations in which they give instructions. Discuss
with participants what effective instruction giving involves (i.e.,
clear and concise language, logical sequencing of instructions, checking
for understanding, etc.) Inform them that this lesson provides opportunities
to practise giving instructions for simple medical procedures such
as first aid procedures.
Pre-Tasks
1. (15 minutes)
Discuss the following questions
as a class:
- What is the objective of first aid?
- Should everyone be instructed in first
aid? Why/why not?
- Sometimes well-meaning but uninformed
people do more harm than good when they administer first aid.
Give some examples of wrong things to do in various emergency situations.
- Have you ever administered first aid to
a person who had an accident or suddenly became ill? What did
you do? Did the person recover?
2. (10 minutes)
Explain to participants that when
giving instructions to another person, we usually use the command
form of the verb in the active voice (e.g., take, not taken, taking).
Write an instruction on the board using two different forms of
the same verb to demonstrate the difference, for example:
- Take this medication with some food (Active
voice).
- Some food is to be taken with this medication (Passive
voice).
Discuss which of the two forms of instruction is
clearer and more effective? Why?
Inform participants that this activity will familiarize them with
common active verbs used when giving or receiving instructions. Instruct
participants to do the activity on Handout 1 on their own. Check
answers after activity is completed.
3. (25 minutes)
a) Point out to participants that
written instructions are often presented in the form of a numbered
list. Refer them to the instructions for giving first aid to a
victim of an epileptic seizure in Handout 2. Ask them how they would
use a similar strategy when giving verbal instructions, Provide cues
to elicit information, i.e., transition markers to signal different
steps (first, second, next); pronunciation
features such as pitch, stress and volume to signal vital information. b) Instruct the participants to read the text in Handout 2. Then
they should complete the reading comprehension and vocabulary exercises
in Handout 3. Check answers as a class.
c) Form pairs of participants. Provide each pair with a piece of
flipchart paper and a marker. Show OHT 1 on an overhead projector.
Tell participants to write the instructions for administering CPR
using the reading text as the basis. Remind them to use active verbs,
concise language, and to number instructions to reflect the correct
sequence of steps.
Display the versions from the different pairs of participants. Have
them compare the versions for accuracy, clarity, and effectiveness.
Point out how these characteristics were achieved.
d) Ask some of the participants to give the instructions they have
prepared verbally. Remind them to use the features discussed in a)
above (transition markers, intonation, etc.)
4. (30 minutes)
Divide participants into two groups,
an A group and a B group. Participants in group A work with Handout
4 (reading on emergency procedures for choking); participants in group B work with Handout 5 (reading on emergency
procedures for broken bones). Participants do the comprehension and
vocabulary exercises on their own. Check answers as a class when
the exercises are completed.
Task
Form pairs, each pair consisting
of either two A or two B participants (each pair should have identical
handouts). Explain that each pair will work together to write instructions
for giving first aid in the emergency situation depicted in their
handout. Inform participants that they should write instructions
to be given verbally. Remind participants to observe the following
guidelines when giving instructions orally (write them on the board
or on a flipchart):
- use clear, simple language
- use appropriate active verbs
- sequence steps in the procedure logically,
i.e., in the order in which they must be performed
- use transition markers (e.g. first, second,
finally, after that, then, etc.)
- ask questions to check that instructions
are understood
Have the following expressions prepared on chart paper:
- Expressions for Checking Understanding
- Do you follow?
- Okay?
- Do you understand what I'm saying?
- Are you clear about this?
- Would you like me to go over/repeat that?
- Expressions for Requesting Clarification
- What does (X) mean?
- What do you mean by (X)?
- Should I do (X) before (Y)?
- Could you go over that again, please?
Distribute Handout 6 (to participants designated B) and Handout
7 (to participants designated A) for detailed instructions for completing
the task.
2. (30 minutes)
Form new pairs of
participants, an A participant with a B participant (each pair
should have instructions for first aid to be administered in two
different emergency situations). Distribute Handout 8 (Evaluation
Checklist). Participants in each pair take turns giving verbal instructions
to each other in the first aid procedure for which they have prepared
instructions. 3. (15 minutes)
Instruct participants to give feedback
to the person giving instructions on how understandable they were,
and specifically what aspects of their instruction giving they
need to improve in. They should use the Evaluation Checklist (Handout
8) to record their observations.
4. (20 minutes)
At the end of the task on giving
instructions, bring participants together as a class for an activity
that allows them to share the new vocabulary they learned from the
reading texts used in the task. Divide the blackboard into two sections,
one with the heading "Words Relating to Emergency Conditions" and
the other with the heading "Words Relating to Treatment". Have participants
volunteer appropriate words from their reading to make a list of
words under each heading. Another section of the board could be used
for medical words relating to parts of the body that they have learned
in this lesson, if time permits. Check and correct pronunciation
of words listed. Post-Task
(30 minutes)
1. Participants form groups of three
to four according to sub-sector. Each group decides on a simple procedure
often performed in their profession. The group then prepares verbal
instructions for performing the procedure chosen. 2. Participants form pairs with a participant from
another group. Participants take turns instructing each other in
the procedure from their profession that they have prepared instructions
for in 1 above.
3. Remind participants to give feedback on the comprehensibility
and effectiveness of the instructions given using another copy of
the Evaluation Checklist (Handout 8).
4. Monitor instruction giving as it proceeds. Intervene only when
necessary. Provide feedback on participants' performance at the end
of the post-task. Model more effective ways of instructing as necessary.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Workplace:
Topic 5 [300 KB, 31 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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