Stage 1 Desired Results

ESTABLISHED GOALS        

  • The learner will recognize concepts of cardiopulmonary a & p, understand ventilation/perfusion relationships, and principles of gas transport
  • The learner will apply the concepts of understanding to the clinical setting.
  • The learner will be given case studies to develop critical thinking skills in care of cardiopulmonary patients

Transfer

Students will be able to independently use their learning to move on to the Cardiopulmonary Disease and apply the concepts of A&P.

Meaning

UNDERSTANDINGS        

  • Concepts of cardiopulmonary a & p
  • Neurological control of breathing
  • Ventilation/perfusion concepts
  • Principles of gas transport
  • How to apply that to disease management and the clinical setting?

ESSENTIAL QUESTIONS        

  • How will you apply the concepts of cardiopulmonary a & p into the respiratory program?
  • How will knowing the correct nervous system allow for me to know what is wrong with my patient?
  • If I know the correct ventilation or perfusion relationship that is occurring in my patient, will I know how to treat them?
  • Will the learner be able to properly move on to their Disease course without having the proper knowledge of these A&P concepts?

Acquisition

Students will know…        

  • Vocabulary related to cardiopulmonary a & p.
  • How to recognize concepts of cardiopulmonary a & p.
  • Understand ventilation/perfusion relationships and principles of gas exchange.
  • Apply key concepts to the clinical setting.

Students will be skilled at…        

  • Recognizing different parts of the cardiopulmonary system.
  • Explain how ventilation works in the lungs.
  • Explain how oxygen moves through the body.
  • Apply critical thinking skills through case studies related to anatomy and physiology.

Stage 2 - Evidence

Assessment Evidence

PERFORMANCE TASK(S):

  • Learners will use Anatomage tables to examine different structures of the heart and lungs and how they function.
  • Create vlogs or blogs on their e-portfolios to reflect on their case studies or coursework.
  • Case Studies assigned outside of class then discussed and analyzed during class time.
  • Locate and identify an assortment of YouTube resources that convey the importance of knowing the anatomy and physiology to properly know how to ventilate and treat your patient.

OTHER EVIDENCE:        

  • Multiple Choice Exams
  • Anatomage Lab Practical.
  • Apply reflection to e-portfolios.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

  • Where is it going?

Follow the course guided schedule and make sure follow through with engaging activities.

  • Hook the students

Apply the concepts through real life situations and use the anatamoge table labs to engage fun learning exercises.

  • Explore and Equip

Locate and identify an assortment of YouTube resources that convey the importance of knowing the anatomy and physiology to properly know how to ventilate and treat your patient.

Case Study Assignments.

               Vlog presentations posted to their e-portfolios.

  • Rethink and Revise

Case study Scenario feedback via e-portfolio from their instructor.

One-on-one feedback  

  • Exhibit and Evaluate

Case Study short essay questions

  • Tailor to students interests, needs, and styles

Use case studies that correlate with current clinical practices that are being performed.

Use anatomage table to help engage learning with hard to learn concepts.

  • Organize the maximum engagement and effectiveness

Review prior instructions and course goals to maintain learning timeline

Prioritize learning based on other course subjects in the program for better understanding.