Patient Deterioration Curriculum Module
- Delores Currie
- 5 hours ago
- 4 min read
Worst Case Scenario: Patient Deterioration in the Acute Care Setting
Delores Currie, BSN RN
Description
Due to the safety needs of patients and the high stress level of urgent situations, nursing students do not always get experience with patient’s experiencing clinical deterioration. This results in new nurses who are under prepared and ill-equipped to identify and treat patient deterioration. Therefore, the focus of this class is identifying and managing patient deterioration in the acute care setting. This activity will allow students to practice assessment skills in a safe environment, which will alleviate stress and promote improved learning (Gonzalez, 2011).
Learning Objectives
By the end of this lesson, the student will be able to
1. Explain the importance of early recognition of patient deterioration (Cognitive level: Understanding)
2. Differentiate between abnormal symptoms of chronic conditions and signs of patient deterioration (Cognitive level: Analyzing)
3. Formulate a basic treatment plan for a patient experiencing cardiovascular or respiratory deterioration (Cognitive level: Analyzing)
4. Express confidence in the ability to identify signs and symptoms of patient deterioration in the acute care setting (Affective Level: Valuing)
5. Complete a focused physical assessment on a patient experiencing cardiovascular and respiratory deterioration (Psychomotor Level: Adaptation)
Assignments and Learning Strategies
1. Complete pre-lecture assignments prior to class:
a. Student Needs Assessment Survey (students should complete at least one week prior to class)
i. Copy and paste this link into your web browser:
b. Read assigned article Early Warning Signs of Clinical Deterioration (Benjamin,
2024).
c. Watch Youtube Video: A to E Assessment for Deterioration and Acutely Unwell
Patients| ABCDE Clinical Approach (Rhesus Medicine, 2020).
2. Participate in class lecture on patient deterioration
3. Demonstrate identification of deterioration during simulated activity
4. Differentiate between abnormal signs and symptoms of chronic patient condition and signs of patient deterioration during simulated activity
5. Formulate of basic treatment plan for a patient experiencing cardiovascular or respiratory deterioration
6. Complete written journal reflection and answer all questions provided
4
Learning Outcomes | Time Frame | Alphanumeric Content Outline | Learning Experiences | References | Student Assignments |
Explain the importance of early recognition | 30 minutes | I. In class lecture a. Importance of early identification b. Common causes c. Signs and symptoms d. Common treatments | PowerPoint Lecture | (Benjamin, 2024). (Eastern Washington University, 2024). | Participate in PowerPoint Presentation |
Complete a focused physical assessment Differentiate between abnormal symptoms of chronic conditions and signs of patient deterioration Formulate a basic treatment plan | 60 minutes | I. Phase One: Noticing signs of deterioration a. Head to toe assessment b. Identification of abnormalities II. Part Two: Interpreting signs and symptoms correctly a. Identify abnormalities related to chronic conditions b. Identify abnormalities signifying deterioration III. Phase Three: Responding to symptoms and subsequent deterioration appropriately Note: Students take turns assessing mannikin. After assessment, students formulate a treatment plan using notes from lecture | Active Learning: Simulation, Tanner’s Clinical Judgment Model: Noticing Active Learning: Simulation, Tanner’s Clinical Judgment Model: Interpreting Active Learning: Simulation, Tanner’s Clinical Judgment Model: Responding | (Gonzalez, 2021). (Wolters Kluwer, 2019). | Identify abnormal assessment findings on simulation mannikin. Differentiate between signs and symptoms of chronic condition and deterioration |
Express confidence in the ability to identify signs and symptoms | 30 minutes | IV. Phase Four: Reflecting using self-reflection journal prompts | Active Learning: Journaling, Tanner’s Clinical Judgment Model: Reflecting | (Gonzalez, 2021). (Wolters Kluwer, 2019). | Identify common treatment methods for type of deterioration |
Reflection
Developing a curriculum module was challenging, but rewarding for me. The things I have learned from this project and all the assignments and discussions leading up to it have already broadened my understanding of nursing education. I currently function as an instructor for a Licensed Practical Nursing Program at a small community college, and I receive nothing but high praise about my interpersonal communication, passion for education and nursing, and my teaching abilities.
While I do seem to be naturally capable of educating students “off the cuff” using my own personal methods, this assignment made me realize there should be a lot more planning and consideration of curriculum than what I have been exposed to. This has been frustrating for me, as I came to realize just how out of depth and inexperienced I have been these past two years as an educator.
Writing learning objectives was by far the most challenging assignment for me. I am still working on perfecting my understanding of the different domains and what is required of each aspect. I am very weak at writing goals for students, so that is something I will continue to practice and improve upon. I really enjoyed learning about and incorporating domains into my lesson planning, especially using affective domain objectives to improve learning for students by creating an emotional connection to the material.
Initially, the projects in this class leading up to the final module led me to feel insecure about my capabilities. However, it also served as an inspiration for me, as I am realizing just how much more I can improve my teaching methods with what I learn. By creating learning objectives first and organizing my lectures around those goals, rather than just teaching from the textbooks supplied as I’ve been instructed to do, I can be a better instructor for my students.
References:
Benjamin, A. (2024, September 10). Early warning signs of clinical deterioration: Nursing interventions. Nurse.com. https://www.nurse.com/blog/early-warning-signs-clinicaldeterioration-nursing-interventions/
Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students’ clinical reasoning skills:
A faculty guide. Journal of Nursing Education, 60(9), 485-
Hagler, D., Hultquist, B. L., & Bradshaw, M. J. (2026). Innovative teaching strategies in nursing and Related Health Professions. Jones and Bartlett Learning
Johnson, R. H., & Puglia, C. (2012). Designing A needs assessment survey for Clinical Nurse educators. Journal for Nurses in Staff Development, 28(5), 225–228. https://doi.org/10.1097/nnd.0b013e31826a0c73
Kurt, Dr. S. (2019, April 4). Using Bloom’s taxonomy to write effective learning objectives: The ABCD approach. Educational Technology. https://educationaltechnology.net/using blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
Rhesus Medicine. (2020, May 26). A to E Assessment for Deterioration and Acutely Unwell
Patients| ABCDE Clinical Approach. YouTube. https://www.youtube.com/watch?
v=uDT4daY92Uo
Ruhl, C. (2025, March 11). Bloom’s taxonomy of Learning: Domain Levels explained. Simply
Seven steps for conducting a successful needs assessment. The National Institute for Children’s
Health Quality. (2020, April 8). https://nichq.org/blog/seven-steps-conducting successful-needs-assessment/
Understanding brain-based learning strategies. Eastern Washington University. (2024, April 8). https://online.ewu.edu/degrees/education/med/curriculum-and-instruction/brain-basedlearning-strategies/
Wolters Kluwer. (2022, November 15). 11 active learning strategies to engage active learning.
11 Active Learning Strategies to Engage Active Learning.
Comments