Students Name: Darien Herrera

RNSG 2263
Patients Initials/Room #:
TEACHING PLAN
Date:
II.
NEED FOR TEACHING: Determination of learning need? Be specific.

New Teaching _________________

Reinforce Teaching _____________
I.
TOPIC:

Shaken Baby Syndrome

III.
Information about Group/Learner & Barriers of Learning
Age:
Diagnoses:
Medical Condition:
Language:
Ability to read/write:
Hearing, vision:
Pain:
Depression, anxiety:
Handicapped (mental-physical):
Education:
Learning setting barriers:
GOAL

OBJECTIVES
The pt. will:

The pt. will learn about

SBS, why it is so
dangerous to shake a
baby, the consequences
of shaking, actions
unlikely to cause SBS,
and what the word
PURPLE stands for in
relation to SBS.

1. State at least 2 of the characteristics

(larger head, weak neck muscles, fragile
brain, size and strength difference between
victim and perpetrator, and tearing of
blood vessels) that make shaking a baby
so dangerous.
2. Provide at least 3 of the possible
consequences (blindness, seizures,
learning disabilities, physical disabilities,
and death) that can occur as a result of
SBS.
3. Name what at least 3 of the letters in the
word PURPLE stand for (Peak of crying,
Unexpected, Resists soothing, Pain-like
face, Long lasting, Evening).

Chapter: Teaching and Learning

IV:
LEARNING READINESS: Description of pt.s readiness to learn, including
motivations and past experiences. (Write pt.s own words, use ). Pt. must consent.

V.

REFERENCE:

1. National Center on Shaken Baby Syndrome. (insert date published). Ex: (2015, January 26).
All About SBS/AHT. Retrieved November 2, 2015 from http://www.dontshake.org/sbs.php?
topNavID=3&subNavID=317&navID=842.
2. Barr, M. (insert date published). What is the Period of Purple Crying?. Retrieved
November 2, 2015 from http://purplecrying.info/what-is-the-period-of-purple-crying.php.
3. Anderson, J.K., & Stoll, B. (2013). Prevention of Abusive Head Trauma: A Literature
Review. CNE, 39 (6), 300-308.
4. Davidson, M., Ladewig, M., & London, P. (2014). Olds Maternal-Newborn Nursing &
Womens Health Across the Lifespan.
Missouri: Elsevier Inc.

TEACHING STRATEGIES
The teacher will:

LEARNING ACTIVITIES
The learner will:

One-on one discussion - effective, cognitive

Discuss SBS with parent/s so as to
determine baseline knowledge

One-on-one Discussion: Provide input

regarding what is being taught, and
additional information they would like
to know about.

Lecture cognitive
Provide information regarding SBS, what it Lecture: Actively listen and ask
stands for, its consequences, actions
questions for clarification of anything
unlikely to cause it, what the word PURPLE not understood.
stands for, and how it is preventable
Visual aids handouts
Provide The Letters in Purple Stand for
PURPLE handout

Handouts: Read the The Letters in

Purple Stand for PURPLE handout
when prompted during teaching so as to
support and clarify the material being
taught.

RNSG 2263
Fall 2014/Spring 2015
Page 2

CONTENT
I. Pre-Test
A. Why is shaking a baby dangerous?
(at least 3 reasons)
B. 3 possible consequences of SBS
C. What does PURPLE stand for?
(at least 3 letters described correctly)
II. Why is shaking a baby so dangerous?
A. Characteristics of babies
1. Larger head compared to body
2. Weak neck muscles
3. Fragile, undeveloped brain
4. Large size/strength difference
btw victim and perpetrator
B. Possible consequences
1. Blindness
2. Seizures
3. Learning disabilities
4. Physical disabilities
5. Death 18-25% cases fatal
C. NOT caused by
1. Bouncing a baby
2. Tossing baby in the air
3. Jogging or bicycling w/ baby
4. Falls off furniture
5. Sudden stops or driving over
bumps
D. What does PURPLE stand for?
1. Peak of crying
2. Unexpected
3. Resists soothing
4. Pain-like face
5. Long lasting
6. Evening
E. Prevention
1. Journal findings
III. Questions?
IV. Post-Test
A. Why is shaking a baby dangerous?
(at least 3 reasons)
B. 3 possible consequences of SBS
C. What does PURPLE stand for?
(at least 3 letters described correctly)

EVALUATION GOAL

REASSESSEMENT
DATA:
REVISE PRESENTATION:
TOPIC:
NEED FOR TEACHING:
INFORMATION ABOUT GROUP/LEARNER:
LEARNING READINESS:
REFERENCES APPROPRIATE:

EVALUATION OF
OBJECTIVES
Obj.No1:

GOAL:
OBJECTIVES:
Obj.No1:
Obj.No2:
Obj.No3:
TEACHING STRATEGIES (T.S.):

Obj.No2:

LEARNING STRATEGIES (L.A.)

L.A.No1:
L.A.No2:
L.A.No3:
CONTENT:

Obj.No3:

UZ2/Zip 9/RNSG 2263

RNSG 2263
Fall 2014/Spring 2015
Page 3

UZ2/Zip 9/RNSG 2263