Learning about Urinary Tract Infection during pregnancy is critical in the production of competent nurses who can apply the knowledge and skills in the reduction of maternal mortality and morbidity during pregnancy. The topic is appropriate for junior nursing students undertaking the bachelor’s program. Learning is to be delivered through PowerPoint presentations and audio-visual materials.
The objectives act as a learning guideline to enable comprehension of the knowledge and skills regarding the topic. In addition, they are important in defining the learning outcomes of the lesson. The organization of content depends on the objectives set before the lesson starts. Lastly, the objectives dictate the teaching methods to be used in the lesson.
An outline of the content is provided in alignment with the objectives. In a lesson plan, content enhances understanding of the concepts of the lesson topic. The disease is caused by bacterial infections that get introduced to the urinary tract system through infections and sexual intercourse. The risk factors that predispose pregnant mothers to UTIs include immunosuppression, tobacco use, age below 20 years, recurrent UTI, sexual activity, and maternal diabetes. The common signs and symptoms include burning sensation or pain during urination that is caused by inflammation of the epithelium, frequent urge to urinate, small amounts of urine, fever, tachycardia, hematuria, and kidney tenderness.
During pregnancy, UTIs are diagnosed during antenatal visits through urinalysis. The medical treatment depends on the severity of the infection. Common antibiotics used include nitrofurantoin, amoxicillin, cephalexin, trimethoprim, and amoxicillin-clavulanate. The management involves the administration of IV fluids to prevent dehydration and increase urine volume (Gupta et al., 2017). Vital signs can be monitored hourly to provide data to be a basis for management. after treatment, follow-ups are critical to prevent the recurrence of the condition.
The lecture method enables the teacher to control the classroom and acts as the main source of information. The method is convenient, cheap, and saves time because the teacher acts as the main source of information that was researched earlier. However, students take a passive role in learning and little or no consideration is given to individual differences. A discussion is required to enable the students to relate the anatomy of the urinary system and the disease process. The method stimulates students to think critically and they actively get involved in learning. However, discussions consume time and introverts get disadvantaged because they may fear airing their contributions. Active learning will enable the students to ask questions in areas they have not understood during the lecture method. Students get actively involved in learning and through the method, the teacher can evaluate learning. Demonstrations can be used to show the anatomy of the urinary system. Application of the strategy promotes attention despite being time-consuming. In addition, students cannot contribute or ask questions about the topic.
The teacher will assess the strengths and weaknesses of students before modifying their strategies to meet their individual needs of students.
Evaluation is critical in assessing whether the students understood and comprehended the information taught. Through questions and discussions, the teacher will assess the level of understanding of the topic. An assignment can be given to evaluate the understanding of the concepts of the topic. Assignments also encourage students to further read about the topic to gain information that was not discussed in class.
Reference
Gupta, K., Grigoryan, L., & Trautner, B. (2017). Urinary tract infection. Annals of Internal Medicine, 167(7), ITC49-ITC64. Web.