KING GOMEZ

BSN1-MAIN1
HES 008-HEALTH
EDUCATION

TEACHING PLAN FOR PATIENTS WITH TRAUMATIC BRAIN INJURY (TBI)

TYPE OF TEACHING CONTENT PERFORMANC TIME FRAME PERFORMANC

DISABILITY METHOD/S E (IN MINUTES) E EVALUATION
AND EXPECTATION
DEFINITION

Physical One-to-One - Understand - The patients 20 Minutes -Performance is

Disability: Instruction the right ways can show judged by how
Traumatic Brain to perform appropriate well the patient
Injury (TBI). activities of ADL execution can
daily living using adaptive independently
(ADLs) while techniques perform basic
Common taking physical ADL.
- The patients
prominent limits into
show
features. account.
awareness of
-Mobility - Recognize potential
impairment; safety threats and
due to the measures; to complies with
damage brain, avoid safety
balance and accidents and instructions.
fine motor skill is falls.
usually
affected.
KING GOMEZ
BSN1-MAIN1
HES 008-HEALTH
EDUCATION

-Cognitive - To increase - With 30 Minutes. - Competency

impairment; patients’ appropriate is evaluated by
Demonstration
include strength and form and watching how
and Return
difficulties with range of technique, the exercises are
Demonstration
executive motion, learn patient can performed and
functioning, stretches and perform the how devices
memory, and exercises. exercises as are used.
attention and demonstrated.
- Recognize the
concentration.
proper use of
assistive
technology - The patient
such can use
wheelchairs, assistive
glasses, or
technology on
hearing aids.
their own for
activities and
movement.
 KING GOMEZ
BSN1-MAIN1
HES 008-HEALTH
EDUCATION

- Sleep Role play - Develop - The patient 15 Minutes - Based on the

disturbances; problem-solving can act out patient's
include techniques; to typical TBI capacity to use
excessive handle management newly acquired
daytime everyday and techniques in
drowsiness and obstacles such communication role-playing
insomnia. as voiding, settings. situations,
defecating, competency is
etc. - In role-playing evaluated.
exercises, the
- Acquire patient exhibits
proficient advocacy and
communication assertiveness.
techniques; to
engage with -Patients are
healthcare able to apply
providers and different
carers. techniques that
are taught.

RESOURCES AND REFERENCES:

- Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (3rd ed). John
Wiley & Sons. Retrieved from https://accessiblecampus.ca/

- Bateman, B. D. (2017). Individual education programs for children with disabilities. In handbook of special
education (pp. 87-104).

- Routledge, Taylor and Francis Group Boch, F., & Piolat, A. (2005). Note taking and learning a summary of
research. The WAK journal, 16, 101-113, https://doi: 10.37514/WAC-J.2005.16.1.08