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Nursing assignment to teach a patient how to use subcutaneous insulin syringe


Task: Can you teach a patient how to use subcutaneous insulin syringe by framing and filling a nursing assignment template?


Learning program for nursing assignment


Session title

Teaching a patient how to use subcutaneous insulin syringe.




The time can be any of the time within a day. However, for educating the patient through the nursing assignment, the most suitable time could be the first hour of the morning. However, while giving education the assessor might ask the patient about their convenient time.


45-60 minutes


The venue mentioned in the nursing assignment template could vary from the hospital environment or home settings. For educating the patient it is important to maintain a calm environment.By reducing the noise and maintaining a calm and quite environment while filling the  nursing assignment template the educator might able to educate the patient more effectively as a calm environment would help the patient to listen the content and understand deeply (Trief et al., 2016).

Venue set up requirements

The venue which has been selected for patient education in the nursing assignment must contain adequate supply of light, air and oxygen. The venue might contain table, chair or even bed for the patient. It might contain projector, screen, laptop and the product such as injection syringe and insulin solution.


Participant description

The participant who attendsthe lesson in the nursing assignment is named as patient X, who is female and 52 years old. She is working as an accountant in a local firm and her physical activity is very less and the diet plan is unhealthy. The sugar level in the blood is very high which require an insulin administration now.

Participant numbers

In this education the participant is single. It has been seen that when it comes to educating a specific patient basis a nursing assignment, two to three rounds of individual instruction are most beneficial, depending on the patient's needs (Paterick et al., 2017).One-on-one education has often been the mode of delivery for health education in the past. Education in groups has become increasingly popular, particularly for the purpose of instructing those who suffer from specific illnesses, such as diabetes. In order for diabetic group education to be effective, it requires a number of patients to cooperate with one another in order to reach the overarching educational objective of empowerment (Lawal & Lawal, 2016).


Prerequisite knowledge or skills

Before conducting the patient education in the form of nursing assignment, the patient X had very little knowledge, however, after implementing the patient education the patient acquired a satisfactory knowledge and skills to inject the insulin.


Resources required

The resource that can be used are chair, table, bed, pen, pencil or sheet. A projector and laptop can also be very useful. For improving the practical experience syringe and solution may also be used.

Aim of the session (one)

The objective of the session is to educate the patient how to inject the insulin syringe and target to help her in achieving the best outcome and optimal skill to self-administer the insulin injection.


Learning outcomes (three)

LO1: The patient will be able to describe the pathophysiological facts associated with type 2 diabetes and effect of insulin therapy on the patient.

LO2: Mechanism of action of insulin on the increased blood sugar level.

LO3: How to use the subcutaneous insulin syringe in accordance with the provided step by step instructions.







Time allocation


Rationale supported by literature

Ice breaker activity

2 mins

Helping the patient to introduce herself and knowing about the personal and clinical details of the patient in the nursing assignment.

The rationale behind choosing ice breaker activity in the nursing assignment is to helping the patent to open up and break the hesitation.  Moreover, this assists the patients or learners to relax and share their concerns or ideas more freely (Ross,Tod & Clarke, 2015).

Assess prior knowledge

5-10 minutes

Assisting the patient to state her knowledge about diabetes and her knowledge about insulin administration.

By assessing the prior knowledge through the nursing assignment, the educator might able to know from which point the education need to be started and might able to know the motivation of the learner.


Time allowed for learning activity in 60-minute session

Content (Outline content to be covered)

Learning activity

Rationale supporting chosen teaching and learning activity to meet ILOs evidenced by literature

Physical resources required

15 minutes

Describing the pathophysiology and associated facts of diabetes and describing insulin administration.

1. The pathophysiology and the signs-symptoms and causes can be illustrated in the nursing assignment to the patient with the help of PowerPoint presentation and using the laptop and projection screen. The slides can be showed to the patient which would contain the necessary and relevant information.                                                        

Understanding of advanced pathophysiology gives patients the ability to evaluate their own health state in a complete manner and recognise the early stages of the disease. This allows patients to take an active role in their own healthcare. They are also able to spot the indicators of the advancement of the sickness and intervene in a timely way while maintaining sensitivity to the cultural norms of the community (Elgazzar,2015).

On the other hand, if a patient is aware of the risk factors, causes, and indicators of their condition, they may be able to identify solutions in the nursing assignment to avoid future health issues. In addition to that, it can prevent the patients from becoming anxious over improbable dangers (Budreviciute, 2020). Both the patient and the treating physician should be aware of the potential downsides and upsides of any medical procedure before making any decisions.

Projector, Screen, Laptop, Table Chair and the audio system, pointer, pen or paper.

15 minutes

Creating a short narration and assessing the understanding and knowledge of the learner about diabetes and insulin effect.

2. Writing activity in the form of a narration, comprising of a maximum of 200 words and describing an experience that the learner has had with high blood sugar.

The integration of information-based social cognitive information with knowledge gained via experience learning is made possible by domains of affective learning. Education is strongly founded in the model of transferring knowledge to pupils in the form of nursing assignment in the hopes that they will remember it, and the purpose of teaching has traditionally centred on the cognitive domain approach as its primary point of attention. Despite this, the growing affective domain approach has promoted learning to be based on emotional, experiential, and behavioural elements of learning (Wu et al., 2019).Narratives have the ability to both promote creativity and attention, which ultimately increases the amount of cognitive domain information that is retained. Students may have an easier time incorporating facts in their nursing assignments into their stories and bridging the gap between skill and understanding if they have someone to aid them with their narrative writing.

Pencil or Pen and Paper.

10 minutes

Demonstrate the use of insulin syringe subcutaneously.

3. By conducting the practical demonstration and helping the patient in acquiring the skill from fast to last and getting a handful experience before starting in regular basis.

The psychomotor domain is concerned with the kinaesthetic components of acquiring information or skills through more pragmatic techniques, such as through movement, coordination, as well as repeated practise. People who have diabetes (a condition where the body does not make insulin that increase the sugar in the blood) need insulin therapy to control their blood sugar. Furthermore, hands-on experience or a practical demonstration in the nursing assignment would help the patient understand more clearly and help them understand that human insulin is used to control blood sugar more effectively (Munshi et al., 2016).

Insulin, syringe, and instruction paper.




Rationale for using activities to conclude the session evidenced by literature

10 mins

learning content and outcomes as well as queries and comments generated by students regarding the learning material.

Facilitator: the facilitator might take note of the session and follow all the possible procedures required to carry out the patient education session in the nursing assignment. Moreover, the facilitator must ensure that the learner understands the lesson (Pritchard, 2017).


Learner: It is essential to follow the person-centered or person-focused model in which the learner must be focused by the educator and guide her to understand all the materials and take feedback mentioned in the nursing assignment from the learner.


Assessment of learning outcomes



Rationale for using nursing assignment task and alignment to ILOs evidenced by literature

10 mins

Setting up a bunch of question about the education session and feedback session.

By using a question set the answer might able to know the understanding level of the patient or the learner and how much they have gained the skill from the education that have given to them. Moreover, a practical hand on nursing assignment can also be done by using the series and injecting subcutaneous which will help education to know how much psycho motor ability the patient has acquired (Munshi et al., 2016).


Budreviciute, A., Damiati, S., Sabir, D. K., Onder, K., Schuller-Goetzburg, P., Plakys, G., ... &Kodzius, R. (2020). Management and prevention strategies for non-communicable diseases (NCDs) and their risk factors in nursing assignment. Frontiers in public health, 788. Elgazzar, A. H. (2015). Pathophysiology: General Principles. In The Pathophysiologic Basis of Nuclear Medicine (pp. 1-9). Springer, Cham. DOI: 10.1007/978-3-319-06112-2_1

Lawal, M., & Lawal, F. (2016). Individual versus group diabetes education: assessing the evidence. Journal of Diabetes Nursing, 20(7), 247-250.

Munshi, M. N., Florez, H., Huang, E. S., Kalyani, R. R., Mupanomunda, M., Pandya, N., ... & Haas, L. B. (2016). Management of diabetes in long-term care and skilled nursing assignment facilities: a position statement of the American Diabetes Association. Diabetes care, 39(2), 308-318.

Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Proceedings (Baylor University. Medical Center), 30(1), 112–113. Perrott, E. (2014). Effective teaching: A practical guide to improving your teaching. Routledge. Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.

Ross, H., Tod, A. M., & Clarke, A. (2015). Understanding and achieving personcentred care: the nurse perspective. Journal of clinical nursing, 24(9-10), 1223-1233.

Trief, P. M., Cibula, D., Rodriguez, E., Akel, B., & Weinstock, R. S. (2016). Incorrect Insulin Administration: A Problem That Warrants Attention. Clinical diabetes : a publication of the American Diabetes Association, 34(1), 25–33. Wu, W. H., Kao, H. Y., Wu, S. H., & Wei, C. W. (2019). Development and evaluation of affective domain in the nursing assignment using student’s feedback in entrepreneurial Massive Open Online Courses. Frontiers in psychology, 10, 1109.


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