TEACH FOR NURSES LESSON PLAN
Chapter 15: Eyes
CHAPTER OBJECTIVES
1. Identify the external anatomic features of the eye.
2. Describe the internal anatomy of the eye.
3. Name the functions of the ciliary body, the pupil, and the iris.
4. Describe the compartments of the eye.
STUDENT RESOURCES
understand
• Textbook Chapter 15
• Sherpath for Medical-Surgical Nursing*
• Animations (Evolve website)
• Answer Keys: Study Guide & Lab Manual
15-2
apply
• Case Studies (Evolve)
• Elsevier Adaptive Quizzing*
synthesize
• SimChart*
• Simulation Learning System*
INSTRUCTOR RESOURCES
before class
• Nursing Curriculum Standards (below)
in class
• Image Collection (Evolve)
• PowerPoint Presentations (Evolve)
after class
• Test Bank (Evolve)
• HESI Practice Tests*
* Sold separately from textbook.
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
STRUCTURE AND
FUNCTION
Bring in an eye anatomy
model and diagram to
• Activity: Obtain a diagram of the eye and optic nerve and have students label the structures.
• Small Group Activity: Have a small group of students give a PowerPoint presentation comparing an
15-3
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
DEVELOPMENTAL
COMPETENCE
explain why only two of
them are accessible to
examination.
Demonstrate the papillary
light reflex and explain
direct and consensual
reflexes, fixation, and
accommodation.
Put together a chart
showing vision
development, from
peripheral vision and lack
15-4
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
preventive measures one
can take to slow these
effects.
palpebral fissures.
SUBJECTIVE DATA
to help with dry eyes.
Review the questions
important in an eye exam.
Discuss medications that
may affect the eyes.
• Activity: Observe and assist as class members practice, one on one, asking questions to collect data
for an eye examination.
members use the
OBJECTIVE DATA
TEST CENTRAL VISUAL
ACUITY
TEST VISUAL FIELDS
Bring in the Snellen eye
chart and with the help of
a volunteer, demonstrate
the techniques and
equipment needed for an
exam. Discuss both normal
and abnormal findings.
• Discussion Topic: Discuss ways of grossly checking visual acuity in a bedridden patient or in a patient
who cannot read.
• Activity: Have students practice using the Snellen eye chart on each other—if possible, have those
who wear glasses or contacts read the charts with and without their corrective lenses and compare
the results.
• Activity: Have students compare and contrast myopia and hyperopia and the use of corrective
lenses.
15-5
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
handheld Jaeger card to
demonstrate how to test
for near vision.
Discuss the six positions of
gaze and explain how an
abnormal response can
indicate extraocular
muscle (EOM).
During your
demonstration, emphasize
observing a person’s
movements and facial
15-6
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
Have an optometrist or
ophthalmologist come to
the class to discuss various
aspects of health
promotion and the eyes.
INSPECT ANTERIOR
EYEBALL STRUCTURES
and abnormal vessels.
Darken the room and
demonstrate the papillary
light reflex on a volunteer.
Bring in several
ophthalmoscopes so that
the students can practice
with them and become
comfortable with their
use. Demonstrate the use
of the ophthalmoscope
• Discussion Topic: How do you make children more comfortable with the eye examination?
• Discussion Topic: Have students discuss the environmental effects on eye health.
• Online Activity: Have students go online and take a color blindness test.
15-7
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
Show pictures of a normal
macula and of several
IN-CLASS/ONLINE CASE STUDY
C.K. Is a 76-year-old woman who presents to the family practice with complaints of difficulty seeing at night, especially when driving. The patient
was last seen by the ophthalmologist 6 months ago and needs a referral to be seen by the specialist. The patient has hypertension and diabetes,
both managed with medications. She has no complaints of pain at this time. Vital signs are T 97.5, P 68, R 16, and BP 120/60.
1. What subjective information should the nurse obtain?
Answer: The nurse should ask the patient about difficulty seeing or blurring. Other questions include the following: Any blind spots? Did the
2. The nurse is assessing the internal anatomy of the eye. What are the physical features?
15-8
3. The nurse is assessing the patient’s eyes through the ophthalmoscope. What structures can be viewed through the scope?
4. What are some possible causes of decreased visual functioning in older adults?
Answer: Cataract formation, or lens opacity, can be expected by age 70 years. Glaucoma or increased ocular pressure increases with age.
break down and degenerate.
5. What is the most likely cause of this patient’s night blindness?
15-9
NURSING CURRICULUM STANDARDS
QSEN/NLN COMPETENCIES
• Patient-Centered Care/Human Flourishing
o Subjective Data
o Eversion of the Upper Lid
• Teamwork and Collaboration/Professional Identity
o Subjective Data
NURSING CONCEPTS
The following conceptual themes and specific concepts match those presented in Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.).
St. Louis: Elsevier. The specific exemplars chosen and listed below for each concept have been tailored specifically to correspond to the Jarvis
textbook.
BSN ESSENTIALS
• Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
o Subjective Data
o Snellen Eye Chart
o Iris and Pupil
15–10
• Essential IX: Baccalaureate Generalist Nursing Practice
ANSWERS TO QUESTIONS IN THE STUDY GUIDE
Note: Answers to these questions can be found on Evolve site. Click here.