TEACH FOR NURSES LESSON PLAN
Chapter 31: The Pregnant Woman
CHAPTER OBJECTIVES
1. Discuss pregnancy and the endocrine placenta.
2. Differentiate the three types of signs and symptoms of pregnancy.
STUDENT RESOURCES
understand
• Textbook Chapter 31
• Sherpath for Medical-Surgical Nursing*
• Animations (Evolve website)
• Answer Keys: Study Guide & Lab Manual
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apply
• Case Studies (Evolve)
• Elsevier Adaptive Quizzing*
INSTRUCTOR RESOURCES
before class
• Nursing Curriculum Standards (below)
in class
• PowerPoint Presentations (Evolve)
• Image Collection (Evolve)
* Sold separately from textbook.
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
STRUCTURE AND
FUNCTION
THE ENDOCRINE
PLACENTA
Discuss the progression
from fertilization to the
time when the placenta
begins to support the
pregnancy. Explain the
• Activity: Have students attend a prenatal class.
• Activity: Assign students to rotate through a perinatal clinic with a practitioner. This assignment
should include a prenatal and a postnatal home visit. Have students design a teaching plan for each
patient.
• Activity: Have students observe a fetal ultrasound evaluation, either in person or by watching a
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
Second Trimester
Third Trimester
CULTURE AND GENETICS
Opioid Epidemic and
Pregnancy
pregnancy. Ask for student
input about signs or
symptoms they
experienced.
Compare the differences in
physiology in the first and
second trimesters. Explain
why women with
periodontal disease are at
risk for preterm delivery.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
to speak in class about her
experience.
SUBJECTIVE DATA
OBJECTIVE DATA
GENERAL SURVEY
LUNGS
PERIPHERAL
VASCULATURE
NEUROLOGIC
Review the examination
questions, focusing on the
medical history and
current medications that
may affect fetuses.
Discuss the importance of
determining the patient’s
attitude to assess for
acceptance of the
pregnancy, among other
things.
• Online Activity: Have students search online for suggestions for patients concerning dental care
during pregnancy.
• Discussion Topic: Have students discuss their experience with family and friends and their attitudes
upon learning about a new pregnancy. Discuss whether the attitude changed as the pregnancy
progressed.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
LEOPOLD MANEUVERS
AUSCULTATE THE FETAL
HEART TONES
Bimanual Examination
BLOOD PRESSURE
ROUTINE LABORATORY
AND RADIOLOGIC
IMAGING STUDIES
breasts and that breast
self-examinations are still
necessary during
pregnancy.
On the aforementioned
volunteer, demonstrate
Leopold maneuvers after
discussing the terminology
in the section.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
for the appearance of the
cervix in each picture.
Bring in an avocado and a
grapefruit to help the
students understand what
IN-CLASS/ONLINE CASE STUDY
Anna is a 29-year-old G2P1 who has just had a 20-week routine anatomy ultrasound. The doctor informed her that there were some “soft
markers” for Down syndrome and that genetic amniocentesis is available if she wants to have it.
1. Anna asks whether the ultrasound shows that the fetus has Down syndrome. How can the nurse explain the soft markers for Down
syndrome?
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2. What counseling should Anna receive about amniocentesis?
3. Anna decided to go home and discuss the findings with her family. She ultimately decided to have genetic amniocentesis and is back today
for that appointment. What are the nursing implications of genetic amniocentesis?
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Rationale: The benefits and risks of amniocentesis should be reviewed again before the procedure. Informed consent must be given before the
4. The results of the amniocentesis show trisomy 21. After genetic counseling, Anna chooses to continue the pregnancy. How can the nurse
help Anna at this time in her pregnancy?
Answer
Rationale: The decision to keep a pregnancy with a fetus with Down syndrome may be supported wholeheartedly by some families and
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NURSING CURRICULUM STANDARDS
QSEN/NLN COMPETENCIES
• Patient-Centered Care/Human Flourishing
o Culture and Genetics
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.
A full Concept-Based Curriculum Map covering the entire book can be found in the “Download by Resource Type” folder on Evolve.
THEME: Sexuality and Reproduction
Concept: Reproduction
BSN ESSENTIALS
• Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
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o Culture and Genetics
ANSWERS TO QUESTIONS IN THE STUDY GUIDE
Note: Answers to these questions can be found on Evolve site. Click here.