AKAL COLLEGE OF NURSING, BARU SAHIB

SUBJECT: - NURSING EDUCATION

MICRO-TEACHING

ON

“EPISTAXIS”
SUBMITTED TO: SUBMITTED BY:

MS. MANISHA SEHGAL SMRITI

ASSISTANT PROFESSOR [Link]. NURSING 1st YEAR

(MENTAL HEALTH NURSING) BS23MNS007

SUBMITTED ON: 26TH OF APRIL, 2024

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 IDENTIFICATION DATA
Name of the Student Teacher : Ms. Smriti

Name of Evaluator : Ms. Manisha Sehgal

Subject : Nursing Education

Topic : Epistaxis

Date : 26th of April, 2024

Time of Teaching : 12 pm

Language : English, Hindi

Method of Teaching : Lecture cum discussion method

Duration : 15 minutes

AV-Aids : Power Point Presentation, Blackboard

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GENERAL OBJECTIVE:-

At the end of the teaching, students will be able to acquire in- depth knowledge regarding epistaxis.
SPECIFIC OBJECTIVE:-

At the end of the teaching, students will be able to:

 define Epistaxis
 enlist the types of Epistaxis

 explain the causes of Epistaxis

 discuss about the risk factors of Epistaxis

 explain the pathophysiology of Epistaxis

 enlist the clinical manifestation of Epistaxis

 enlist the diagnostic evaluation of Epistaxis

 explain the management of Epistaxis

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 [Link]. Specific Time Content Teaching learning AV Aids Evaluation
objectives activity
1. To introduce 0.5 min SELF INTRODUCTION Good morning Introducing Introduced
self ma’am myself Smriti student of [Link]. nursing first
year going to present my topic on Epistaxis.
2. To define the 1 min DEFINITION What do you
epistaxis Epistaxis or nose bleeding is caused by rupture of mean by

tiny vessels in mucous membrane of any area of epistaxis?

nose. Power point

3. To explain the 3 min Lecture cum Enlist the
TYPES presentation
types of discussion method types of
There are two main types and later is more serious
epistaxis epistaxis.
than other.
1. ANTERIOR EPISTAXIS OR
NOSEBLEED :-
Anterior epistaxis or nosebleed starts in front of the
nose on nasal septum. Capillaries and small blood
vessels in this front area of the nose are fragile and
can easily break and bleed.
2. POSTERIOR EPISTAXIS OR
NOSEBLEED :-
Posterior epistaxis or nosebleed occurs deep inside
the nose. This nosebleed is caused by bleed in larger
blood vessels in the back part of the nose near the

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 throat. This can be more serious nosebleed than
4. To explain the 2 min anterior nosebleed. What are the
etiology of ETIOLOGY causes of
epistaxis LOCAL: epistaxis?

1. Inflammatory: Chronic sinusitis Handouts

2. Environment irritants
STRUCTURAL:
Septal deviation or perforation.
TRAUMATIC:
1. Nasal fracture Lecture cum

2. Foreign body discussion method

3. Topical medications e.g. intranasal steroids

5. To enlist the 2 min 4. Tumors and vascular malformations Enlist the risk
risk factors of RISK FACTORS factors of
epistaxis epistaxis.
1. Dry air, colds, and allergies make children
more prone to nosebleed.
2. Adults between 45 and 65.
Power point
3. Adults on anticoagulants therapy
presentation
4. Deficiency of vitamin K
5. During pregnancy, blood vessels in the nose
expand which puts more pressure on the
delicate blood vessels in the lining of the
nose.
To explain the Explain the
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6. pathophysiology pathophsilogy
of epistaxis 2 min PATHOPHYSIOLOGY Chart of epistaxis

Due to any etiological factors

Allergic rhinitis and sinusitis

Increase pressure in the blood vessels

Tears in nasal mucosal lining, which contains small

blood vessels
To enlist the Lecture cum What are the
7. clinical 2min discussion method signs and
Then lead epistaxis
manifestation of Leaflets symptoms of
CLINICAL MANIFSTATION
epistaxis the epistaxis?
1. Dark or bright red bleeding from one or both
nostrils is the most common sign of
epistaxis.
2. Trouble in breathing, if blood clots block the
nostrils.
3. Headache
4. Confusion
5. Fainting
6. Dizziness
To describe the Explain the
7. Weakness
diagnostic diagnostic
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8. evaluation 2 min evaluation of
DIAGNOSTIC EVALUATION epistaxis?

1. Patient history collection

2. Physical examination
3. CBC, PT (Prothrombin time) tests are done Power point
To explain the to check blood coagulopathy. Describe the
presentation
management 4. CT may be done if a foreign body, a tumor management
9. or sinusitis is suspected. of epistaxis.
5 min MANAGEMENT
1. Make the patient sit quietly with the head up
Lecture cum
and inclined slightly forward to prevent
discussion method
blood from entering the pharynx and causing
aspiration or swallowing of blood.
2. Firm pressure should be maintained for at
least 5 to 10 minutes and it may be necessary
as long as 30 minutes to control bleeding.
3. Ice compression may be applied over the
nose. Power point
4. If the measures do not control bleeding, then presentation
locate the site of bleeding and perform the
following:
a) Nasal packing: Gauze, special nasal
sponges or foam or an inflatable latex

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 balloon is inserted into nose to create
pressure at the site of the bleed. The material
is often left in place for 24 to 48 hrs. before
being removed by a health care professional.
b) Cauterization: This procedure involves
applying silver nitrate or electrocautery to
seal the bleeding blood vessel. A local
Power point
anesthetic is sprayed in the nostril first to
presentation
numb the inside of nose.
c) Treat the underlying cause. For example: Lecture cum
foreign body removal. discussion method
d) Surgical repair of a broken nose or
To explain the correction of a deviated septum, if this is the
research article cause of the nosebleed.
10. 2 min RESEARCH ARTICLE
Epistaxis: The Demographics, Etiology,
Management, and Predictors of Outcome in Jos,
North-Central Nigeria
Study Design:
A retrospective chart review.
RESULT:
We managed 154 patients. Records of 92 patients
were retrievable aged between 1 and 85 years (Mean

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 = 37.7; standard deviation ± 16.2) with male to
female ratio of 2.3:1. Patients in the third decade
were the largest group. The most common cause
was idiopathic. Anterior nasal bleeding occurred in
51.1%, posterior nasal bleeding in 34.8%.
Conservative management was effective in 84.8%.
Etiological factors other than chronic liver disease
and otolaryngological malignancies showed
statistically significant association with good patient
To conclude the outcomes (P = 0.013, P = 0.044, and P = 0.026, Concluded
topic respectively). A mortality rate of 5.4% was
11. 1 min recorded. Concluding
CONCLUSION

Epistaxis is one of the common ENT emergencies

that present to the emergency room and primary
care. There are two types of epistaxis i.e anterior
and posterior epistaxis. The main symptoms of
epistaxis is nose bleeding, headache, fainting etc.

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 BIBLIOGRAPHY
BOOK REFERENCES:-
 Williams. L, Wilkins. Lippincott manual of nursing practice. 9th Edition. Wolters Kluwer Publishers; 2010, 1558-1561.
 Suddarth’s and Brunner, Textbook of Medical and surgical nursing. 2nd Edition. Wolters Kluwer Publishers; 2022, 1673-1682

 Chintamani. Lewis’s Medical Surgical Nursing. 7thed. New Delhi: Elsevier limited; 2010.

 Smeltzer CS. Bare B. Brunner & Suddarth’s Textbook of Medical Surgical Nursing. 10th ed. Philadelphia (PA): Lippincott Publishers; 2006

 Brunner & Suddhart’s. “Textbook of medical-surgical nursing”. 11th [Link] publishers.

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3. . Lecture cum Power
Discussion point
present-
ation

2 min Lecture cum

4 Discussion
.

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5. . 2 min Lecture Power
cum point
Discussion Present-
ation

6. Lecture Power
5 min cum point
Discussion present-
ation

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 

Lecture Power
cum Point
Discussion Present-
ation

7. 2 min
Lecture Power
cum point
Discussion Present-
ation

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

Lecture Power
cum point
Discussion Present-
ation

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 Power
Point
Present-
ation
Define
Clinical
Teaching
Method?
9. 1 min
Lecture Power
cum point
Discussion Present-
ation

What are the

purposes of
Clinical
Teaching
10. 2 min
Power Method. ?
point
Present-
ation

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11. To enlist the 2 min Lecture Power What are the

principles of cum point principles of

Discussion Present- Clinical
Clinical
ation
Teaching Teaching

Method. Method?

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  The espoused curriculum may not be the
curriculum in use.
 Quality is more important than quantity.
3 min STEPS:-
12. Lecture Power What are the
To discuss  Formulating objectives .
cum point
 Determining the student knowledge by conducting a steps of
about the discussion Present-
test. ation Clinical
steps of
 Planning the content for ward teaching depending Teaching
Clinical
on the student’s knowledge. Method?
Teaching
Method.  Organizing the programme.
 Implementing & evaluating the sessions.

METHODS:-
5 min  Bedside clinic:- It is a method of clinical teaching
To discuss Lecture Power
13. which is carried out by either the group visits the What are the
about the cum point
patient or the patient is brought to the conference Discussion Present- methods of
methods of
room in order to study problems associated with a ation Clinical
Clinical
particular disease or disorder. Teaching
Teaching
 Nursing rounds:- A tour of patient’s bedside area Method?
Method.
made by a small group of staff and students, not
more than 7 or 8 for the purpose of clinical learning
and instructional purpose.

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 Nursing shift reports:- Nursing care reports are
written or oral summary of the nursing actions taken
in relation to patient’s care
 Nursing care conferences:-“Nursing Care Lecture Power
Conference is defined as the process in which group cum point
Discussion Present-
discussion is made using problem solving
ation
techniques to determine the ways of providing care
for the patients to whom students are assigned as
part of their clinical experience”
 Demonstration:- Demonstration teaches by
“Exhibition & explanation” . It trains the students in
the art of careful observation .
 Nursing care studies:- Focuses on information and
facts about patient, the disease condition , social and
personal history and the application of this
knowledge in rendering nursing care.
 Process recording :- It is a written account or
verbatim recording of all that transpired during and
immediately following nurse-patient interaction.
 Laboratory method:- Laboratory is a part of
clinical teaching that offers students with the
opportunities to apply their theoretical knowledge or

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 previous learning into practice in a controlled
situation under guidance and supervision where
there is no client.
 Nursing assignment:- It is the part of learning
experiences where the students are assigned with
patient or other activities concerning to patient in
clinical laboratory.
 Field trip:- It’s a well organized trip from a usual
place for teaching purpose.
2 min CLINICAL LEARNING CYCLE:
14. Lecture Chart What is
To discuss cum Clinical
about the Discussion
Learning
Clinical
Cycle?
Learning
Cycle.

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 2 min ADVANTAGES:- Lecture Power What are the
15. To enlist the cum point advantages of
 The student nurse is getting an opportunity to
Discussion Present-
advantages of observe, analyze & make decision in nursing care. Clinical
ation
Clinical  Remembers the nursing measures for longer time Teaching
Teaching since directly they involved. Method?
Method.  Increases the learning ability.
 Increases interest to share ideas & Knowledge with
others for the benefit of the client.
 Permits comparison between reality and theory.
 Develop qualities of observation and decision
taking.
DISADVANTAGES:- What are the
Lecture Power
2 min  Require careful planning. cum point disadvantages
16. To enlist the Discussion Present- of clinical
 Time consuming
disadvantages ation Teaching
 Safety precautions are required
of Clinical Method?
 Conflict of opinion.
Teaching
 Expensive
Method.
 Cannot focus on one problem to teach.
 Difficulty in taking learning and service
simultaneously.

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 1 min CONCLUSION:- Lecture Power
17. To conclude cum point
Learning by doing is the most effective method of teaching.
Discussion Present-
the topic The laboratory of the nursing students is the clinical field. ation
The nursing students get the practical experience and skill
doing procedures by taking care of the patients. The nurse
manager manages and controls the practical field of nursing
students. The clinical teaching should well organized to
provide the needed experience to the students. The nurse
manager plays a dual role, she is aware of the practical
problems, and she should use each and every opportunity to
teach the nursing students.

1 min SUMMARY:- Lecture Power

18. To  Define Role Play cum point
summarize  Purposes of Role Play Discussion Present-
ation
the topic  Types of Role Play
 Principles of Role Play
 Steps of Role Play
 Advantages of Role Play
 Disadvantages of Role Play
 Define Clinical Teaching Method
 Purposes of Clinical Teaching Method

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  Principles of Clinical Teaching Method
 Steps of Clinical Teaching Method
 Methods of Clinical Teaching Method
 Clinical Learning Cycle
 Advantages of Clinical Teaching Method
 Disadvantages of Clinical Teaching Method

STUDENT ASSIGNMENT:-
19. What is the role of students and teachers in role play and
clinical teaching method?

RESEARCH ARTICLE:-
20.
ROLE- PLAY for medical students learning about
communication: Guidelines for maximizing benefits.

AUTHOR:- Debra Nestel And Tanya Tierney

Published on 2007
Conclusion:- This study explores students experiences with
the aim of producing guidelines for maximizing the benefits
of role play within this learning context. First year
undergraduate medical students participated in a role play
session as a part of their communication programme.

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Before and after , students filled the questionnaires. In the
Pre-session and post-session questionnaire, students were
asked about their experiences of role play and ask to
identify helpful and unhelpful events. 284 students
completed evaluation forms. Although 63(22.2%) had prior
unhelpful experiences, most students (n=274; 22.2%) found
this experience helpful.

Training Program for improving clinical teaching

knowledge as a competence of of clinical instructors.

AUTHOR:- Sally Shaapan Mallek,Wafaa Abd EI-

Azeem EI-Hosany
Published on April 16, 2020
Conclusion:-This study aimed to assess the effect of
training program on clinical teaching knowledge of the
clinical instructors at the faculty of nursing, suez canal
university. Convenient sampling was done in quasi-
experimental study design. The results shows that there was
statistical significant difference (p<0.01) between clinical
instructors in relation to their clinical teaching knowledge
throughout the phases of the program. Also, there were

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 statistically significant relations between clinical instructors
Characteristics of specialty and their knowledge level. The
clinical teaching knowledge of clinical instructors was
improved post and follow-up implementation of the
program compared to pre implementation of the program.

BIBLIOGRAPHY:-
21.
BOOK REFERENCES:
 [Link].B, Bhaskar N. Textbook of
Nursing Education. 2nd edition. Banglore: Emmess
Medical Publisher;2015.
 BasheerP, Shabeer, Textbook of Nursing Education.
1st [Link]: Emmess Medical Publisher;
2015.
 Neerja K.P “ Textbook of Communication And
Educational Technology For Nurses”, Publisher
Jaypee Brothers. Edition 1st .

INTERNET REFERENCE:
 [Link]
play-in-nursing-education
 [Link]

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 125366835
 [Link]
powerpoint-templates-ppt-slides-images-graphics-
and-themes
 [Link]
teaching-methods
 [Link]
teaching-methods-89732835
 [Link]
methods/
 [Link]
 [Link]

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