there can be many pathways to the same goal.

Make your policies clear.

I have learned that there should be a plan B if instruction is not well received by the students.

Grading can be very complex. As the clinical instructor, it seems a little more straightforward. Either the student can perform the skill, verbalize understanding of concepts/medications . . . or not. I like to pose questions that allow the student to elaborate on what steps they would take to problem solve or take care of a patient. I know what key points I expect them to touch on and give the points that way. 

I think it's very important to know the baseline of knowledge the students are coming in with. Many of the nursing students are MAs or CNAs and have a lot of medical terminology and basic patient care experience. While others have none and need more of the basics and fundamentals to be on par with those peers.

I also like the idea of switching to a new activity if the attention of the class begins to wander. 

A common mistake that new instructors make is to create a point scale that includes points for extra credit, which means in reality that in order for the students to earn the maximum points they really have to earn the extra points to stay within the point category of the grade they are aiming for. 

As the class manager you need to have a plan B available at all times. 

Use no more than 10 slides for 20 minutes with a font at no less than 30 points. This rule will help your PowerPoint presentations to be effective and well received by your students.

Being enthusiastic about your job shows your students how much you value your profession and your achievements.

I have learned from this module that objectives should be based on standards and should be specific, measurable and clear for the students and instructors.