Community Experience
🎤 Nurse Feedback and Empathy Map
Gather and organize original data
Develop an inquiry plan
Engage and critique perspectives
Identify an issue or design challenge
HS-ETS1-1
Plan an investigation or test a design individually and c...
Evaluate competing design solutions to a real-world probl...
Compare and evaluate competing arguments or design soluti...
Product
Core Content
Community Partners
Essential Question
Critique and Revision
Submission Required
Teams conduct or analyze a live or recorded clinic-partner Q&A, capturing direct quotes, recurring problems, and unmet needs related to infection control in shared spaces. They convert notes into an empathy map and user-needs cluster board with categories such as says, does, thinks, feels, barriers, and access needs. Students end by drafting a first problem statement grounded in user evidence rather than solution ideas.
Plan day
Day 5
Duration
80 min
Grouping
Small Group
Steps
8 steps
Lesson plan
8 steps · 80 min| # | What teachers do |
|---|---|
| 1 | Launch the session by revisiting the team’s Black Death/outbreak evidence from the previous activity, naming today’s goal: collect user evidence from a clinic partner and turn it into an empathy map and first problem statement. Preview the note-taking categories: says, does, thinks, feels, barriers, access needs, and historical connections. (8 min) |
| 2 | Set up active listening roles before the Q&A. Assign each team member a focus such as direct quotes, infection-control tools/procedures, user barriers, language-access needs, or historical parallels. Review how to separate observed evidence from assumptions and how to tally recurring issues. (7 min) |
| 3 | Conduct the live nurse/clinic partner Q&A or play the recorded interview. Pause at planned moments for teams to capture exact quotes, note repeated concerns in shared spaces, identify communication challenges, and mark where present-day issues connect to patterns already studied in the Black Death comparison. (20 min) |
| 4 | Have teams consolidate notes into one evidence set. Students compare notes, confirm the most accurate quotes, count repeated needs or barriers, and sort evidence into categories for empathy mapping. Require teams to mark at least one technology/procedure that works, one that falls short, and one language-access issue. (10 min) |
| 5 | Teams build an empathy map and user-needs cluster board on chart paper or a shared board. They place evidence into says, does, thinks, feels, barriers, and access needs, then cluster repeated issues into themes such as sanitation, crowding, compliance, trust, translation, or feasibility in shared public spaces. (15 min) |
| 6 | Teams draft a first problem statement using only user and source evidence. The statement must identify the user/group, context, core infection-control challenge, barriers, and access needs without naming a solution. Teams add 2–3 supporting pieces of evidence and one brief connection to a historical pattern from the Black Death study. (8 min) |
| 7 | Run a quick gallery walk for critique and revision. Teams post their empathy maps and draft problem statements, rotate, and leave response cards focused on strength of evidence, clarity of user needs, missing perspectives, and whether the statement avoids jumping to solutions. (7 min) |
| 8 | Close with teams reviewing the response cards and listing two targeted revisions to complete next class before the evidence board gallery walk. Collect materials and exit slips naming the strongest user need and one remaining question for the clinic partner or research team. (5 min) |
Preparation (10 items)
- Confirm the live visit or secure the recorded Q&A from the nurse, epidemiologist, or infection-control specialist; test audio, video, captions, and projection before class.
- Prepare a structured note-catcher with sections for direct quotes, observed problems, infection-control tools/procedures, barriers, access needs, historical parallels, and recurring issue tallies.
- Create empathy map templates labeled says, does, thinks, feels, barriers, and access needs on chart paper or digital collaboration boards for each team.
- Prepare response cards for the gallery walk with prompts about evidence strength, user-centeredness, missing perspectives, language accessibility, and whether the problem statement avoids proposing a solution.
- Select or pre-mark 3–4 pause points in the Q&A where students can capture notes and clarify vocabulary without losing momentum.
- Post sentence frames for problem statements and discussion, including multilingual supports such as key infection-control vocabulary in English and Spanish.
- Gather sticky notes, markers, timers, clipboards, and wall space for posting empathy maps and cluster boards.
- Prepare a visible model or exemplar showing the difference between a quote, an inference, a barrier, and a solution idea.
- Organize teams in advance with assigned discussion roles to support equitable participation, including a quote catcher, tally keeper, mapper, and discussion facilitator.
- Review prior student evidence from the Black Death and modern outbreak research so you can prompt accurate historical connections during discussion.
Student-facing instructions
You will listen to a clinic partner Q&A and turn real user evidence into an empathy map and a first problem statement. Bring your prior outbreak comparison notes, your note-catcher, and your team materials. First, you will take notes in a specific role, such as capturing direct quotes, tallying repeated barriers, identifying infection-control tools, or tracking language-access needs. As you listen, write exact quotes when possible and separate what the speaker actually said from your own assumptions. After the Q&A, you will combine your notes with your team, sort the evidence into the empathy map categories, and cluster repeated needs and barriers. Your team will then draft a problem statement that names the user, the setting, the infection-control challenge, and the barriers or access needs, but does not propose a solution yet. You will post your work for a short gallery walk, leave response cards for other teams, and identify two revisions to make next class.