We’ve all been there: a student misses a full day of theory, or even worse, an 8-hour theory/lab day combo. You’re already stretched thin trying to keep up with the program schedule, and now you’re scrambling to find time to help them make up the material. It’s frustrating, isn’t it?
As instructors, we know that make-up time needs to mirror the time missed and ensure the objectives are met. But let’s be real—adding hours of make-up instruction into an already-packed schedule can feel impossible.
The good news?
You don’t have to shoulder the entire burden. By using creative, student-driven assignments, you can take the pressure off yourself and put the responsibility back where it belongs—with the student.
Here are 10 smart and effective ways to make up theory hours without eating into your already-limited time.
Caveat…These suggestions work along side printed or emailed slide shows but can certainly work with book chapters as well.
1. Guided Notes Worksheet
OK so here you will have to do some work up front, but soooooooo worth it on the back end.
Provide students with a fill-in-the-blank worksheet that follows the PowerPoint slides/text chapter for the missed unit. As they review the presentation, they complete the worksheet. It’s a simple way to ensure they’re actively engaging with the material.
2. Slide/text Summaries
Have students write a summary for each PowerPoint slide/chapter section in the text. One or two sentences per slide/chapter section will encourage them to focus on key concepts and retain what they’ve learned.
3. Create Quiz Questions
Students write (hand write…because of copying and pasting) 10-15 multiple-choice questions based on the PowerPoint/text chapter content. Ask them to include correct answers and explanations. Not only does this reinforce their understanding, but you might end up with new review questions for the class!
4. Key Terms Flashcards
Assign students to create flashcards for the key terms in the unit, like abbreviations, vital sign ranges, or stages of grief. They can make them physically or digitally (Quizlet is a great tool).
5. Scenario Applications
Provide a few scenarios based on the day’s topic, such as infection control or resident rights. Students write out how they would handle each situation, applying what they learned from the PowerPoint/text chapter. Again…a little work up front.
6. Recorded Lectures or Videos
Those of us who taught during Covid are having flashbacks…but hear me out. Once you record the theory lesson for each unit…save them in a file and you can use them in subsequent classes.
To ensure accountability, include a short quiz or summary right in the video, or even better, at different points in the video, where they answer the questions as they are watching your lecture.
It’s a beautiful thing.
7. Illustrated Diagrams
Have students create diagrams to explain processes or systems discussed in the lesson. For example, they could draw and label the chain of infection or illustrate how to take a blood pressure reading step by step. They do not have to be artists to do this.
8. Reflection Journal
Ask students to reflect on how the material applies to real-life situations in healthcare. For example: “Why is documenting vital signs accurately so important?” or “How would you handle a resident expressing fear about dying?”
These higher level thinking questions will show if the student grasped the concepts.
9. Workbook Assignments
All of my students complete workbook units regardless but if yours don’t, have a purchased set on hand just for make-up time. They usually come with the ability to tear out the pages you want.
Use the workbook exercises related to the missed unit. These are often straightforward and align well with your objectives, making them an easy option for make-up time.
10. Teach-Back Presentations
Have the students record themselves “teaching” the missed lesson. They can email the recorded presentation to you for review.
The Best Part?
These assignments don’t just save you time—they ensure the student is taking responsibility for their own learning. They’re actively engaging with the content, reinforcing key concepts, and preparing themselves for clinical practice.
I recommend using a combination of these strategies with each make up assignment just to mix things up.
So next time a student needs make up time, take a deep breath. With these strategies in your toolkit, you can feel confident they’re getting what they need—without derailing your schedule.
Got more ideas? I’d love to hear how you handle make-up time in your Nurse Aide program. Let’s make this challenge a little easier together!
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