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3928NRS Clinical Teaching For Health Professionals

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3928NRS Clinical Teaching For Health Professionals

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3928NRS Clinical Teaching For Health Professionals

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Course Code: 3928NRS
University: Griffith University

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Country: Australia

Question: 

The aim of this assignment is for you to demonstrate an understanding of educational processes through the development of a teaching plan for a clinical education session.
 
For this task you need to write a teaching plan for a session to be delivered in the clinical setting to peers, students or patients, on a topic relevant to your workplace and role. You are required to provide a brief rationale for the teaching plan by linking your planned delivery of content and teaching strategies to educational theory and knowledge of learning styles.
 
In your teaching plan you need to include detail of:The target audience, number of participants and their level of education/understanding.The context/environment in which it will be delivered and any issues related to thatAcknowledgement of the learning theory applied/underpinning the sessionChoice of teaching strategy or strategies to be employed in the content deliveryConsideration of teacher activities during delivery of the sessionHow students will be prepared for the sessionMethods of evaluating the session 
You should provide a brief rationale for each of these that should be supported by relevant learning and teaching reference material applicable to educating health professional education.

Answer: 

Introduction:
Over the past, our country and especially in Singapore, we had very few cases of obesity as the common ones were either hereditary or poor eating habits as well as planning (Yin, 2014). However, nowadays the issue of obesity has been a national disaster and even causing a major health problem to the persons living in both the developing and developed nations (Dorajoo, et al., 2017). Major reasons that contributed to this trend have been recorded including addition of sugars in foods, reluctance in daily exercise and the staying at someone’s comfort zone. Thus, it is a key factor to teach the affected as well the infected by the obesity condition on how well they can manage their health and reduce becoming fatter over time.
The learning outcomes
The learning objective of this teaching plan is to ensure that both the infected and affected members of the society, specifically in my working area, can identify the foods that cause obesity, the basic types of obesity, effects of obesity (Phelan, Burgess, Yeazel, Hellerstedct, Griffin, & van Ryn, 2015), and the diagnosis as well as the treatment that can be issued to the persons suffering from this condition (Nabavi, Russo, & Nabavi, 2015). In summary, the learners must know how to prevent themselves from suffering from this ailment as well as taking good care of themselves if they already suffer from the disease.
The context of the learning
As I am working on a full-time schedule work in the Singapore hospital, the best location for delivering this kind of teaching and/or learning will be in the wards or specific patients’ sections or rooms where we can cooperate effectively. Since some of my patients value their privacy of not sharing their health conditions with the public, having a lecture or class presentation will not work as expected. As a result, it will be the most favorable I hold these teaching sessions privately with the patients when administering medical care to them and at their free time as well.
Applicable learning theories
Different persons have different learning capabilities as we all have diverse levels of intelligence quotient. Hence, it will be unfavorable to use one kind of motivation to all persons as to some, it may work out very well while to others it may just be boring. The following are the learning theories that I will put into work for different patients.
Humanistic and adult learning theory, in simple terms, analyzes how the grown up people learn new concepts and facilitates the tutor in understanding the best learning aspects that motivates the learners (Merriam, 2015). Through this theory, I, as the tutor, will have the benefits of identifying what I should concentrate on for different patients that I teach. For instance, this theory will aid me in finding out the most relevant information required for the immediate need by the patients. For instance, the person infected with obesity will need an immediate education on how to cope up with the ailment as well as the information on taking care of him/herself. On the other hand, the ones affected by the ailment need slow teaching strategy that will help them avoid the ailment. In addition, the learning theory will effectively aid in teaching that leaning is voluntary and active, that adults are self-controlled, self-centered, and self-directed, and acquire prompt feedback.
In addition to the above, I will still utilize the Maslow’s Hierarchy of Needs learning theory aids in the timely identification of the needs of the patient (Baqatayan, Ariffin, & Raji, 2015). For instance, a person who is too fat may not be in need of sitting down and listening to my inspirational teaching but rather be focused on the ways that may reduce the body size. In other times, the best option that may aid in helping the patient recognize the best thing that he/she needs at the current time may be the best factor before employing the theory. According to Maslow, people have different levels of needs as categorized in the following diagram.
                                                   
From the figure, it is easier to know what the patient needs the most and/or what is needed now. From the top-most row, the self-esteem aspect that I will need to focus on include the likes of creativity, morality, facts acceptance, spontaneity, lack of prejudice, and problem solving aspects. From the esteem rank, I will focus on key issues such as confidence, self-esteem, respect received from other people, and the achievements on the mind of the person. Thirdly, from the belonging rank, issues such as family relations, friendships, and sexual intimacy can be put into consideration. From the safety row, I will focus on the security of many issues including the patient’s family, job, body, property, and resources just to name a few. Finally, the key aspects that I will put into work from the psychological point of view include basic necessity such as sleep, food, clothing, excretion, and water among others.
The teaching strategies
In order to deliver my lesson to the people suffering from obesity and would love to change their health condition, I will be forced to utilize a number of teaching strategies including the following. First, I will utilize the lecture form of teaching (Hulquist, 2016). The reason for this fact is that it will enable me in achieving most of the basic learning objectives such as understanding the nature of obesity, its types, and diagnosis as the patient will sit back and listen to my detailed narration. Secondly, I will utilize the simulation method for the people who have a lower IQ by informing them the part of the body that may seem too difficult to understand (Lancaster, 2014). Finally, the simulation aids the learners in having a visual display of what is being taught resulting in better performances.
Preparation for the session and evaluation
As my students are the patients in my working area, they will be needed to have note books for keeping short notes on foods to eat and ways to exercise so as to reduce obesity. The methods that I will utilize in evaluating if the session was effective include by asking them what they have learnt and seeing if they have practically put the educational material into work.
References:
Baqatayan, S. M., Ariffin, A. S., & Raji, F. (2015). Describing the need for affordable livable sustainable housing based on Maslow’s theory of need. Mediterranean Journal of Social Sciences, 6(3 S2), 353.
Dorajoo, R., Ong, R. T.-H., Sim, X., Wan, L., Liu, W., Tai, E. S., et al. (2017). The contribution of recently identified adult BMI risk loci to paediatric obesity in a Singaporean Chinese childhood dataset. Pediatric obesity, 12(6), e46-e50.
Hulquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers.
Lancaster, R. J. (2014). Serious game simulation as a teaching strategy in pharmacology. Clinical Simulation in Nursing, 10(3), e129-e127.
Merriam, S. B. (2015). Adult Learning Theory: A Review and an Update. Culture, Biography & Lifelong Learning, 1(1), 59-71.
Nabavi, S. F., Russo, G. L., & Nabavi, S. M. (2015). Role of quercetin as an alternative for obesity treatment: you are what you eat! Food Chemistry, 179, 305-310.
Phelan, S. M., Burgess, D. J., Yeazel, M. W., Hellerstedct, W. L., Griffin, J. M., & van Ryn, M. (2015). Impact of weight bias and stigma on quality of care and outcomes for patients with obesity. Obesity Reviews, 16(4), 319-326.
Yin, L. K. (2014). The fight against obesity in Singapore. The Southeast Asian journal of tropical medicine and public health, 45, 158-163.

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