Lesson Plans
Introduction
According to Sias, Nadelson, Juth, and Seifert (2017), lesson plans are the plans that teachers make to ensure individuals’ learning happens with a smooth flow. Sias et al. (2017) explain that lesson plans are essential since they provide step-by-step guides which ensure that there is a structure to enable critical learning. Sias et al. (2017) assert that in the creation of lesson plans, it is necessary to know the outcomes expected for the class. Also, lesson plans are vital for teachers in ensuring that they maintain a standard teaching pattern (Sias et al., 2017). In this article, there are three lesson plans included, in essence, lesson plans on patient education, family education, and staff development. For all of these groups, the information contained on the lesson plans includes information on the instructional goals, the behavioral objectives based on Bloom’s Taxonomy, the lesson content, a sequence for teaching activities, instructional methods, time allocated for activities, instructional resources and the evaluation of the learning process for each category.
Patient Education
Bastable (2016) explains that patient education is a procedure in which health occupation individuals impart information to patients who are their clients to ensure that the patients have more knowledge of how to check their health needs and status. Bastable (2016) asserts that patient education is mostly aimed at ensuring that patients improve their health by changing the behaviors they exhibit that are related to health.
Instructional goals
Instructional goals refer to specific, measurable, and observable student behaviors (Jang, 2019). From the description of patient education provided above, one can obtain the main instructional goal of patient education, which is to ensure the achievement of long-lasting behavioral changes and to impart knowledge that will enable autonomous decision making in the patients. Also, patient education aims at facilitating the patients to take ownership of their health and care for themselves as much as possible, which results in their excellent health outcomes. Don't use plagiarised sources.Get your custom essay just from $11/page
Behavioral objectives based on Bloom’s taxonomy
Pinto (2019) explains that behavioral objectives are outcomes from a lesson that are stated in measurable terms, which provide direction to the experience that learners obtain from the lessons and become the evaluation basis for the students. Bloom’s taxonomy, on the other hand, refers to a hierarchical model that gets used in classifying learning objectives in terms of the complexity level, and the specification (Pinto, 2019). Bloom’s taxonomy has six levels, which include knowledge, comprehension, application, analysis, synthesis, and evaluation (Pinto, 2019). Based on Bloom’s taxonomy, the behavioral objectives of patient education are to create self-esteem in patients, as well as to produce patients with reduced illness-related anxiety and mortality.
Lesson Content
The lesson content refers to the concepts, theories, and facts that shall get taught in patient education lessons (Kerner, Haerens, & Kirk, 2018). Kerner et al. (2018) assert that several things can be contained in the lesson content of patient education, which include feeding the patients information in layman’s terms and ensuring that in the beginning, it is essential to find out what the patients already know. The lesson content for patient education will include the various topics which will assist in improving the overall knowledge of the patients. The categories of the material include cardiovascular, endocrine, gastrointestinal, infectious diseases, respiratory, oncology, and others.
The sequence of Teaching Activities
The first step during patient education, as recommended above, is finding out what the patients already know and understand. This will tell the instructors the areas that they need to emphasize to ensure that patients have acquired maximum knowledge to help them improve their health. After finding out what the patients know, the content will be taught in the order of infectious diseases, cardiovascular diseases, respiratory diseases, endocrine, oncology, and other general disorders.
Instructional Methods and Time allocated for each activity
Lasa-Blandon, Stasi, Hehir, and Fischer-Cartlidge, (2019) explain that to select effective patient education instructional strategies, it is essential to understand the unique patient needs. Some of the instructional methods applicable to patient education include patient teach-back, offering educational materials in the formats that the patients prefer, and leaning on health technology. The time allocated for each activity also depends on the patient’s needs, as Bastable (2016) asserts. To ensure adequate reception of the information to get imparted to the clients and to avoid boredom, the activities will be relatively short, and not too long. Each event is to take around five hours, which are to get done in short intervals of one hour, two events a day, for approximately two weeks.
Instructional Resources
As explained in the previous section, some of the methods include offering educational materials, and in the formats that the patients want to receive these materials. For instance, there will be the use of electronic and soft documents such as the PDF (Portable Document File). Projectors shall also get used which project displays of presentations that are being made to the patients on to a screen. Furthermore, brochures shall get used, which shall provide short forms of the information and in the order in which they will be taught. The specific written materials, which are the PDFs and the brochures, shall contain information on the particular topics, which shall be shown. At the same time, the projector shall get used to projecting the information on slides.
Evaluation of Learning
Once a patient education program is specified, the biggest question is usually on whether or not it works (Hong & Won, 2017). The evaluation of learning will be done through randomized controlled trials. Deaton and Cartwright (2018) explain that randomized controlled trials are especially useful for testing whether the most valued objectives were accomplished.
Family Education
Dabney, Tai, and Scott (2016) explain that family education refers to educating the members of a family through a continuous process about illnesses such as mental illnesses to improve their perceptions of such diseases and enhance their abilities to cope with affected relatives as well as to develop the ability to assist a relative or a fellow family member. Dabney et al. (2016) further assert that family education is most useful whenever families have a person with an illness like a mental illness.
Instructional Goals
The instructional goals for family education include improving and enriching the life quality of family life as well as that of individuals. The instructional purposes, therefore, are to ensure that learning is fostered in the families involved.
Behavioral objectives
The behavioral objectives are to ensure that the families, during and after the family education, can foster their learning and their children’s learning as well.
Lesson Content
According to Dabney et al. (2016), family education is broad. It can contain a great variety of content, such as in literacy and language classes for migrant families, dialogic literary gatherings (DLG), and parent-child relationships. The content will entail the parent-child relationship and the Dialogic Literary Gatherings (DLG). According to Llopis, Villarejo, Soler, and Alvarez (2016), DLGs are educational and cultural activities where people that do not have an academic background read and discuss books from various authors such as William Shakespeare’s books.
The sequence of Teaching Activities
The sequence of teaching activities is firstly the parent-child relationship, and later the DLGs, which shall be in the order of cultural events first, after which the educational activities follow.
Instructional Methods and Time Allocated for Each Study
Dabney et al. (2016) explain that the first step in family education is to introduce oneself. Some of the instructional methods that exist include direct instruction, flipped classrooms, kinesthetic learning, and differentiated instruction (Dabney et al., 2016). Dabney et al. (2016) also assert that family education also utilizes readily available resources in the setting. The instructional method to get used is the flipped classroom. According to Dabney et al. (2016), flipped classrooms are a type of blended learning whereby the introduction of content is done from home, and working through it gets done at school. The time allocated for the activities is five hours each, with one-hour intervals, for a week.
Instructional Resources
The instructional resources for family education include text or articles in the format that the family is most receptible. Therefore, there shall be the use of guide books for fostering the relationship between parents and their children and also documents in electronic documents
Learning Evaluation
The evaluation of learning shall get done through the provision of simple written tests and questionnaires before, during, and after the teachings, which shall measure cognitive learning.
Staff Development
Staff development refers to the policies and practices used in developing the competencies of the staff (Elton, 2017). Elton (2017) asserts that staff development programs are essential for finding and addressing any weaknesses among staff members.
Instructional goals
The instructional goals for staff development include assisting employees to be more all-rounded, identifying and addressing employee weaknesses, and improving the skills of these staff at every factor in their job.
Learning Content in the Sequence Activities Will Get Done.
The learning content for staff development entails assessment, which shall identify potential staff weaknesses, a developmental plan, which, according to Elton (2017), has to be active, potent and intentional, and evaluation.
Instructional Methods, Resources and Allocated Time for Activities
The instructional methods for staffing development include staff teach-back methods, offering handbooks for staff improvement, and presentations. The presentations will be facilitated through projectors. The activities shall be done for five hours each, in intervals of one hour each day, for a week.
Learning Evaluation
The evaluation shall be conducted through observing participant reactions in the setting they get trained for, the use of the newly acquired knowledge and skills, as well as the use of short tests.
References
Bastable, S. B. (2016). Essentials of patient education. Jones & Bartlett Learning.
Dabney, K. P., Tai, R. H., & Scott, M. R. (2016). Informal science: family education, experiences, and initial interest in science. International Journal of Science Education, Part B, 6(3), 263-282.
Deaton, A., & Cartwright, N. (2018). Understanding and misunderstanding randomized controlled trials. Social Science & Medicine, 210, 2-21.
Elton, L. (2017). Staff Development concerning Research. In Quality in Postgraduate Education (pp. 24-37). Routledge.
Hong, J. W., & Won, H. H. (2017). Exploring the Qualitative Evaluation of Educational Programs. Journal of Fisheries and Marine Sciences Education, 29(1), 306-314.
Jang, H. R. (2019). Teachers’ intrinsic vs. extrinsic instructional goals predict their classroom motivating styles. Learning and Instruction, 60, 286-300.
Kerner, C., Haerens, L., & Kirk, D. (2018). Body dissatisfaction, perceptions of competence, and lesson content in physical education. Journal of School Health, 88(8), 576-582.
Lasa-Blandon, M., Stasi, K., Hehir, A., & Fischer-Cartlidge, E. (2019, August). Patient Education Issues and Strategies Associated With Immunotherapy. In Seminars in oncology nursing (p. 150933). WB Saunders.
Llopis, A., Villarejo, B., Soler, M., & Alvarez, P. (2016). (Im) Politeness and interactions in dialogic literary gatherings. Journal of Pragmatics, 94, 1-11.
Pinto, T. (2019). Bloom’s taxonomy for the behavioral objectives of educational performance. ATENEA, (523).
Sias, C. M., Nadelson, L. S., Juth, S. M., & Seifert, A. L. (2017). The best-laid plans: Educational innovation in elementary teacher-generated integrated STEM lesson plans. The Journal of Educational Research, 110(3), 227-238.