Problems that May Arise in Writing Clear, Concise, Complete, and Appropriate Learning Goals and Objectives
In writing learning objectives, the educator can write objectives which are too vast or complex. In this case, the objective may be covered an extremely broad scope. To avoid this, the instructor needs to consider the audience that the learning objective targets (Billings & Halstead, 2015). The instructor should also consider the change in behavior which they want the learners to exhibit, and the other consideration should be the condition under which the learner is expected to demonstrate their knowledge. This is considering it is the responsibility of the instructor to create a learning atmosphere that supports learning (Bastable, 2017). The other problem is writing objectives which evaluate no behavior. This is, for instance, writing objectives with such verbs as ‘Understand’ or ‘Comprehend’ whereby the objective will have no behavior to observe. To avoid this, the instructor needs to determine the actions that the learners are required to demonstrate so as to ascertain whether the learners were able to grasp what was taught. Don't use plagiarised sources.Get your custom essay just from $11/page
The other major problem encountered in writing learning objectives is where the instructor describes instructions and not conditions, for instance, the instructor may give the learners a given topic and fail to tell them how he or she expects the learners to use such information (Oermann, De Gagne, & Phillips, 2017). The instructor is expected to clearly state how the learners should use that information for example the information may be needed as background knowledge, or to be applied in a given project and so on. Having vague assignment outcomes is another typical problem encountered when writing earning objectives. In this case, the objective does not stipulate the correct behavior or condition (Bastable, 2017). This means that such an assignment will be lucking specifics and hence the learner may not be sure on how they are required to complete such an assignment. To avoid this, the instructor needs to determine the parameters for the assignment and make them known to the learners.
Using Simulation Method to Teach Diabetic Patients How to Manage a Sick Day
Simulation method is whereby teaching is carried out artificially by means of role playing or rehearsal. Education of diabetic patients is essential in improving the overall outcomes of such patients. The things required for this simulation include a simulated glucometer, a finger stick kit, and a demo dose of simulated insulin, and an orange fruit or any other soft surface to be used to simulate the injection site (Jones, Passos-Neto, & Braghiroli, 2015). At the beginning of the simulation activity, learners are made to understand the basics about diabetes and its treatment including such things as the pathophysiology of diabetes type 1 and parameters such as blood glucose levels. The learners need to be briefed on all the equipments required to manage a sick day together with the function of each equipment (Booth et al., 2016). After that the instructor gives a ten minutes demonstration on how to obtain readings of blood glucose levels and how to interpret the readings and administer the prescribed dose of insulin. The learners will then be required to perform a return demonstration to make sure they have understood how to manage diabetes type 1 and to ascertain that they can do that comfortably.
Teaching Plan
| TIME | SPECIFIC OBJECTIVES | CONTENT | TEACHER’S ACTIVITIES | STUDENT ACTIVITIES | RESOURCES | REMARKS |
| 5 Minutes | By the end of 5 minutes, the student should be able to state the parts of the urinary system. | INTRODUCTION Link the lesson with prior knowledge. statethe parts of the urinary system: ü 2 kidneys, which secrete urine ü 2 ureters, which convey the urine from the kidneys to the urinary bladder ü 1 urinary bladder where urine collects & is temporarily stored ü 1 urethra through which the urine is discharged from the urinary bladder to the exterior.
| Questions.
Lecture.
| Answer questions. Take short notes. Listen. | LCD projector. White board. Laptop. | |
| 15 minutes | By the end of 15 minutes, the student should be able to describe the structure of the kidney. | LESSON DEVELOPMENT Gross structure of the kidney • 3 areas of tissue from a longitudinal view using naked eyes: • a fibrous capsule, surrounding the kidney • cortex, a reddish-brown layer of tissue immediately below the capsule & outside the Pyramids • Medulla, the innermost layer, consisting of pale conical-shaped striations; renal pyramids. • Hilum; concave medial border of the kidney where the renal blood & lymph vessels, ureter & nerves enter. • Renal pelvis; funnel-shaped structure which acts as a receptacle for the urine formed by the kidney.
| Lecture. Questions.
Show images.
Respond to questions. | Take short notes. Answer questions.
View image.
Ask questions. | LCD projector. White board. Laptop. Diagrams.
| |
| 20 minutes | By the end of 20 minutes, the student should be able to explain the functions of the kidneys. | FUNCTIONS OF THE KIDNEYS A) Formation of urine • 3 processes are involved: • simple filtration • selective re-absorption • secretion B) Regulation of blood volume The kidneys play a major role in controlling the extracellular fluid volume in the body by producing either a large volume of concentrated urine C) Electrolyte balance. The kidneys help regulate the concentration of major ions such as Na+, Cl–, K+, Ca2+, and HPO4 -2 D) Regulation of the PH of the extracellular fluid. The kidneys secrete variable amounts H+ to help regulate the extracellular fluid PH.
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Questions.
Lecture.
Respond to questions |
Answer questions
Take short notes. Listen.
.Ask questions | LCD projector. White board Laptop. Diagrams | |
| 10 minutes | By the end of 10 minutes the student should be able to list the hormonal regulation of the tubular reabsorption and secretion. | List the hormones involved in regulating tubular reabsorption and secretion: These hormones include 1. angiotensin II, 2. aldosterone, 3. antidiuretic hormone, 4. atrial natriuretic peptide, 5. Parathyroid hormone.
| Questions.
Lecture.
Respond to questions. | Answer questions.
Take short notes. Listen.
Ask questions.
| LCD projector. White board. Laptop. | |
| 10 minutes | CONCLUSION SUMMARY: Parts of the kidney include; the fibrous capsule, cortex, medullar, hilum, renal pyramids, minor calyces, major calyces and the renal pelvis. The kidney has about a million functional units called the nephrons. The functions of the kidneys include; i. Formation of urine maintaining water, electrolyte and acid base balance ii. secretion of waste products iii. production & secretion of erythropoietin, the hormone that stimulates the production of red blood cells iv. Production& secretion of renin, an important enzyme in the control of blood pressure. The hormones involved in regulation of tubular reabsorption and secretion include;
5. parathyroid hormone
EVALUATION: a. State the functions of the kidney. b. List three processes involved in formation of urine. c. Name the hormones that regulate tubular reabsorption and secretion.
ASSIGNMENT: Describe the anatomy and physiology of the ureters and the urethra.
FURTHER READING: read more on diffusion, active transport and membrane proteins (antiporters and symporters) involved in tubular reabsorption.
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Lecture.
Respond to questions.
Ask questions.
Give assignments. |
Take short notes
Ask questions.
Answer questions.
Take down the assignments. |
LCD projector. White board. Laptop |
References
Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice. Jones & Bartlett Learning.
Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing-e-book: A guide for faculty. Elsevier Health Sciences.
Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54-57.
Jones, F., Passos-Neto, C. E., & Braghiroli, O. F. M. (2015). Simulation in Medical Education: Brief history and methodology. Principles and Practice of Clinical Research, (2).
Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (Eds.). (2017). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. Springer Publishing Company.