teaching and learning

Instructions

Assignment 2: Course Project—Part 2

Instructional Unit: Goals, Objectives, and the Teaching Plans

This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated.

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for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, for all three groups of learners:

• Write several broad instructional goals for the educational experience.
• Write several behavioral objectives based on Bloom’s taxonomy.
• Describe the lesson content.
• Provide a sequence for teaching activities.
• Describe instructional methods.
• Indicate time allotted for each activity.
• Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
• Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format.

• Use this APA Citation Helper as a convenient reference for properly citing resources.
• This handout will provide you the details of formatting your essay using APA style.
• You may create your essay in this APA-formatted template.

Submission Details:

• Submit your response in a 6- to 7-page paper to the Submissions Area by the due date assigned. Be sure to use appropriate APA formatting.

Lesson Components

At a minimum, each final lesson must contain the following components:

Introduction:

 Provide the title of the lesson.
 Identify and describe the learners.
 Include Learner Assessment: educational level, developmental level, readiness to learn, etc.
 Describe the educational setting: (staff development, patient education, family education,

etc.).

Purpose and rationale for the lesson(s):

 Provide a rationale for selecting this lesson.
 Describe the philosophical or theoretical basis for teaching approaches used in the lesson.

Statement of goals and objectives:

 Write several broad instructional goals for the educational experience.
 Write several behavioral objectives based on Bloom’s taxonomy.

Instructional methods and evaluation of learning—For each objective:

 Describe the lesson content.
 Provide a sequence for teaching activities.
 Describe instructional strategies.
 Indicate time allotted for each activity.
 Describe the instructional resources (materials, tools, etc.) to be used.
 Describe how the learning will be evaluated.

Running head: COPD DISEASE MANAGEMENT GUIDELINES 1

COPD DISEASE MANAGEMENT GUIDELINES 5

Concepts of Teaching and Learning for Nurses

Student’s Name: Daysi Fernandez

Institution Affiliation: South University

Obstructive Pulmonary Disease Management Guidelines

The procedures of clinical practice allow different groups to define a particular illness correctly. The rules of a group of clinical onlookers change and depend on the motivation behind the rule, the extent of theme rule and rule characterization on infection and wellbeing (Corless, 2013). In this case, the interest group has to have interest in the depth and the broadness of the guidelines. The study will discuss an analysis of efforts towards the development of guidelines for chronic obstructive pulmonary disease (COPD) patients.

Learners’ Identification and Description

The targets of the guidelines include professional health care providers and staff, COPD patients, patients’ families. The healthcare professionals are the respiratory therapists, nurses, physicians, and the entire involved healthcare provide. It is essential to convince the healthcare professionals of the possibility to enhance progression at the same time improving quality of life. Also, it is essential to train them and encourage them to use spirometry.

The target audience includes people having risk factors and symptom of COPD. For the group, it is vital to understand COPD and its present and future implications. Awareness through collaborative efforts should be carried out to educate people on general information about the disease (Halpin and Tashkin, 2009). Family members include those individuals facing the direct effects of COPD including psychological consequences, high treatment costs, and preventive measures.

Education Setting Description

Primary care providers training should start in medical school and throughout their career. Also, the professionals need to learn about counseling for smoking cessation and also pulmonary rehabilitation. For active management, they need guidelines for resources on pulmonary rehabilitation.

For patients and their families, they need to have access to direct to consumer advertising on different methods used by pharmaceuticals in giving information about the disease. In the early stages, there is need to develop support group networks to increase awareness among the patients. The process should include articles, newsletters, and publications.

The Assessments of Learners

Hindrances and utilization of rules exists due to lack awareness of rules and the failure of past formulated regulations in addressing COPD treatment in regarding wide scope of different morbidities which influence patients. For professionals of COPD, it is critical to have rules with more insights of administration of COPD. To determine the right audience, there is need to have motivation behind particular guidelines.

Rationale

Research shows that approximately twelve million people in America have been diagnosed with COPD. High death rates have been associated with the diseases, especially in men. Due to lack of awareness, most people do not understand negative implications of smoking cigarettes. The impacts affect the quality of life and may eventually lead to premature deaths (Leidy, 2007).

Spirometry is a simple lung test that provides the diagnosis of COPD. Nevertheless, the approach has been underutilized. Also, there is limited use of the available alternative treatment that aims at relieving the symptoms and well-being improvement of the victim. Treatment and diagnosis are also constrained by the stigma and myths surrounding the disease. Usually, the process may elicit feelings of blame and shame.

Theoretical Basis for Teaching Approaches

Self-Care Deficit Theory

Self-management includes the management of symptoms, treatment, psychological and physical impacts and changes in an individual lifestyle with the long lasting condition. It involves the ability of the patient to monitor the condition in a manner to sustain her or his well-being.

Orem’s self-care deficit care is a combination of three theories: Self-managed care shortage theory, self-managed care theory, and theory of nursing frameworks. The theory is a concept of self-care and describes activities carried out by the patient to maintain personal health (Pereira, 2011).

Self-care agency is the ability to perform self-care. It’s affected by factors such as age, gender, health care systems and family. All the measures consist of therapeutic self-care demand to meet the basics of self-care. Essentials of self-care are health deviation, developmental and universal self-care.

References

Corless, J. (2013). The Aetiology and Epidemiology of Chronic Obstructive Pulmonary Disease. Chronic Obstructive Pulmonary Disease, 1-16.

Halpin, D. M., & Tashkin, D. P. (2009). Defining Disease Modification in Chronic Obstructive Pulmonary Disease. COPD: Journal of Chronic Obstructive Pulmonary Disease, 6(3), 211-225.

Leidy, N. K. (2007). Subjective Measurement of Activity in Chronic Obstructive Pulmonary Disease. COPD: Journal of Chronic Obstructive Pulmonary Disease, 4(3), 243-249

Pereira, M. (2011). The self-care Theory of Orem and its applicability as a theoretical framework: analysis of a survey. Revista de Enfermagem UFPE on line, 5(4), 896-900.