Course Project—Part 2 Instructional Unit: Goals, Objectives ✓ Solved
Course Project—Part 2 Instructional Unit: Goals, Objectives, and the Teaching Plans
Develop a 6-7 page APA-style Microsoft Word document presenting an instructional unit that includes three lesson plans: one on patient education, one on family education, and one on staff development.
For each of the three learner groups, write two broad instructional goals for the educational experience.
Develop two behavioral objectives for each group, covering all three domains of Bloom’s taxonomy: Cognitive, Affective, and Psychomotor.
Describe the lesson content and provide a sequence of teaching activities, detailing instructional methods and the time allocated for each activity.
Identify and describe instructional resources, including materials, tools, and technology to be used.
Explain how the learning will be evaluated.
Include a separate references page citing all sources in APA format. The title and reference pages are not included in the page count.
Use an APA template if desired and name your document as specified: SU_NSG4028_W4_Project_LastName_FirstInitial.doc.
Sample Paper For Above instruction
The preparation of comprehensive instructional units tailored for diverse learner groups is pivotal for effective education in healthcare settings. This paper presents three detailed lesson plans targeted at patient education, family education, and staff development, respectively. Each lesson plan is designed with explicit goals, objectives, content, instructional strategies, resources, and evaluation methods, adhering to best practices and theoretical foundations, especially Bloom's taxonomy.
Introduction
Effective health education requires well-structured instructional plans that cater to different audiences' unique needs. The goal is to enhance knowledge, influence attitudes, and develop skills pertinent to health management, family involvement, and professional development. The following sections outline tailored goals, learning objectives across Bloom's domains, and detailed instructional strategies for each group, grounded in adult learning theories and evidence-based practices.
Patient Education Lesson Plan
Broad Goals
- To empower patients with knowledge about managing their chronic illnesses effectively.
- To motivate behavior change that promotes healthier lifestyles among patients.
Behavioral Objectives
Cognitive: After the lesson, patients will be able to list three lifestyle modifications for managing diabetes.
Affective: Patients will demonstrate a positive attitude toward adhering to medication regimens and participating in physical activity.
Psychomotor: Patients will demonstrate proper insulin injection techniques.
Lesson Content and Sequence
The lesson begins with an introduction to diabetes management, followed by interactive discussions, demonstration of insulin injections, and a practical skills practice session. The total session lasts approximately 60 minutes.
Instructional Methods
- Lecture/discussion for foundational knowledge.
- Demonstration and return-demonstration for skills practice.
- Use of multimedia presentations and informational handouts.
Resources and Technology
Educational handouts, model insulin pens, audiovisual equipment (projector and computer), and a private space for skills practice.
Evaluation Methods
Pre- and post-tests to assess knowledge, direct observation during skills demonstration, and patient feedback forms to gauge attitude changes.
Family Education Lesson Plan
Broad Goals
- To improve family members' understanding of chronic illness management.
- To foster supportive behaviors that aid patient adherence and well-being.
Behavioral Objectives
Cognitive: Family members will identify three ways to support the patient’s medication adherence.
Affective: They will express willingness to participate in caregiving activities.
Psychomotor: Family members will demonstrate how to assist with daily health monitoring.
Lesson Content and Sequence
The session involves discussing caregiving roles, interactive scenarios, and practicing monitoring techniques, lasting about 70 minutes.
Instructional Methods
- Group discussion and case studies.
- Role-playing activities.
- Visual aids depicting caregiving tasks.
Resources and Technology
Printed educational materials, visual aids, and a room equipped for group activities.
Evaluation Methods
Observation of role-play participation, surveys assessing knowledge gains, and self-reported confidence levels in caregiving tasks.
Staff Development Lesson Plan
Broad Goals
- To enhance staff knowledge about the latest evidence-based practices.
- To foster collaborative skills and professionalism among healthcare team members.
Behavioral Objectives
Cognitive: Staff will list three new guidelines for patient safety protocols.
Affective: They will demonstrate commitment to adopting new practices.
Psychomotor: Staff will correctly perform a new clinical procedure demonstrated during the session.
Lesson Content and Sequence
This session includes a review of current protocols, interactive workshops, and skill demonstrations over 90 minutes.
Instructional Methods
- Lecture with discussion.
- Hands-on workshops.
- Use of simulators and procedural videos.
Resources and Technology
Updated policy manuals, procedural videos, simulation equipment, and evaluation checklists.
Evaluation Methods
Skills checklists during simulations, quizzes on updated protocols, and peer feedback forms.
Conclusion
In crafting these instructional plans, aligning objectives with content, resources, and evaluation methods ensures effective learning across diverse groups. Employing varied instructional strategies caters to different learning styles and promotes engagement. Regular assessment and feedback facilitate continuous improvement, ultimately leading to enhanced health outcomes and professional competence.
References
- Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. McKay.
- Knowles, M. S. (1984). Andragogy in action. Jossey-Bass.
- Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide. Jossey-Bass.
- Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage.
- Fink, L. D. (2013). Creating significant learning experiences. Jossey-Bass.
- Peters, S., & Hwahng, S. (2016). Adult learning principles and practices. Journal of Continuing Education in Nursing, 47(12), 561-563.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Schön, D. A. (1983). The reflective practitioner. Basic Books.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
- MacKeracher, D. (2004). Making sense of adult learning. Culture & Psychology, 10(4), 477–496.