Developing An Instructional Unit: This Project Will Help You ✓ Solved

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Developing an instructional unit involves creating a structured plan for educational sessions tailored to specific audiences within a healthcare setting. This project requires designing three comprehensive lesson plans as part of an instructional unit centered on a particular disease. The three lessons should focus on educating patients, families, and healthcare staff respectively. Each lesson plan must demonstrate a logical teaching approach, clearly communicate teaching content, methods, and evaluation criteria, and include essential pedagogical components.

Specifically, each lesson plan must include the following elements:

- Introduction: State the lesson title, describe the learners (educational and developmental levels, readiness), and specify the educational setting (patient, family, or staff development). Include a rationale for selecting this lesson, grounded in philosophical or theoretical teaching frameworks.

- Goals and Objectives: Define broad instructional goals and specify behavioral objectives based on Bloom's taxonomy to guide teaching and assessment.

- Instructional Methods and Evaluation: For each objective, detail the lesson content, sequence of teaching activities, instructional strategies, and time allocations. Describe the instructional materials and tools used. Finally, outline how learner understanding and achievement will be evaluated.

This comprehensive planning ensures that each lesson is purposefully designed, effectively delivered, and appropriately assessed to enhance learning outcomes in healthcare education contexts.

Sample Paper For Above instruction

Sample Lesson Plan for Patient Education on Diabetes Management

Introduction

Lesson Title: Managing Diabetes: Patient Education on Blood Glucose Control

Learners: Adult patients diagnosed with Type 2 Diabetes Mellitus, varying in educational levels, with basic literacy skills, and varying readiness to learn about disease management.

Educational Setting: Hospital diabetes education class, designed for outpatient education.

Rationale: Empowering patients with knowledge about blood glucose monitoring and lifestyle modifications aligns with adult learning theories, particularly andragogy, which emphasizes self-directed learning and relevance.

Goals and Objectives

Goals: To enable patients to understand diabetes self-management, including blood glucose monitoring, medication adherence, and lifestyle modifications.

Objectives:

  • By the end of the session, patients will demonstrate proper use of a blood glucose monitor.
  • Patients will be able to identify symptoms of hypo- and hyperglycemia.
  • Patients will develop a basic understanding of dietary modifications suitable for diabetes control.

Instructional Methods and Evaluation

Content and Sequence: The session begins with a discussion of diabetes pathophysiology, followed by demonstration and practice of blood glucose testing, a review of symptoms and when to seek help, and a discussion on nutrition.

Teaching Strategies: Interactive demonstration, patient practice, visual aids, and group discussion.

Time Allocation: Total of 60 minutes, with 15 minutes for basics, 20 minutes for demonstration and practice, 15 minutes for symptom review, and 10 minutes for nutrition discussion.

Materials: Blood glucose meters, test strips, visual aids, printed educational handouts.

Evaluation: Observation of patient performing blood glucose test correctly, verbal responses regarding symptom recognition, and participant feedback on understanding.

References

  • Anderson, R. M., & Funnell, M. M. (2010). Patient empowerment: Myths and misconceptions. Patient Education and Counseling, 79(3), 277-282.
  • Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain.
  • Briggs, C. L., & Myers, S. (2017). Teaching strategies for adult learners. Journal of Nursing Education, 56(4), 209-213.
  • Knowles, M. S. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
  • Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and Testing in Nursing Education. Springer Publishing Company.
  • Pereira, L. M., & Nascimento, P. R. (2018). Educational strategies for staff development in health care. Journal of Continuing Education in Nursing, 49(9), 399-406.
  • Rothman, A. J. (2004). Decision Behaviors and Health Outcomes. Annual Review of Public Health, 25, 107-127.
  • Schmidt, H., & Renz, M. (2015). Applying Bloom’s taxonomy to clinical nursing education. Nurse Education Today, 35(8), 964-968.
  • Vaughan, N., & Hunter, S. (2014). Creating Effective Patient Education. Journal of Patient Safety & Risk Management, 19(3), 123-128.
  • Wilson, K., & Miller, D. (2019). Techniques for effective family education in chronic disease management. Family Medicine, 51(3), 217-223.

References

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