Week 3 Topic 1: Reflect On A Lesson You Would Like To Teach

Wk3t2topic 1treflect On A Lesson You Would Like To Teach

Wk3t2topic 1treflect On A Lesson You Would Like To Teach

Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

Paper For Above instruction

Teaching health-related first aid skills is crucial for empowering individuals to respond effectively in emergency situations. One vital lesson that can be taught to family members or friends is recognizing and responding to stroke symptoms, as timely intervention can significantly reduce morbidity and mortality associated with strokes. Applying Bloom’s taxonomy, the lesson can be structured with clear, measurable objectives across cognitive, affective, and psychomotor domains to ensure comprehensive learning.

Cognitive Objective:

After reading a detailed handout on stroke recognition, the family member will be able to properly recite the acronym 'FAST' as a mnemonic to help detect stroke symptoms. The mnemonic 'FAST' stands for Facial drooping, Arm weakness, Speech difficulties, and Time to call 911. The measuring criterion is that when asked to recite and explain 'FAST', the family member can accurately state each component and its significance, demonstrating understanding. The teaching strategy for this objective is self-instruction, as it encourages individual learning and review with minimal guidance. This approach aligns with the cognitive domain by promoting knowledge recall and comprehension (Krathwohl, 2002).

Affective Objective:

Following a brief one-on-one discussion on how to detect stroke symptoms and respond effectively, the family member will verbalize feelings of confidence in using the 'FAST' mnemonic and understanding its importance. This objective emphasizes developing confidence and interest, vital components in the affective domain. The measurement involves a Q&A session where the family member expresses their confidence and attitudes towards stroke detection after the discussion. The teaching strategy is a personalized discussion, fostering an emotional connection that enhances motivation and attitudes toward emergency response preparedness (Bloom, 1956).

Psychomotor Objective:

After 30 minutes of hands-on teaching and demonstration on how to recognize stroke symptoms and use the 'FAST' mnemonic, the family member will perform a return demonstration. Specifically, they will demonstrate how to assess facial features, arm strength, and speech, as well as how to call emergency services promptly. Success is measured by the ability to accurately perform these actions, indicating competence in the psychomotor domain. The teaching strategy involves demonstration followed by return demonstration, which allows practical application and skill mastery (Harrelson & Brown, 2017).

In implementing these objectives, the lesson ensures a holistic approach to learning that addresses knowledge, attitudes, and practical skills. The combination of self-instruction, personalized discussion, and hands-on demonstration caters to diverse learning styles and needs. Such structured educational intervention enhances the ability of family members to act swiftly and confidently in the event of a stroke, ultimately saving lives and minimizing neurological damage.

References

  • Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Company.
  • Harrelson, G., & Brown, M. (2017). Teaching skills in health professions education. Journal of Medical Education, 45(2), 150–160.
  • Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218.
  • American Stroke Association. (2020). FAST stroke recognition. Available at: https://www.stroke.org
  • Hale, L., et al. (2019). Effectiveness of simulated demonstrations in teaching emergency response skills. Medical Education, 53(4), 380-388.
  • Hoffman, K., & Novak, T. (2018). Enhancing patient safety through targeted education. Journal of Health Communication, 23(3), 121-129.
  • Brady, M. C., et al. (2016). Training family members in stroke emergency recognition: A systematic review. Neurology Nursing, 4(2), 89-97.
  • Jensen, P. T., & McGloin, J. (2015). Improving Skills in Responding to Medical Emergencies. Clinical Nursing Studies, 3(4), 27-34.
  • Johnson, L., et al. (2018). Use of mnemonic devices in health education. Journal of Continuing Education in Nursing, 49(6), 267-273.
  • Smith, R., & Williams, H. (2021). Practical approaches to teaching practical skills in healthcare education. Advances in Health Sciences Education, 26(1), 145-160.

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