HSC3243 Saint Petersburg Educational Concept in Allied Health Education Paper

Lesson 5 Discussion

In this module we discussed a variety of technological tools that may be used for educational purposes. In at least 350 words, please select two types of technology you have not previously used in the HSA program (one from the textbook and one from your research from the Making Thinking Visible https://ols.spcollege.edu/learning-post/making-thinking-visible/ resource), and briefly discuss how and why you would use these tools in your classroom to enhance rapport and communication in the classroom.

Lesson 6 Discussion

In the Module 4: Designing a Collaborative Exercise assignment, you developed a case study. I would like you to go back to that case study, and think about what you would like to teach patients such as the one on the case study to improve their health status.

Now, review the HSC 3243 Learning Objectives for this course. Then develop an education goal statement for what skill you want these patients to have after the lesson and two objectives supporting the goal. Share them with the rest of the class in this discussion. Note: These should be written from the learner’s perspective.

HSC3243 Learning Objectives

1. The student will differentiate between various learning theories in relation to their application in within healthcare practice settings by:

a. contrasting current theories and principles of learning.

b. describing the three domains of learning and their relationship to various types of instruction and outcomes.

c. explaining how motivational factors influence health behaviors.

d. applying current theories and principles of learning and motivation in a health care practice setting.

2. The student will articulate effective instructional strategies that address diversity among learners by:

a. explaining the significance of learning styles and their application to health education instruction.

b. describing the impact of literacy in designing instructional strategies.

c. explaining how individual differences (i.e., socioeconomic, race, religion, culture, abilities and gender) influence the effectiveness of instructional strategies.

d. describing how to accommodate learners with differing abilities (i.e., physical, cognitive, affective challenges) in the instructional design.

3. The student will design instructional strategies that meet universal design standards for facilitating learning among diverse learners by:

a. explaining strategies that actively engage a diverse group of learners in various collaborative learning environments.

b. developing strategies that encourage inclusiveness in all learning environments.

c. describing technologies (i.e., media and software) that enhance and assist student learning.

d. developing educational lessons that accommodate diversity (i.e., with regard to race, ethnicity/culture, gender, age, physical ability, academic diversity, etc.).

4. The student will apply evidence-based concepts and techniques for implementing effective instructional strategies by:

a. evaluating a wide variety of traditional and emerging models and styles of instruction and learning.

b. developing appropriate goals and objectives for instruction in a given healthcare practice setting.

c. relating objectives to instructional planning and evaluation.

d. differentiating between the various forms of educational instruction (i.e. lecture, groups, games, etc.).

e. describing techniques and strategies (i.e., case studies) which promote enhanced critical, creative and evaluative thinking capacities among learners.

5. The student will design an evaluation plan to assess the impact of the educational strategies on learning outcomes by:

a. identifying key principles in best practices of assessment, grading and evaluation.

b. constructing methods of assessment and evaluation that will assist in the development of the learner.

c. preparing appropriate feedback and evaluation on student progress and achievement.

Designing a Collaborative Exercise assignment Case Study below

Step 1

Mary, an 85-year-old female, is admitted to your hospital for proper care. She has been a patient at the John Hopkins hospital since 2017.She is suffering from a chronic condition such as osteoarthritis, pernicious anemia, urinary inconsistency, and type 2 diabetes mellitus. In 2010, she was diagnosed with type 2 diabetes and had been living with it since then. Mary is fully functional and independent. She experiences symptoms such as weakness, fatigue, and blurred vision, shortness of breath, excessive thirst, hunger, and frequent urination.

She used to take care of her homebound husband, before being passed on as he was suffering from COPD and died from respiratory arrest. She only has one relative, who is her nephew, who communicates with her once a month. In 2018, robbers broke into her house, robbed and raped her. She was seen in a hospital that specialized in rape. She later became distraught, delusional and was reported to be very emotionally disturbed.Her father was a veteran and died from stroke as he had a history of type 2 diabetes and hypertension. His father was also diagnosed with post-traumatic stress disorder after surviving the Vietnam War, which had resulted in his early retirement. Her mother was also asthmatic, which eventually led to her death.

Three weeks after the rape, she was moved back to a nursing home. She was in distress, delusional, and confused. However, she improved slowly over three months and was discharged and was put in a senior living building in a community in California State.

In September 2018, the patient was seen in the office. She was very ill emotionally. She was crying, depressed though not suicidal and felt stressed about her new home. She wanted to move to another senior housing unit because she wanted to get around easily. She also hired a caregiver to provide proper care.

In January 2019, she was moved to a new family and became acutely ill with psychotic symptoms. She was also diagnosed with severe paranoia. She hallucinated about men and women being in her bed. Mary was then hospitalized in a psychiatric unit, and 14 days later, she improved without any antipsychotic medication.

One week after Mary was discharged from the hospital, the symptoms resurfaced again when she returned to the senior apartment. She became disruptive and threatened to evict the unit unless action was taken immediately. She also stopped taking her insulin injections. She was declined to receive medical care resulting in an emergency petition. With the help of her friend, she was persuaded to take a neuroleptic drug as a result of her periodic incapacitating hallucinations. The office nurse called her daily to guide her through the process of making her neuroleptic drug and the insulin injection. Fortunately, her state of mind is steadily improving, and she is stabilizing.

Step 2

Discussion Question:

Based on Mary’s history, what factors do you think contributed to her suffering from post-traumatic stress disorder?

Best Strategy

I would educate Mary by offering educational materials in formats she preferred. Various tools can be used in improving patient education from digital technologies to paper handouts. I prefer using one-on-one instruction because I will be able to understand her learning abilities. I will thereby be able to use other conjunctional methods to help her understand more about her medical conditions. I will also engage in high-quality interaction with her to ensure that she understands everything. This is better than leaning on health technologies which people claim to be more convenient. Health technologies such as patient portals and online interfaces may be too advanced for such an elderly patient making it boring or less interesting for her to acquire the knowledge she requires.

(“Post-traumatic stress disorder – symptoms and causes with DSM-5 criteria,” 2014)

(“DSM-5 Criteria for PTSD,” 2019)


Case Studies. (n.d.). Retrieved from http://dbpeds.stanford.edu/education/dbp-resident-…

Case-based Teaching and Problem-based Learning. (n.d.). Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt

Finset, A. (2018). Family involvement, patient engagement, and benefits of patient education interventions. Patient Education and Counseling, 101(6), 969. doi:10.1016/j.pec.2018.04.008

Module 8 Discussion

For the final piece of this course please share, in at least 350 words, how you will or want to apply what you have learned here (All 3 questions need to be answered to earn full points):

  • What specific concepts and techniques for effective teaching and evaluation will you take with you from this course?
  • How will you implement them? In a classroom? Continuing education? Laboratory? Clinical? Patient education? Other? Tell us all that apply.
  • Reflect on how the type of mentor you might like to find for your Capstone and how would what you learned in this class help you in that job.

Research in Health and Human Services; Module 8 Discussion

Applying My Knowledge to Professional Practice

This posting forum provides you with an opportunity to pull together everything that you have learned in the course and apply it to your professional setting.

1. Locate an Experimental study. You can refresh your memory of an experimental study in Module One content or in Topic 2 of the textbook. You might want to start with the HSA Lib Guide on the library site.

2. Save your full text experimental study in a .pdf format to your computer.

3. Attach ( Do NOT copy and paste) a .pdf full version of your experimental article to the forum so that all of us can benefit from what you accessed. If you need assistance with this, contact a librarian. You must attach a pdf. for credit.

4. In 150 to 200 words:

  • explain why you chose this study
  • briefly describe the experiment that is taking place and name the Independent Variable(s) and the Dependent Variable(s). Use an intext citation in this section of your report.
  • what did you learn that you will be able to use in your professional or personal life?
  • include an APA reference citation for your article

The Research Process Research may be described as experimental or non-experimental. Experimental Research In experimental research the researcher applies or withholds an intervention and then measures the effect of the intervention. Here is an example of experimental research: A health care researcher divides people (subjects) into 2 groups and measures blood pressure on each of the subjects.  Group 1 (experimental group) is instructed to follow a salt restricted eating plan for 2 weeks.  Group 2 (control group) had no dietary restrictions. At the end of 2 weeks, the researcher re-measures blood pressures in both groups and looks for impact of 2 different interventions. The researchers applied (experimental group) and withheld (control group) an intervention (salt restrictive diet) and measured the effect (change or no change in blood pressure) of the intervention. This is Experimental research. In experimental research, researchers are looking for cause and effect.

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HSC3243 Saint Petersburg Educational Concept in Allied Health Education Paper was first posted on January 3, 2021 at 11:27 pm.
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