Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?
Requirements 125 words no plagirism and by tomorrow at 12:00 pm
Measurable Behavioral Learning Objectives
Clear and measurable behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is:
The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”.
An example of an unmeasurable objective is:
The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.”
“Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs.
When planning how to achieve the purpose of the class, ask yourself:
1. What do I want the participants to accomplish/learn?
2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to indicate what the participant will do to demonstrate information learned?
Use of an Action Verb
The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives.
KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate
Guidelines for Writing Learning Objectives
ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret
Use of an Action Verb for Affective/Attitude Categories
Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people.
Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.
Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
Use of an Action Verb for Psychomotor Categories
Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.
Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it.
Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.”
Articulation:Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc.
Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. ning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

A poem by T.S. Eliot (1943) says, “We had the experience but missed the meaning.” As your experience in this course comes to a close, I don’t want you to miss the meaning of the materials you have read, papers you have written, and discussions we have had throughout the session. They are more than a series of assignments and grades – the end result should be an improvement in your higher-order thinking and your ability to make connections between thoughts and ideas.
You can achieve that through reflection, the art of taking charge of your own mind. Reflection is a mental process that challenges you to use critical thinking to examine the course information, analyze it carefully, make connections with previous knowledge and experience, and draw conclusions based on the resulting ideas.
A well cultivated critical thinker (Paul & Elder, 2008): raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems.
For this discussion, take some time to reflect upon 2 concepts that you learned in this course. What are the concepts? What insight or ideas did you gain from learning each of these concepts? Were there aspects of the concepts that you would challenge? What is the importance of these concepts to public health? How will you use this new wisdom in your current or future career? In order to earn maximum credit, the comment should be more than your opinion, and more than a quick “off the top of your head” response. Be sure to support your statements, cite sources properly within the text of your comments, and list your reference(s). The response must be a minimum of 250 words.
Britton, B. & Serrat (2013). Reflective Practice. Retrieved from http://www.slideshare.net/Celcius233/reflective-practice-27714069
Eliot. T.S. (1944) Four Quartets, The Dry Salvages, pt.2. London. Paul, R. & Elder, L. (February, 2008). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking Press

Research different popular nontraditional health care practices. Write a 1,000-1,200 word paper exploring nontraditional health care practices and include the following:
Describe nontraditional health care practices in different cultures. Compare at least three cultures.Explain how these practices affect wellness and prevention in different cultures.Identify the nontraditional health care options in your areas, and identify the number of people choosing to use them over traditional medical practices. Propose reasons why the number of people using nontraditional health care options is rising.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

To begin your EBP project for the course, you will develop your PICO statement and practice question using the Evidence-Based Problem and Question template in this week’s resources. The template covers all three parts of this assignment:
Identify one nurse sensitive indicator that you think is a problem in your workplace. Focus on everyday nursing practice issues such as, falls, pressure ulcers, unsafe work environment, pain assessment, peripheral intravenous, physical restraints, healthcare associated infections, or education.Use the four PICO categories to describe this clinical problem. For the purposes of this class it is not recommended students attempt to select the topics of staff ratios/mix or turnover, job satisfaction, nursing care hours provided per patient day, or insurance issues.Develop an answerable EBP question.A “PICO Advice” discussion forum has been added to the Contact the Instructor section of the course to assist in development of the PICO related information. This forum is to provide students a centralized place to ask the instructor questions related to formation and revision of their PICO. All students are encouraged to review the discussion board as a way to learn from each other as PICO questions are explored and developed.
template/example
Step 1 Ask and Search
ASK– identify evidence-based practice (EBP) question
Write in PICO format
P – patient population
I – intervention/issue
C – comparison intervention
O – outcome(s)
For example, in patients with acute myocardial infarction, does ambulation within the first 24 hours as compared to those who remain on bed rest for the first 48 hours result in increased participation in cardiac rehabilitation following discharge from the hospital?

HomeNursing homework helpReport IssueReview and consider the content you covered during Week One.
Post a 260- to 350-word response to the following questions as a New Message into the discussion area:
How would you explain systems thinking to someone who has not heard of this concept?Where in your current work can you now identify the importance of systems thinking where you might not have noticed it before?Provide examples from this week’s readings and external research.Cite at least 2 peer-reviewed, scholarly, or similar references.
Format your citations according to APA guidelines.A 50-year-old male presents to the community clinic. He has just relocated to the area and has no primary provider. He is a long distance truck driver and requires a physical examination to maintain his continued employment.
Physical examination demonstrates a BMI of 33, blood pressure of 180/90 mm Hg, diminished femoral pulses and bilateral varicose veins with 1+ pitting edema in both ankles. He has a 30 year history of smoking two packs of cigarettes per day.
Initial Discussion Post:
What additional information is needed from the patient history and physical assessment to determine if this patient has arterial or venous insufficiency?Compare and contrast evidence based nursing interventions for the patient diagnosed with arterial insufficiency and the patient diagnosed with venous insufficiency.Base your initial post on your readings and research of this topic. Your initial post must contain a minimum of 250 words. References, citations, and repeating the question do not count towards the 250 word minimum.