Learning Task Analysis

The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with

This paper is aimed at highlighting how essential the communication skills are for establishing rapport, understanding the needs of the patients and planning effective intervention for meeting holistic health care. To be continually relevant, nurses have to improve their communication skills to meet the challenges of constantly changing roles and responsibilities. Thus its basic purpose is to make them understand the importance of communication skills that suit the holistic care which will guide them in their work

The team assists the staff member in assessing and stabilizing the patient’s condition ,and organizing information to be communicated to the patient’s physician. In addition, The Rapid Response Team member also takes on the role of educator and support to the staff by assembling the various pieces of clinical information and pulling the pieces of the puzzle together. To ensure a better patient outcome. The staff members and Rapid Response Team members make the initial contact with the physician. If condition warrants, the Rapid Response Team assists with the patient transfer to a higher level of care.

First, educational strategies can help encourage the practice of evidence-based nursing. For instance, nurses and medical students can be introduced to evidence-based practice, where they get to learn and adapt to the skill; hence perfect their expertise on the topic matter. Moreover, nurses should be allowed to access evidence-based resources to improve their knowledge and enquire more often about how to better the services in healthcare (Conner, 2014). Additionally, the clinical facilities should accommodate practice strategies that foster evidence-based nursing practices. For instance, healthcare facilities should establish Nursing Practice Councils and research centers that will help foster quality research in the amenities.

documentation of medical history and clinical findings- documentation must meet the Mammography Quality Standards Act, or MQSA, standards and clinical guidelines. Mammographers are responsible for verifying orders from the referring health care provider. In addition, they should communicate and document any concerns regarding new information discovered at the time of the patient’s appointment. Mammographers also must ensure that verbal orders and instructions are clearly documented in the patient's health record, including the rationale for additional projections or imaging. A large part of the documentation is the facility's information form and health history questionnaire.

All of these topics are essential for an individual reviewing the RN’s profile, because they give the interviewer a basic generalization of a possible candidate for their position. The interviewer can get a good grasp on how long an individual stays at a job, what specialty of nursing they’ve been in, where they went to school, years of experience and why they wanted to go into nursing in the first place. All these descriptions about an individual will lay down the foundation for an interviewer to get know the RN. Next, I would like to discuss the importance for clinical experience to be included in the portfolio. The Clinical experience essentially displays to an interviewer how well a RN documents, how they performed during clinical and how they took care of their patient.

" TEACCH is based on research evidence that suggests children with ASD are visual learners. It is a structured learning model focused on visual schedules,work systems,task and organization. The main idea is that this type of visual scheduling and organization alleviate difficulties with transition,organization and communication. Physical organization and scheduling are two of the three main components of the TEACCH model. In basic terms this means having the classroom set up so students clearly understand where they should be and when.

604 assignments 1 1) Concepts and structure This essay will first answer what is skill theme approach? It is a model that describes both content of physical education (what to teach) and pedagogy of physical education (how to teach) (Graham, Holt/Hale, & Parker, 2010). In skill theme approach teacher is the instructional leader. Teacher uses shaping process to achieve desired skill movement patterns. Teachers structures the learning, give detailed and repeated instructions, ask large number of questions.

Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with

Application of information based on the real observation of the patient with the combination of subjective and objective data that lead to conclusion making is regarded as clinical judgement. Its developed through practicing, experience, knowledge and continuous critical analysis. (Kienle & Kiene, 2011). It continuously expand to all medical fields: diagnosis, therapy, communication, and decision making. Clinical judgement is of complex because nurses are needed to have prior training in that he/she can have a better understanding of the subject.

There is a need to complete the implementation of EHRs as part of the meaningful use. Clinician Informaticians are needed to help this transition. Clinician Informatician is an individual, physician or a nurse who has more expertise in the field of informatics and is the person to go to with questions. They integrate their knowledge and understanding of science of their clinical specialty with their knowledge of informatics. The integration of these two disciplines Clinical and Informatics, helps informaticians to provide the best quality care by integrating people with systems, processes and information technology.

NUR-342 written assignment Need for Change meets the criteria of Outcome 2, because the interventions developed focused on how to meet the patient’s treatment goals. As well as strategies to incorporate multiple healthcare disciplines in the development of a treatment plan. This assignment addressed the need to consider the long-term impact of treatment interventions. NUR 443 PLEET form meets the outcome for knowledge of human diversity because it is a summary of my experiences in the practice-learning environment (PLE). The PLE highlighted the creation and implementation of education strategies for a diverse population.

From the lessons learned from the patients-centered medical home (PCMH), the NCQA was motivated to develop an accreditation process for ACOs. The NCQA tried to accommodate the lessons that they learned from the PCMH programs so as to develop a very excellent program that recognizes that provisions of the high-quality primary care are the foundation of good health. NCQA also recognizes that although the evaluation of the result is very imperative, it is also critical to assess the ACOs using evidenced based criteria. Through these measures, the organizations can learn more about what is needed and what they need to do so that they can be compliant. They can also learn the key elements required for successful transformation of the ACO.

How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? A learning objective is a statement of what the learner will know, understand, or be able to do as a result of engaging in a learning activity. Well-written learning objectives are essential to building a strong foundation in the development of training materials. In order to develop effective learning objectives the nurse should fully assess the learning needs, abilities, preferences, and readiness to learn of all those expected to participate in the specific learning activity. This might include anybody that is an active participant in the patient 's life and anybody included in the patient 's health care plan such as patient, spouse, other family member and caregiver.

In many cases, ED nurses are the first health care provider to assess patients; therefore, it is essential that they have the clinical knowledge necessary to identify those at risk for sepsis, or exhibiting signs of early or even late sepsis. Quality improvement initiatives in the ED should include thorough educational efforts to ensure that nurses understand the sepsis condition in relation to the pathophysiology; the clinical triggers; its progression and implications; and the appropriate treatment that is best supported by evidence based research. Additional quality improvement measures should include the implementation of tools, processes, protocols/guidelines, and procedures required to assist nurses in the early identification and treatment of sepsis. Frontline nurses play an important role on the health care team, and perhaps are the key to reducing the morbidity and mortality of septic patients. The purpose of this quality initiative is to provide measures necessary to facilitate the frontline ED nurses in the early identification and treatment of sepsis.