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Assignment 2: Course Project—Part 2

Instructional Unit: Goals, Objectives, and the Teaching Plans

This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, for all three groups of learners:

  • Write several broad instructional goals for the educational experience.
  • Write several behavioral objectives based on Bloom’s taxonomy.
  • Describe the lesson content.
  • Provide a sequence for teaching activities.
  • Describe instructional methods.
  • Indicate time allotted for each activity.
  • Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
  • Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format.

Submit your response in a 6- to 7-page paper to the W4: Assignment 2 Dropbox by Tuesday, August 29, 2017. Be sure to use appropriate APA formatting.

Assignment 2 Grading Criteria

Maximum Points

Listed two broad instructional goals for the educational experience for each of the three groups of learners.


Listed one learning objective for each of the three groups of learners that addressed the cognitive capabilities of the learner.


Listed one learning objective for each of the three groups of learners that addressed the affective capabilities of the learner.


Listed one learning objective for each of the three groups of learners that addressed the psychomotor capabilities of the learner.


Provided an appropriate description of the lesson content.


Provided a sequence for teaching activities and time allotted for each activity.


Described the instructional methods planned.


Identified and described the instructional resources and technology.


Provided an evaluation methodology.


Written components.




Unformatted Attachment Preview

Running Head: LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE Learning Styles and Concepts of Teaching About Alzheimer’s Disease Devan Frison NSG4028 Instructor: Susan McCoy South University August 15, 2017 1 LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 2 There is no ideal approach to learning. Everybody learns differently, and along these lines, the best way to learn is the way you learn (Schmeck, 2013). A learning style is a way that the mind processes and receives new information. There is a broad range of approaches to acquiring knowledge. However, the three fundamental styles are tactile, auditory, and visual (Pritchard, 2013). Visual learning style is the form in which the information is seen in the mind's eye. Most visual knowledge seekers incline toward watching and reading. They find it less demanding to picture information as opposed to simply hear about it (Schmeck, 2013). Visual learners like to utilize charts and graphs also, so they can see what is being taught or what is going on. Auditory learning style is the form that prefers listening. Instead of reading about something, these students favor listening instead. Auditory students additionally like listening to lectures and discussions in class (Schmeck, 2013). This is because it is simpler for them to take in information this way. The last style of learning is tactile. This learning style includes learning by doing things or touching (Schmeck, 2013). Tactile students may think that it is simpler to make a model instead of simply look at or read the book. These learners incline toward being creative by touching the information (Pritchard, 2013). This lesson will help nursing understudies, who will, in the long run, be members of the American Nurses Association, survey information about Alzheimer's disease. This lesson will be of significance since it will enable the students to get thoughts on the best way to deal with elderly patients, especially those who suffer from the ill effects of the disease. This lesson will furnish the LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 3 understudy with information that can be utilized after he or she has been admitted into the association and is a practicing medical attendant. The lesson will raise students' awareness of Alzheimer's disease, and it will likewise empower them to look for information based on the same on the web. Before any learning can happen, it is critical to evaluate how much information the student already has concerning the topic of Alzheimer's disease (Skaalvik, Normann & Henriksen, 2010). With the understudies as clients, for instance, new substance ought to be introduced at proper phases of development and should expand on the student's past learning base and experiences. The most proper or best time to educate the learner would be the point at which the understudy is ready. The teachable moment will be that time when the student would be most responsive to a teaching circumstance (Skaalvik, Normann & Henriksen, 2010). It is critical to recall that as an instructor, one ought not to always sit tight and wait for a teachable moment to happen. The educator can, instead, create this opportunity by attending to and taking an interest in the requirements of the student (Skaalvik, Normann & Henriksen, 2010). While evaluating willingness to learn, a teacher must decide not only if an interpersonal relationship has been set up, if essential skills and knowledge have been mastered, and if the student shows motivation, but additionally if the arrangement for instructing matches the developmental level of the student (Mace & Rabins, 2017). The rationale and purpose for choosing the topic of Alzheimer's disease and old age are because the American populace now has a longer life expectancy, and this carries with it numerous issues that the nation needs to solve (Cohen & Eisdorfer, 2001). These include illnesses, for example, dementia, which has turned into a big issue today. It is a field where there are loads of LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 4 chances to do well. Countless Americans confront this issue today. This disease affects the brain and causes a slow decrease in a person's memory. It is a progressive degenerative sickness that attacks the brain and results in impaired thinking and conduct as well. The disease was first discovered by Dr. Alois Alzheimer in the year 1906 (Cohen & Eisdorfer, 2001). From that point and into the foreseeable future, research has developed a more significant understanding of the disease and its effects on a person's brain. The objective of patient education is to impact behavior change, but changing habits is considerably troublesome for a large number of us. Medicinal services providers ask patients and their guardians to make enormous improvements in their lives to avert illness and promote wellbeing (Mace & Rabins, 2017). For instance, we ask guardians caring for patients experiencing Alzheimer's disease to build up their personal help plan of time. Balancing the great errand of tending to a psychologically impaired grown-up with your other duties requires attention, skill, and meticulous planning (Cohen & Eisdorfer, 2001). By concentrating so diligently on your cherished one's needs, it is not difficult to fall into the trap of disregarding your well-being. However, that will not just hurt you, but it will, also, hurt the individual you are endeavoring to care for. If you are not getting the emotional and physical help you require, you will not have the capacity to give the best level of attention, and you face becoming overwhelmed (Mace & Rabins, 2017). Hypotheses that explain human behavior change fill in as guidelines for educating (Cohen & Eisdorfer, 2001). Theories are a summed up set of rules that can enable us to find answers for motivation and patient learning, and help foresee the outcomes of particular well-being education LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 5 interventions. The more you know about such theories, the more devices you will have for building robust, effective patient training interventions. Theories that can be connected to patient training originate from the disciplines of communication, sociology, organizational development, adult education, and psychology. Theories utilized for patient educating include the self-efficacy theory, Health Belief Model, locus of control theory, adult learning theory, diffusion theory, and stress and coping theory (Cohen & Eisdorfer, 2001). The caregivers in the family are an essential part of well-being services for elderly people with Alzheimer's disease. Given this, giving care to such patients is a significant burden for their families (Mace & Rabins, 2017). The sickness is a common psycho nervous disorder among the elderly that has harmful effects on the patients' perception, cognition, conduct, speech, and motional capacities. This disease progressively devastates the ability of critical thinking and adapting new skills. As the number of elderly people is rising on the planet, it is expected that the number of those experiencing this disorder will increase too (Cohen & Eisdorfer, 2001). Ordinarily, Alzheimer's illness has a progressive procedure, so that patients would require care eventually; because they lose the capacity to look after themselves to the degree that they require care and support throughout the day. This care is offered predominantly at home and by relatives or patients' companions or caregivers. Dealing with these patients is a standout amongst the most challenging and problematic caregiving conditions. Because of this fact, such caregivers are called "second casualties of LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 6 Alzheimer's." Dealing with these elderly patients is related to pressure and, accordingly, different complications that are portrayed as caregiving burden. This load includes emotional, physical, money related and social issues. The impacts of Alzheimer’s sickness are not constrained to the patients and extend to their family and companions. Subsequently, it is important to give some portion of care programs to families. Caregivers require education about illness and care strategies (Cohen & Eisdorfer, 2001). Studies have demonstrated that the burden on the caregivers has fundamentally lessened directly after taking the relatives through an Alzheimer's educational program. It is likewise vital for one to let his or her family and companions know about a friend or family member's condition (Mace & Rabins, 2017). The inclination to keep the news of the diagnosis a mystery is reasonable; however, it is best for the affected individual if the relatives and friends are made aware. It is likewise imperative to teach family members about the significance of how to speak with the individual experiencing the illness, particularly the individuals who do not regularly visit (Mace & Rabins, 2017). The changes that happen in the affected individual can be frustrating and upset (Cohen & Eisdorfer, 2001). It is subsequently vital to educate the relatives on acceptable behaviors around the individual experiencing the illness to make a calm atmosphere. The relatives ought to be cautioned against correcting the person when they commit an error, since indicating eagerness or doing anything that may irritate or over-animate the patient is not helpful (Mace & Rabins, 2017). The relatives ought to likewise be told to plan their visits during times when the patient is usually at his or her best. LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 7 As with other relatives, it is critical to be straightforward with the youngsters about the changes that Alzheimer's disease will bring. It is imperative to attempt to explain the infection in a way that is fitting for a child's age (Mace & Rabins, 2017). One ought to likewise be interested in questions they may ask that while empowering them to make inquiries whenever they feel like it, keeping the lines of communication open. It is important to understand that kids may respond differently given their level of connection to their loved one. Shyness, fear, bitterness, and outrage are conceivable responses (Cohen & Eisdorfer, 2001). The parental figure should tell them it is alright to feel upset and enable them to express their emotions in right ways. The kids ought to be urged to remain involved in their loved one's life by proceeding to converse with them and doing exercises together. LEARNING STYLES AND CONCEPTS OF ALZHEIMER’S DISEASE 8 Reference Cohen, D., & Eisdorfer, C. (2001). The loss of self: A family resource for the care of Alzheimer's disease and related disorders. WW Norton & Company. Mace, N. L., & Rabins, P. V. (2017). The 36-Hour Day: A Family Guide to Caring for People Who Have Alzheimer Disease, Other Dementias, and Memory Loss. JHU Press. Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge. Schmeck, R. R. (Ed.). (2013). Learning strategies and learning styles. Springer Science & Business Media. Skaalvik, M. W., Normann, H. K., & Henriksen, N. (2010). Student experiences in learning person‐ centred care of patients with Alzheimer’s disease as perceived by nursing students and supervising nurses. Journal of clinical nursing, 19(17‐ 18), 2639-2648.
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Explanation & Answer



Alzheimer’s: Concepts of Self-Management
Student’s Name


Institutional Affiliation






Alzheimer's disease is a persistent, complicated sickness that needs ceaseless hospital
treatment and reliable family care. Progressing patient help is imperative to forestalling acute
memory loss and the decrease of long term well-being complications and risks. The intended
audience of the Alzheimer's disease education is mainly the professionals involved in healthcare
and staff, the affected families, and the patients (Cohen & Eisdorfer, 2001).

The educator will distinguish the objectives and goals of the targeted groups of people,
depict the lesson content with instructional strategies and identify resources meant for instruction
which contains teaching assessment techniques. Defining targets and objectives give an
establishment for outlining educational plans that convey a lesson design and what is to be
expected from the student (Mace & Rabins, 2017). The intention is not to hinder the education
vision, but rather to guarantee training is focused, both educator and student understand what is
happening, and that learning is gauged dispassionately with the ideal result.

Description, Identification, and Assessment of Learners

Healthcare Professionals

The immediate educational group is the essential care physician, a neurologist, a
nutritionist or registered dietitian, a therapist, a geriatric medical caretaker, and a home
healthcare worker that work on units serving the adult population within the hospital
(Greenberger & Litwin, 2003). For the instructor to survey the learning needs of this group of
people, a self-administered poll and an informal request are made of the audience which is



focused. Both of these techniques will give the student the capacity to express their assessment
of perceived learning requirements to formalize information worth presenting.

Instructional Methods

After reviewing the informal requests and questionnaires, the data to be presented will
include the risk elements of Alzheimer's, non-pharmacological treatment, and basic patient
training for sel...

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