Narrated Presentation of an Educational Resource

 

In this presentation, the selected education topic is (Blood Glucose Level management and subcutaneous insulin application for patients with type 2 diabetes) and you are required to: 1. Conceptualise an educational resource that will address that topic. 2. Rationalise how the educational resource will address the topic using adult learning theories. Presentation content 1. Title 2. Content/outline 3. Background to the issue: Identify the topic. Who is affected? How are they affected? 4. Learning needs analysis (LNA): Present your LNA. This should provide the rationale for your proposed education resource. 5. Teaching methods: Justify the teaching methods. Which domains of Bloom’s taxonomy are used? What are the advantages and disadvantages of the teaching methods, including participant engagement? 6. Learning outcomes (LO): Present the learning outcomes for the education resource 7. Assessment of the LO: How will the outcomes of the educational resource be evaluated? What methods will be used to evaluate the Los corresponding to the domains in Bloom’s taxonomy? 8. Reference list More clarification TITLE PAGE: Name, Student No, Course Coordinator, name of Assignment. BACKGROUND: What is the issue you are discussing, eg: Wound management, diabetes etc. Why is it important? Who is affected? Maybe use some statistics from the Australian Institute of Health and Welfare for example. What knowledge gaps have been identified and what could be the consequences of these gaps are not addressed. LEARNING NEEDS ANALYSIS: Please see the Tutorial 2 readings to assist you with this section. Outline how you will identify the learning needs. A minimum of two different methods is requi​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​red. As an example, this could be a questionnaire, interviews, something like that. Remember this is made up, so make up real results. For example, if you are discussing wound management, the result may show that there is a need for more education on appropriate wound dressings for different types of wounds. METHODS: I clarified this with Oya today. At least two methods should be included. How are you going to teach this? For example, a PowerPoint presentation or a practical hands-on session (this is just two ideas, you may have more). Link these methods to the relevant Blooms taxonomy domains. Discuss the advantages and disadvantages of your methods. LEARNING OUTCOMES: This is what you want them to learn. Think of it as one of your SMART goals. For example: At the end of this teaching resource, they should be able to ….. Again, link to Bloom’s domains. ASSESSMENT OF THE LEARNING OUTCOMES: How do you measure if this resource was successful? Provide two or more methods of assessing the outcomes. For example, a follow-up questionnaire, a Reflection etc. Address each learning outcome again linking to the relevant domain of Blooms. A few extra points of clarification: Although the marking rubric outlines a minimum of 15-20 slides, there won’t be any penalties for the number of slides submitted as long as they correspond to the 15-minute limit. The learning needs analysis is hypothetical. You are making this up so make it realistic. You could put text narration of your presentation in the notes section of PowerPoint if you want to however it is not a requirement. This presentation should include speech paper, fewer words in the slide, a perfect design with some pictures and a strong reference to more than 9 APA6 styles in Australia Weighting :50% Due Date: 4th Oc​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​tober2021

 

Sample Solution

processing model also referred to as the Dual Process Model of Coping with Bereavement by Stroebe and Schut (Death Studies, 1999), is a natural process that helps us to find a balance between facing the reality of the loss (loss-orientation) and learning to re-engage with life after the loss (restoration-orientation). It is in finding the balance may explain why grief is often described as an emotional roller coaster. Many people experience a back and forth between both loss-orientation and restoration-orientation responses, for example moving between classic grief reactions, crying, anger, depression etc. and learning how to manage finances, form new relationships and taking on roles that the dead person may have done, for example looking after the children. It is in the restoration-orientation phase that grieving people may focus on day-to-day tasks and get temporary relief from the emotional drain of the loss. It is possible to get a sense of the dual processing model when working with C as she is angry and depressed but has days where she is able to focus on the new baby’s imminent arrival. With further work once the baby has arrived, as so not to put any unnecessary stress or upset upon C before the baby is born, it may be possible to encourage her to explore her own dual process of grief, alongside learning how to care for her baby with the support of the staff at the mother and baby unit. N has experienced a normal dual process of grieving as she has days where she is feeling low especially when it comes to significant events such as birthdays, anniversaries and holidays, but has expressed that she is more positive towards Christmas this year as she has her daughter and the new baby living at home with her, therefore she is able to focus on them rather than her losses. It is my intention to work alongside N to encourage her to explore her own dual process. Therese Rando (1993) developed the six R’s of grieving and according to Rando, in order to achieve the six R’s, a person must Recognise the loss by acknowledging and understanding the death, React to the separation by experiencing the pain, give some form of expression to the psychological reaction of the loss and identify the secondary losses, Recollect the relationship with the loved one by remembering them realistically and re-experience the feelings they had for them, Relinquish the old attachments to the deceased, Re-adjust and adapt to their new world without forgetting their old one by developing a new relationship with the deceased, adopt new ways of being in the world without their loved one and form a new identity and finally Re-invest. Rando stated that complicated mourning is present whenever there is some compromise, distortion, or failure of one or more of the six “R” processes of mourning. It is clear from working with C that her grief is complicated and so some sort of compromise in one or more of the six R’s is probable

This question has been answered.

Get Answer
WeCreativez WhatsApp Support
Our customer support team is here to answer your questions. Ask us anything!
👋 Hi, Welcome to Compliant Papers.