Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, provi
Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive progress.
Reply to my peers
Peer 1
a. Provide information related to setting, patient, and topic
The setting is in the patient’s home, the patient isgeriatric,and the topic is related to patient’s disease process.
b. Discuss your rationale for choosing a technology tool
Formal one on oneinstructionis a plannedactivity.
One-to-one instruction,which may be given either formally or informally, involves face-to-face delivery of information specifically designed to meet the needs of an individual learner. Teaching methods such as one-to-one instruction have a positive effect on patient education and compliance (pg469)Such instruction offers an opportunity for both the educator and the learner to communicate knowledge, ideas, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well. Thus, this method of teaching is a process of mutual interchange between the patient and the health professional. It requires interpersonal skill and sensitivity on the part of the educator and the ability to establish rapport with the learner. (pg469) The pace and content of teaching can be tailored to meet individual needs. Ideal as an intervention for initial assessment and ongoing evaluation of the learner. Good for teaching behaviors in all three domains of learning. Especially suitable for teaching those who are learning disabled, low literate, or educationallydisadvantaged.(pg472)
C.Explain your lesson and how you would evaluate learning.
One-to-one teaching can be tailored to meet objectives in all three domains of learning. It begins with an assessment of the learner and the mutual setting of objectives to be accomplished (Burkhart, 2008). As part of the assessment process, it is very important to determine whether any problem behaviors exist, such as smoking, and at which stage of change the person is with respect to dealing with such behaviors. Once this information is determined, the educator can tailor educational interventions to that stage. (pg470)Return demonstration by the learner is carried out as an attempt to establish competence by performing a task with cues from the educator as needed. (pg473)
Reference
Bastable, S. B. (2019).Nurse as educator: principles of teaching and learning for nursing practice(5th ed.). Retrieved fromhttps://digitalbookshelf.southuniversity.edu
Peer 2
For this week’s discussion I choose to talk about technology. The tool that I have chosen is the iPad. We use the iPad for patient that need visual learning. The iPad is used bedside for admissions, educational purposes throughout the patients stay, discharging, educational videos, correctly identifying the patient’s histories and allergies and verifying the patient correct medication and dosage they are taking at home. When a patient is first admitted to the hospital, we have a questionnaire over education. This is how we assess what type of learner the patient is. We can successful help the patient learns through the iPad. The iPad helps patient who are hearing impaired, have language barriers and patients who are elderly and less educated. When using the iPad, we can assess the patient to see if the patient is interested in learning the information. We use educational videos that have been created and designed by the hospitals education coordinators with our healthcare system. “Rather than relying solely on verbal instructions, the iPad allows physicians the opportunity to visually communicate valuable educational information to the patient, including the course of treatment and follow-up care. Out of hospitals around the country who have implemented iPads as a means of improving discharge communication, 63% saw an improvement in survey responses regarding patient satisfaction (Kang, 2013). The ability to improve patient education ultimately leads to lower readmission rates and a higher ROI for hospitals and other medical facilities. This could save hospitals millions of dollars per year on patient reimbursement fees and Medicare penalties” (Engelhardt, D (n.d.).
Resources
Engelhardt, D. (n.d.). 7 Ways iPads are Being Used in Healthcare. Retrieved June 17, 2020, from http://blog.readydock.net/bid/340500/7-Ways-iPads-are-Being-Used-in-Healthcare
Kang, C. (2013, August 29). New resources help lower hospital readmissions. Retrieved from http://westfaironline.com/57272/new-resources-help-lower-hospital-readmissions/
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