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Though the lesson plan cannot project what distribution of critical thinking and reasoning abilities will define the classroom, it will be appropriate to shape the lesson plan with the capacity for flexibility in its presentation.
A note, upon entering into the content breakdown on this subject; the material covered here is of a diverse and nuanced range, with each subject singularly requisite of its own course of investigation. We would therein set a range of learning objectives for each aspect of the subject. However, given the limitation of the course time to just three hours, we have outlined six overarching learning objectives, with each of the above identified domains represented twice.
Cognitive Learning Objectives
Our first learning objective will be to help familiarize learning with H.I.M. application modules, placing a particular emphasis on the most current IT tools at our disposal. Here, learners will use their application skills to gain early mastery of real-world tools.
An additional employment of student cognitive abilities will be implemented by the second learning objective, intended to enable the learner to apply a qualitative and empirically-based evaluation to a healthcare situation and to thereby assess aspects of healthcare quality will a reliable analytical skill.
A third learning objective falls within the Affective Domain, and will be intended to refine the learner's understanding of key terms used in reference to the subject matter. A matter of employing receiving and responding skills, the learning objective represented here will induce students to an awareness of the linguistic normatives of the discipline.
The fourth learning objective is among the most important, wherein we will seek to instruct learners on how to identify and implement strategies for improving standards of quality in a live healthcare scenario. Valuing skills will be crucial to this domain, as the students ability to access this part of his response mechanism will impact his ability to navigate such scenarios.
The fifth learning objective will be to provide support to the learner's independent engagement of the primary text and other related literary materials as they relate to the overall improvement of healthcare quality through best practices healthcare information management. Here, students will be expected to apply complex overt response skills as well as those concern aptitudes in guided response models of instruction as a means of developing and fine-tuning the applicability of text-based knowledge.
The sixth learning objective will be concerned with a macrolevel consideration of the subject of applying quality healthcare to real-world situations by inclining learners to use their skills of adaptation in order to ingrain in themselves a perpetual and evolving awareness of the need for maintenance and improvement of quality in healthcare.
Johns (2002) notes that one of the most difficult elements of conducting an educational task of considerable practical application in the sterility of the classroom is the relative absence of an opportunity for real world use of evolving skills. Therefore, it will be imperative to draw up a lesson plan with the intent to overcome this deficit through engaging ways of instructing certain skills and through a continual back-and-forth flow of instruction and feedback. This communication will be a cornerstone to meeting the imperatives of the discipline.
Additionally, as the course period is itself only a total of three hours in length, this communication and engagement will be part of a relatively fast-paced approach to inducing the group to an understanding of a wide range of content. The lesson plan here reflects a kinetic approach to balancing introductory level understanding with a wide range of necessary subjects for discussion. This will be necessary to help establish a program that is useful to all parties without sacrificing anything for efficiency and expedience.
Necessary instructional materials include a computer terminal for every student in a training session, a person account and the IT system selected by the facility in question for implementation. As noted throughout, there is a core flexibility to this lesson plan that allows the selected approach to apply regardless of the system being adopted. There is a universality to this lesson plan that denotes the only additional facilities necessary are those which allow for simulated treatment scenarios. Therefore, it would be necessary to gain the participation of a wing of the training facility for simulation of treatment and related information technology and documentation functions.
Evaluation would largely be conducted through bi-annual surveys of trained healthcare professionals which are based on the perceived connection between course content and workplace experiences. The intent would be to yield an accurate picture of the correlation between course content and the actual ability of workers to adopt and benefit from new IT systems.
It is also recommended that all personnel be engaged in an annual re-certification in which changes in the technology and within the organization are considered. Because it is often the case in this field that technologies evolve almost as quickly as we can adopt them, it is appropriate to present this as an initiation to a continuing and always evolving education.
American Health Information Management Association (AHIMA). (2007). Homepage. www.ahima.org.
Bastable, S.B. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Sudbury, MA Jones and Bartlett Publishers.
Duphome, R & C.N. Gunawardena. (2005). The effect of three computer conferencing designs on critical thinking skills of nursing students. The American Journal of Distance Education, 9(1)
Johns, M. (2002). Health Information Management Technology: An Applied Approach. American Health Information Management Association.
Hoge, M.A. Stuart, G.W. & Janis Tondora. (2004). Theory and Evience-based Teaching Strategies: Implications for Behavioral Health. www.annapoliscoalition.org/
Walton, H.J. & Matthews, M.B. (1989). Essentials of Problem-based Learning. Medical Education, Vol. 23.[continue]
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