Teaching & Learning the Cognitive, Affective, & Psychomotor Domains Janice is a 28-year-old financial advisor. She is now 7 months pregnant with her first child. She is complaining of many symptoms including fatigue, shortness of breath, dizziness, leg cramps and mouth/tongue sores. She is diagnosed with iron-deficiency anemia. Write learning objectives to guide your teaching about how diet modification could improve her health and well-being.

In nursing, patients who are pregnant represent a category that can be especially complex given the fact that there are a range of various implications due to the prenatal needs of the expecting mother. The fetus is especially vulnerable in the early stages of development and symptoms that the mother has could potentially cause a lifetime full of health issues if the symptoms are sufficiently problematic. Research has even confirmed data that supports the efficacy of certain kinds of prenatal stimulation and the future child starts to move at about seven and a half weeks and his repertory of spontaneous and provoked movements is nearly complete around the fifteenth week; pregnant women who participated in a program to use music to provide prenatal stimulation were observed to have fetus that were more advanced that their control group counterparts which can illustrate the full extent of the sensitivity involved with this developmental stage (Lafuente & Grifol, 2001). Therefore, such patients such as Janice can represent a significant challenge to nurses that have yet to acquire experience in working with expecting mothers.

Currently in the literature relative to teaching and learning in health care, there are a range of various concepts that are the target of a considerable amount of debate and confusion that can be largely attributed to the natural progress of scientific understanding. For example, there are many scientific theories that are constantly being tested, evaluated, and often refined to reflect...

However, there still remains a large portion of teaching health related matters that can still be largely considered an art. There are many cultural and interpersonal skills that tend to mediate a nurse's ability to effectively communicate with their patients about important health related matters.
Knowledge and communication skills are improved with simulation use, as are interdisciplinary teamwork and interpersonal and psychomotor skills, and because of increasing patient acuity in inpatient settings, students must come to the clinical site better able to deal with rapidly changing situations and greater technological intervention so that there can be improved decision-making abilities and greater awareness of patient safety in this environment (Wolfgram & Quinn, 2012). There are many different strategies to impart the basic skills that nurses need to be successful at this level and there are a variety of different perspectives and competencies that are needed for strategies to develop a program and have the program development succeed. Cultural humility is proposed as key factor in multicultural medical education and it incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations (Tervalon & Murray-Garcia, 1998). This perspective allows teachers the ablility to change with a changing landscape of scientific knowledge and new evidence-based practices.

The actual training transfer that can instill cultural competencies can take many forms. One model, Campinha-Bacote's model of cultural competence in health care delivery is defined as process of Cultural Competence in the Delivery of Healthcare Services (Campinha-Bacote, 2002). This model views cultural competence as the ongoing…