Principles of Teaching and Learning for Health Professionals

Personal Learning Style

Principles of Teaching and Learning for Health Professionals Submitted Student Submitted to Submitted on December Athabasca University ? Introduction Learning and teaching are two important aspects in terms of both development of values and beliefs among healthcare professionals. Teaching philosophy can be defined as the self-reflective statement of the educator while learning philosophy may differ based on learner’s style. In this assignment, personal learning style along with professional teaching philosophy will be discussed. This assignment will also explore learning theories and their connection with personal learning style. Values and beliefs that are interlinked with teaching and learning will also be included as a part of the discussion . Discussion Personal Learning Style In order to identify personal learning style two different online assessment tools were utilized. First of all as per the assessment tool available in Educationplanner.org. (2020), 20 questions were asked based on different aspects and situation related to learning. After providing responses of own choice, the result reflected as auditory learning 40%, visual earning as 30% and tactile learning as 30%. Another assessment tool that has been used to determine the style of learning reflected that my learning preferences are multimodal (vark-learn.com, 2020). People with such learning preferences are more likely to use diagrams, interesting layouts and devote time in listening and discussing the topic with other people. In this context it can be said that an auditory learner is able to remember things which have been heard by the person. I am certainly one of those who remember the words which have been spoken to me for a longer time. Apart from that, visual aids are also helpful for understanding certain things. As a healthcare professional, the practical works have contributed and enriched my knowledge regarding some topic. The lectures of the educators contained valuable information which helped me learn things more easily. Professional Teaching Philosophy As a teaching professional, I value each of the learners and their respective experiences. Transfer of knowledge along with application of all the learning styles is the ultimate objective of teaching. Social cognitive theory is one of the approaches which I resonate through each of the learning experiences. According to me, each individual must have will power so that they can be motivated to gain sound knowledge from each educational session. As an educator I must be prepared for sharing the best of my knowledge in a positive environment . Theoretical Underpinnings Cognitivism is one of the most popular learning theories and this particular theory of focuses on learning the process instead of observing the behaviour of individuals (Aliakbari et al., 2015). On the other hand the learning theory of behaviourism can be defined as the concept that all behaviours are learnt by the means of interaction with the environment. Social constructivism theory describes that knowledge is not transmitted but constructed. This theory suggests that teaching and learning is entirely dependent on interaction and discussion among people and the main focus relies on understanding of the students on that particular discussion (Andersen & Watkins, 2018). From the abovementioned learning theories, it can be integrated that learning of individual influenced by one’s behaviours as well as on the way of presenting the discussion. Knowledge is certainly transmitted from the teacher among the students however in some cases knowledge is also constructed through interpersonal discussion as well. I personally believe that cognitivism plays an important role in learning the process and thereby it is approached by many of the teaching professionals. Values and Beliefs of Teaching and Learning and application of concepts The principle values and beliefs that can be associated with teaching and learning include integrity, self-learning, mutual respect and most importantly responsibility (Abedini & Parvizy, 2019). For example in [the] case of providing health education to a patient with type 2 diabetes mellitus, the nursing professional must show respect towards the culture and beliefs of the individual and responsibly manage the problems. The patient must be motivated to self-learn processes such as glucose monitoring and address symptoms of hyperglycaemia. The nursing professional must provide information regarding complications of diabetes and management strategies responsibly. The patient must also pay respect towards the knowledge of [the] nursing professional. Hence it is extremely important in the field of health education to share knowledge with the patients along with the considerations of teaching of learning theories. Behaviour of a health professional has a great importance in the entire scenario (Bastable et al., 2019 ). Conclusion Hence it can be concluded that learning and teaching are two important aspects in terms of both development of values and beliefs among healthcare professionals. There are different types of learners which can be assessed through online assessment tools. As a teaching professional, I value each of the learners and their respective experiences. Transfer of knowledge along with application of all the learning styles is the ultimate objective of teaching. The principle values and beliefs that can be associated with teaching and learning include integrity, self-learning, mutual respect and most importantly responsibility.? References Abedini, Z., & Parvizy, S. (2019). The effects of group discussion and self-learning on nursing students’ civility. Iranian journal of nursing and midwifery research, 24(4), 268.. VARK Learning Style Questionnaire. VARK - A Guide to Learning Styles. Retrieved 21 December 2020, from  ? Appendices ? HLST-320 Assignment One Development of Your Teaching-Learning Philosophy Marked by: Betty Loree Date Received: December 23, 2020 Criteria Score Instructor Comments Articulate clear statements of your personal learning style and your professional teaching philosophy. Link at least one of the theoretical underpinning (e.g. Behaviorism, Cognitivism, Social Constructivism) to support your teaching-learning philosophy Provide one clear and detailed example to demonstrate how your values and beliefs related to both teaching and learning affect your role as a health care professional. Provide evidence of application of course concepts from Units 1, 2, and 3 and references from external sources as needed to support your teaching-learning philosophy. 2/3 7/10 2.5/5 6/7 17.5/25 Personal learning style and Teaching philosophy addressed to a good level….and supported with theoretical underpinnings……see comment on paper.. Social cognitivism cited; could be more clearly defined and supported.…..as well behavior change models could also be used to support the determined teaching philosophy and defined…..see comment on paper. A high-level situation provided…..would have liked a more personal, specific example…..but values and beliefs of teaching and learning as a professional are provided as general discussion but could more clearly been brought to a clear relationship with the personal teaching / learning actions/philosophy in your discussion…..see comment on paper….. Appropriate references provided that provide evidence of application of Unit 1-3 concepts ….. however, no evidence of behavior change models Format Accurate APA format including: Title page, headings and subheadings • • • References in the body of the paper • • Reference citations in the references list Accurate scholarly format including: • 3-4 pages in length, excluding title page and References list • • Introduction • Scholarly language and professional tone • Grammar, spelling, and punctuation (mechanics) • Conclusion .5/1 2/2 2/2 1/1 1/1 1/1 1/1 1/1 9.5/10 See comment on title page; headings / subheadings have provided structure and focus to the paper…… …. Additional Instructor Comments: Hello , Good start….could be personalized a bit more in terms of the application of the theory…..fairly high level in places. ABOVE ARE THE FEEDBACK FROM ASSIGNMENT 1, SO THAT YOU CAN MAKE PROPER CORRECTIONS IN THIS ASSISGNMENT 2. THANK YOU HERE IS Assignment Two: Assignment two and three are linked; the objectives presented in assignment two are then implemented along with teaching strategies in assignment three. Objectives Select one case study and develop one learner centered objective for each domain of learning: cognitive, affective and psychomotor. The objectives are written using terminology (keywords or verbs) from Bloom’s Revised Taxonomy and are identified using “Specific, Measurable, Attainable, Relevant, Time-limited” (SMART) guidelines. Examples of SMART goals using terminology from Bloom’s Revised Taxonomy are provided at the beginning of each Unit in the course in the course: When you have completed Unit 5, you should be able to achieve or exceed the following: explain the three domains of learning, and describe the levels of learning within each domain, explain why the three perspectives of learning are not mutually exclusive, Review the literature on SMART goals and Bloom’s Revised Taxonomy to support the discussion throughout the paper. SMART goals: · CNO (2019). Developing smart learning goals. Retrieved June 1, 2020 from  Bloom’s Revised Taxonomy: · Clark (2015a). Bloom’s taxonomy of learning domains. Retrieved June 1, 2020 from Bloom's Taxonomy of Learning Domains: The Cognitive Domain Bloom's Taxonomy of Learning Domains: The Cognitive Domain Bloom's Taxonomy was created under the leadership of Benjamin Bloom in order to promote higher forms of thinking... Provide Rationale for the Objective Review Bloom’s Revised Taxonomy on levels of learning for the domain; review the pyramid of learning and corresponding keywords for the level of learning to be achieved. Provide a discussion of the level (for the cognitive domain: remember, understand, apply, analyze, evaluate, creating) of learning that hoped to be achieved in the objective. In the example of the objectives from Unit Five the category (level) of learning that will be achieved for these objectives falls into the remembering and understanding category of the cognitive domain; keywords (verb) utilizing the verb “explain” and “describe”. Upon completion of Unit Five, the learner can “describe” the learned information and “state” the learned information in their own words (Clark, 2015b). Application of Course Concepts Review the information in Unit One, Two, Three, Four and Five and integrate these concepts into the paper to demonstrate the depth of your understanding of the Unit concepts. CHOSEN CASE STUDY Category 1: Health care professional/individual as client teaching and learning Case 2 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. Based on this case study, a clear, measureable objective must be written for each of the 3 domains - cognitive, affective, and psychomotor. Assignment 2 must be submitted, marked and returned to you prior to submitting assignment 3. Assignment 2 is foundational to assignment 3 so ensure you consider your tutor's feedback. Evaluation Criteria for Assignment 2 – Writing Learning Objectives Assignment 2 should include the following: Articulate 3 objectives - one for each domain cognitive, affective, and psychomotor. Be certain each of the objectives you develop is at minimum: learner-centered discrete written in clear, measurable terms reflective of your assigned case study reasonable for a 3 minute teaching session Provide rationale including integration of theoretical knowledge, that is, evidence based practice to support each objective. Provide evidence of application of course concepts and references of external sources as needed to support each learner centered objective. APA format, maximum 4 pages excluding title and reference pages