NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Sample Answer for NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria Included After Question

NRS 429V Week 1 Discussion 2

In the assigned reading, “How to Write Learning Objectives That Meet Demanding Behavioral Criteria,” Kizlik explained that “objectives that are used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable behavior or performance that are used to make judgments about learning.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

A Sample Answer For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

According to the family systems theory, a member of a family has to change its behaviors and influence everyone in the family to follow along and change to promote health and wellness. An example is a family member with a history of obesity decides to lose weight and creates a diet plan and exercise regimen and encourages the rest of the family to join him in the journey of losing weight. Behavioral changes when an individual decides to change for the better and act on it.

The family systems theory helps in teaching behavioral changes because once a family member is involved in the plan of care and already decides to take part in the process of helping to live a better lifestyle, it is much easier to influence the rest of the family.

According to the ebookHealth Promotion: Health & Wellness Across the Continuum, variables that affect the ability to learn are race, ethnicity, immigration status, disabilities, sex/gender/sexual orientation, environmental threats, poverty, access to health care, and lack of education can be barriers that affect a patient’s ability to learn and move forward with the behavioral changes.

A patient’s readiness to learn to change their lifestyle for a better life improves the learning outcomes because once a patient understands the reasoning behind the need for the change, it is easier to change its bad habits to new habits and live a healthy lifestyle.

References

Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

A Sample Answer 2 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

This is an outstanding response Ronald. I agree with it. Health conditions tend to emanate from intricate factors such as those advanced by social, economic, and political determinants. Health is determined by the manner in which societies are structured and how health policy agendas are influenced by the political nature in the society (Laverack, 2017). Health promotion interventions that address behavioral risks are capable of supporting policies to enhance health or uphold inequalities in a society. This is attributed to the fact that behavioral change models have insignificant impact on wider conditions that result in poor health. Therefore, any health promotion model intended to initiate behavioral changes should be adopted as a component of a winder, inclusive policy framework. Ensuring a comprehensive and multi-component health promotion model is appropriate in changing bad behaviors that can cause negative health effects (Laverack, 2017). Advancing health promotion model through a strong policy framework is crucial in giving people greater control over their lives instead of instructing them on what to do.

References

Laverack, G. (2017). The challenge of behaviour change and health promotion. Challenges, 8(2), 25.

 

A Sample Answer 3 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Developing health promotion programs that helps to set up healthy lifestyle behavior requires comprehensive planning. Theories and Models both include concepts and constructs. Health theories and behavior models helps to explain why individuals and communities behave the way they do.

Theories and models both include concepts and constructs. Concepts are the primary components of a model or theory. Constructs are components that have been created for use in specific model or theory. These terms are important to understand when discussing models and theories (Glanz, Rimer, &Lewis,2002).

Theories and models helps to understand the nature and understanding of the patients. In Tran theoretical model describes the process of how the behavior of individual changes, there are various factors that influence the behavior of patient.

These model includes five stages (Glanz, Rimer, &Lewis,2002;NCI, 2005)

Pre contemplation– In this stage the individual has no intention to change behavior within the next six months.

Contemplation- In this stage, an individual is considering a behavior change within the next six months.

Preparation– In this stage the individual takes some steps towards making a change doing so within the next 30 days.

Action– An individual reaches this stage once he/she has made a apparent behavior change and doing within next 30 days.

Maintenance– If behavior change last more than 6 months then moves in the final stage of maintenance.

Barriers that affect the patient’s ability to learn can be language, culture, beliefs, educational level of the patients, before set up the the plan for educating the patients nurse should assess the patient’s ability to learn and obstacles in the patient learning that can be face by the nurse.

Readiness to learn refers how patients in participating in the behavior change, patient should be ready physically, psychologically and cognitively engage in learning. Health status of the patient really affect the readiness to learn, in this patient is in pain or feeling weakness or fatigue may affect the readiness to learn. Nurse should always assess the learning style of the patient, patient’s environment such as loud noises, educational level, Nurse should always use the words as a Layman can understand, should avoid medical terms as much as possible.

Reference

Glanz, K., B. Rimer, ,& F. Lewis. (2002). Health behavior and health education. San Francisco, CA: John Wiley & Sons, Inc. National Cancer Institute (2005). Theory at a glance guide for health promotion practice.

A Sample Answer 4 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

This is a great response Pardeep and I concur with the post. Behavioral change models tend to be preventive measures to manage lifestyle behaviors that negatively impact health. The models strive to convince people to adopt healthy lifestyles, utilize preventive health services, and assume responsibility for their health. In most cases, health promotion models intended to initiate behavioral changes are anchored on the belief that imparting information can potentially help in changing beliefs, behaviors, and attitudes. However, this idea has most ineffective since it does not consider vital factors in the social environment that influences health. There is unclear evidence about the effectiveness of health promotion models that influences behavioral changes, especially the single interventions that focuses on particular behavioral risk. Therefore, health promotion model should be applied through range of strategies that include components such as empowering people to have control on their lifestyle decisions, behavioral change approach, and strong policy framework that facilitate supportive environment (Laverack, 2017).

References

Laverack, G. (2017). The challenge of behaviour change and health promotion. Challenges, 8(2), 25.

A Sample Answer 5 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

The Adaptive model of health was developed by Sister Callista Roy and focuses on the ability of a person to adapt to a change in health status. It requires the person to change their lifestyle. This adaptation can be on a physical or psychological level and the goal is for the person to be able to continue functioning in the face of change (Nursing Theories, 2012).

The model includes human systems with the new medical diagnoses being the disruption in the patients life. The elements surrounding the coping process include physical, self-concept, interdependence, and role function. Physical involves the symptoms of the disease or illness. Self-concept is how the patient is handling the new diagnoses, including the spiritual and psychological aspect. Interdependence is any support systems, such as family or friends. Role function is how the new diagnoses will affect the persons role within the family or society. When all these human system adaptations are successful, the person can then move forward (Grand Canyon University (Ed.), 2018).

An example of using this in the teaching process; a patient having difficulty with the self-concept part in a newly diagnosed breast cancer and needing double mastectomy. The patient may have altered body image difficulty and need counseling resources or assistance in following up with a plastic surgeon for breast reconstruction.  Pain may also factor into the barrier to learn. Teaching non pharmaceutical, along with the proper pain management will help the patient be able to focus on education. Assessing the interdependence aspect, ensuring adequate family or caregiver support is important also, as the patient may need help in the home, including household chores and activities of daily living which somewhat coincides with the role function. The patients role in the family, possibly having small children and needing assistance with their care, being one example. When a patient has barriers, it makes teaching that more challenging. When the patient is actively participating, outcomes are more successful.

References

Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

Nursing Theories. (2012). Models of prevention. Retrieved from http://www.currentnursing.com/nursing_theory/models_prevention.html#Clinical model

A Sample Answer 6 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Thank for this exceptional response Michelle. I agree with your post.  Regardless of the chosen health promotion model, health promotion is primarily dependent on the participation of the population in focus. Participation, the participation can be achieved through effective engagement and having a common interest in the program (Sharma, 2016). Nevertheless, participation alone is inadequate to help in empowering the target population and take best actions to live healthy lifestyles. Therefore, the health promotion approach should enhance the process of capacity building, ease needs assessment, and foster local action to stand a better opportunity to empower. However, if the model allocates the health provider more power to control the situation such as by setting the health promotion agendas or providing particular resources, the model may fail to empower the target population. Therefore, the health promotion model should strive to help people work collaboratively to get more control over the health and lives.

References

Sharma, M. (2016). Theoretical foundations of health education and health promotion. Jones & Bartlett Publishers.

A Sample Answer 7 For the Assignment: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

Title: NRS 429V Week 1 Discussion 2 How to Write Learning Objectives That Meet Demanding Behavioral Criteria

I find the Transtheoretical Model so intriguing. I found an article with lots of information about the stages and how to approach patients in certain stages of this model. The article is written for physicians but I feel as nurses, we would also find this information very useful. One important thing mentioned was that some people may stay in the precontemplation stage for years (Zimmerman, 2023). While they are there, they tend to use a lot of “yes, but” statements. Being aware of the patient being in this stage is important and an opportunity for us to continue to gently educate about the importance of change and make sure to make it personal without making the person feel attacked. Another point I found important was that relapse from changed behavior is common. People have lived this lifestyle for many years and changing is not easy so as educators we can to be encouraging and place more emphasis on what worked well for them during the time that they had successfully made changes. Sometimes people need to be reminded of their successes as they can’t always see it for themselves.

Reference

 

Zimmerman, G. L. (2023). A “Stages of Change” Approach to Helping Patients Change Behavior. American Family Physician 2000, 20(5), 1409-1416. https://www.aafp.org/pubs/afp/issues/2000/0301/p1409.html

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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