Concepts of Teaching and Learning: Parenteral Nutrition Essay Example

individual. Learners should understand that everyone is unique and, therefore, require a choice well-suited to one background and occupation. Finally, the lesson will focus on how to create a healthy eating plan and make healthy nutritional choice (Hensel, 2011: 46).

Teaching Activities

The educations will meet the objectives through a series of activities that incorporate both at an individual, group and instructional basis (Newble, & Cannon, 2001: 150). Day one, the instructor reads aloud while introducing the categorization chart with more, less and no fats calories and vitamins groups of foods while the patients place food items into the chat. The purpose is to introduce the concept of nutrition through charts and labels. The process will instigate thinking about what foods are healthy or unhealthy. The instructor will emphasize that high amounts of fats and calories lead to unhealthy foods while high amounts of vitamins result in healthy foods. As an assignment for day two, patients will identify foods they eat at home and match their nutritional values (Skipper, 2012: 12).

On the second day, learners review the nutritional chart. To transform the table to specific food items, unlike general categorizations, the instructor will replace the more, less, and non-categories with numeric values: more becomes 10-6, less 5-1 and not as 0. Next, using the food pyramid, the instructor explains the various food groups and the compliments of a healthy diet. The activity assesses whether or not the patients have an understanding of the different components of the food pyramid. Day three involves easements of patient ability to match food items and nutritional values (Skipper, 10). The uses own judgment to assign a number between zero and ten

to categories the various food groups based on the nutritional labels. Since the instructor’s role is to relay the general idea of nutritious foods, therefore, objective to have the learners understand that a higher number of fats and calories decrease the nutritional value of a portion of food. Through comparison of numeric values, patients gain an understanding of the healthy foods (Newble, & Cannon, 2001: 149).

Day four patient review their national diaries and a tally of the foods consumed through the learning period in the various categories. Each patient places individual scores into an aggregate class food pyramid and the class reviews and discusses the implications of the results (Newble, & Cannon, 2001: 159). Next, leaders will share their food group tallies by adding results to a poster-sized food pyramid to allows a comparison of own habits with those of the class as a whole. As a group, they will discuss on whether or not they meet healthy eating decisions and brainstorm ways to improve nutritional habits, and draw conclusions (Skipper, 15).

Evaluation

The source of the assessment process is the incorporation of information learned throughout the period. The tutors will assess patient on daily entries, food categorization, and participation in the reflective discussion on the final day (Anderson & Bloom, 2014: 10). They will receive an evaluation of excellent, satisfactory, or needs improvement based on the effort exhibited by the assignments. The instructor will also evaluate the nutrition chart activities completed on days two and three in which activities incorporate calculations to provide evidence as to whether or not the learners grasp the connection with a healthy diet. There is the need for a follow-up program

to establish whether the students gained the skills and if it influenced a change of behavior (Newble, & Cannon, 2001: 158).

Family Education

The purse of family member education is to promote may be similar to that of the patient but also extends as a supportive and outreach strategy for the patient among other members of the community. The educational experience should focus on the cultural and religious practices, emotional barriers and desire and motivation to a healthy lifestyle. Consequently, the experience must instill knowledge on care management, and administration of medicine or nutritional foods to the patient (Hensel, 2011: 45).

Objectives

1. Family members should identify foods as healthy or unhealthy and classify then in their nutritional value.
2. Family members will predict the nutritional value of common foods consumed at home.
3. Family members should establish good and bad eating habits.
4. They should also demonstrate the ability to identify at-risk individuals in the family and community.
5. Should prove responsibilities to manage patient’s ongoing health care needs.
6. They should demonstrate the knowledge and skills in assisting the patient in carrying out their responsibilities.

The objectives emphasize health care promotion through referrals and word of mouth and also supportive care to affected members of the family. They advocate for a healthy eating pattern and identification of persons at risk of the nutritional illness (Hensel, 2011: 55).

Lesson Content

The lesson content will provide information that the educator teach, and family members need to learn about supportive care to patients ailing from malnutrition and related or individual at risk of the conditions. The lesson will introduce the learner to parenteral nutrition and essential dietary topics such as food groups, sugars, and sodium among others. Secondly,

the lesson will focus on identifying persons at risk or with bad nutritional habits. Finally, the lesson will focus on how to create a healthy eating plan and make a healthy dietary choice for the family and special consideration of the patient or at risk individuals (Newble, & Cannon, 2001: 155 & Skipper, 40, 50, 51).

Teaching Activities

The educations will meet the objectives through successive activities that integrate individual, group and instructional dynamics. Day one, the instructor introduces the resources and the concept of parenteral nutrition and care. Learners also respond to reflective questions either through writing or mind maps. Finally, the instructor will introduce podcast and links. Day two, the instructor will prepare flipcharts to collect answers to “Preparing for Care” activities. Additionally, the instructor will invite learners experiencing such experiences such as persons suffer from malnutrition and related illnesses, to explore ways to support while undertaking the lessons (Newble, & Cannon, 2001: 151).

Day three involves the use of reflections to develop awareness. The process involves the use of small group’s activities while the instructor will debrief upon completion (Anderson & Bloom, 2014: 15). Day four requires establishment of therapeutical boundaries. The process uses an instructional method to introduce the concept if developing the edge. It may be new to some of the leaders since the concept may not congruent with their cultural values and community. However, listening to related podcast may help develop an understanding of maintaining therapeutically boundaries both for the patients and self (Hensel, 2011: 61. Finally, learners will conduct a field activity while requires them to identify healthy food in local stores and persuade consumers to choose healthy foods.

Evaluation

The tutors will

assess patient on daily entries, identification of at-risk individual and management of the various stages of the condition, and participation in the reflective discussions. They will receive an appraisal of excellent, satisfactory, or needs improvement based on the successful completion of the various activities (Anderson & Bloom, 2014: 11). The instructor will also evaluate the nutrition knowledge on the fourth day during a field exercise to establish the ability to identify and persuade others on using a healthy lifestyle (Skipper, 2012: 70). Nonetheless, the process will need follow-up to establish the transfer of acquired knowledge and skills and if there is a change in behavior (Newble, & Cannon, 2001: 158).

Staff Development

The purpose of staff development is to equip health practitioners with skills to educate, relate, and manage patients and families affect with parenteral nutrition and related illnesses. There are their components of the methods which are interpersonal skills, research and development, and peripheral catheters used for parenteral nutrition and management (Hensel, 2011: 50).

Objectives

1. Describe trends to American diet over recent decades.
2. Explain how nutrition impacts on health.
3. Identify influences on food choice and provide concrete examples for each.
4. Demonstrate knowledge on peripheral and central catheters used for parenteral nutrition and management.

The objectives emphasize on research for career development and lifelong learning. It also advocates for the acquisition of best practices and sharing of such information among practitioners to promote the quality of health (Hensel, 2011: 45).

Lesson Content

The content involves the provision of information on core indicators for using parenteral nutrition. Practitioners should also have hand-on-information on patient screening and implementation of nutritional care plan where appropriate. They should also have knowledge of calculating requirements, prescribing

and ordering parenteral nutrition (Skipper, 2012: 60). Finally, the lesson will provide information on re-feeding syndrome, peripheral and central catheters and clinical monitoring for parenteral nutrition and management (Hensel, 2011: 47).

Teaching Activities

The educations will meet the objectives through successive activities that integrate individual, professional and institutional dynamics. Day one the instructor will introduce the lesson goals and ask learners to reflect on legal and ethical decision-making principles in planning and delivering parenteral nutrition and care. The method will integrate case studies developed to expose the students on different work scenarios. On day two, learners will group both uni and multidisciplinary: case studies, critical incidents analysis, and reflection using written and audiovisual material, and care to plan (Hensel, 2011: 46).

On day three the groups will “role play’ and practice demonstration and afterward share work experience with parenteral nutrition patients and affected families. The aim is to share best practices and unique cases that will enhance the professional acumen of the practitioners. The instructors will then provide assignments that require research and presentation of on trends causing parenteral nutrition illness for presentation on the third day. The aim is to enhance learners ability to self-directed learning with the use of computer and the internet to research and share best practices (Anderson & Bloom, 2014: 10). On the fourth day, learners should visit various institutions such as schools and community centers for observations. The approach will serve as mentored clinical placements to expose learners to real-life situations (Hensel, 2011: 46).

Evaluation

The tutors will assess health practitioners on the ability to reflect the level of knowledge, motivation, and opportunities for self-development. Learners will have an appraisal of excellent, satisfactory, or

needs improvement based on the successful completion of the various activities and availability during the sessions. The effectiveness of the program depends on the quality of the process and outcome. Since it is an ongoing process and cannot conclude with the session, there is a need for a follow-up. For example, there is the need for a follow-up to establish the transfer of acquired knowledge and skills to the practical setting (Newble, & Cannon, 2001: 158).

References

• Anderson, L. W., & Bloom, B. S. (2014). A taxonomy for learning, teaching, and assessing: A revision of Bloom's. OH. Essex : Pearson
• Hensel, D. (2011). Relationships among nurses’ professional self-concept, health, and lifestyles. Western Journal of Nursing Research, 33(1), 45-62.
• Newble, D. & Cannon, R. (2001) A Handbook for Medical Teachers. Chapter 8: Assessing Leanerss. Pp 125-162. Kluwer Academic Publishers, Dordrecht 2001.
• Skipper, A. (2012). Dietitian's handbook of enteral and parenteral nutrition. Sudbury, MA: Jones & Bartlett Learning.