Respond to each post below using one of the following with 2 credible sources for each

• Critique a colleague’s learning objectives by identifying strengths and/or suggestions for improvement
• Offer support an additional activity a colleague could have created to address his or her selected learning need
• Critique the alignment of learning activity and learning objectives by offering additional insights from this weeks’ learning or current literature

Classroom Resources:

Bradshaw, M. J., & Hultquist, B. L.  (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA: Jones and Bartlett. Chapter 2,4

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company. Chapters 10

Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 1). Online Classroom, 4–7.

Overview of the ASSURE MODEL. (2014, September 9). Retrieved September 23, 2015 from https://idtassuremodel.wordpress.com/about/

Revised Bloom’s Taxonomy. (n.d.). Retrieved January 21, 2015 from https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy

Writing Measurable Learning Objectives- TeachOnline. (2012), July 2). Retrieved January 21, 2015 from https://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/

Hauer, J., & Quill, T. (2011). Educational needs assessment, development of lerning objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14(4), 503-508.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406-409.

Clark, D. (2010). Bloom’s Taxonomy of learning domains: The three types of learning. Retrieved from https://www.nwlink.com/~donclark/hrd/bloom.html

Goodwill Community Foundation. (2013). Word 2003: Tracking changes. Retrieved from https://www.gcflearnfree.org/word2003/28.1

Microsoft. (2016). Track changes in Word. Retrieved from https;//support.office.com/en-US/article/Track-changes-in-Word-197ba630-0f5f-4a8e-9a77-3712475e806a      

Scenario 1

Audience and Learning Need
As a nurse that has typically worked in primary care, I have witnessed a number of notable health challenges facing diverse patient groups. In particular, I have worked with African American patients diagnosed with diabetes and have personally witnessed the deleterious impact that this disease has on patient health. Research does indicate that while diabetes impacts all ethnic groups, African Americans are twice as likely as Whites to develop the condition (Hernandez et al., 2016). Further, research indicates that this racial group is more likely to have poor glycemic control, higher diabetes-related health complications, and elevated disease mortality (Hernandez et al., 2016).
Following the diagnosis of type 2 diabetes, patient education to manage the disease is typically a recommended component for enhancing patient health outcomes (Haas et al., 2014). However, research consistently demonstrates that patient education is often overlooked during this phase of treatment (Haas et al., 2014). Consequently, many patients do not receive the supports needed to effectively manage their disease (Haas et al., 2014). When patient education is provided, there is a concern that this support does not meet the unique health literacy and cultural needs of African American patients (Hooks-Anderson, Crannage, Salas, & Scherrer, 2015). What this indicates is that culturally sensitive interventions and supports are needed to improve the ability of African American patients to manage their disease (Hooks-Anderson et al., 2015).
Based on the article written by Hauer and Quill (2011) this information represents a needs assessment indicating that African American patients with type 2 diabetes require culturally sensitive education programs to help them better manage the disease. Research does indicate that there are several different culturally competent interventions for educating African Americans to improve self-management of their diabetes (Steinhardt et al., 2015; Whitney et al., 2017). Thus, the proposed program is an evidence-based culturally sensitive education program to improve diabetes self-management in African American patients.
Learning Objectives and Learning Activities
The proposed intervention is an educational program to improve patient self-management activities to improve glycemic control as measured by glycosylated hemoglobin (HbA1c). Objectives developed for this program include the following:
Upon completion of this program patients should be able to:
¥ Construct a weekly meal plan that meets the American Diabetes Association (ADA) recommendations for carbohydrate limits.
¥ Demonstrate the ability to perform blood glucose monitoring using a glucometer.
The objectives were written using Bloom’s Taxonomy based on efforts to communicate objectives that are clear, specific, and measurable (Hauer & Quill, 2011).
While these are not the only goals that will be included in the program, it is possible to construct activities for these objectives. Considering first the objective for patients to create a weekly meal plan that meets ADA recommendations for carbohydrate limits, the activities involved for this type of teaching will include large and small group instruction. Large group instruction will be used to provide didactic education regarding how carbohydrates impact sugar levels in the body and recommendations by the ADA regarding carbohydrate levels for meals and snacks. Patients will be assigned to a small group to develop a weekly meal plan that meets ADA recommendations. Patients will use guidelines provided by the ADA and will collaborate to complete this task to promote a practical understanding of how to formulate a meal plan for managing the disease. The end product of the learning activity is directly linked to the objective and patients and patients can be evaluated based on the contents of the meal plan to determine if they have acquired needed knowledge to manage their diet.
The second activity would include large group instruction and individual interaction with the instructor. Patients would be provided with a demonstration regarding how to use a glucometer. Each patient would then be given a glucometer and needed supplies and asked to perform the activity. The instructor would observe patients and would intervene to provide support when needed. The ability of each student to utilize the glucometer is aligned with the learning objective to demonstrate the ability to measure blood glucose. Assessment would be based on patient completion of the task with success.
References
Haas, L., Maryniuk, M., Beck, J., Cox, C. A., Duker, P., Edwards, L.,…Youssef, G. (2014). National standards for diabetes self-management education and support. Diabetes Care, 37(Suppl 1), S144-153. doi: 10.2337/dc14-S144
Hauer, J., & Quill, T. (2011). Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14(4), 503–508. doi: 10.1089/jpm.2010.0232
Hernandez, R., Ruggiero, L., Prohaska, T. R., Chavez, N., Boughton, S. W., Peacock, N.,…Nouwen, A. (2016). A cross-sectional study of depressive symptoms and diabetes self-care in African Americans and Hispanics/Latinos with diabetes: The role of self-efficacy. The Diabetes Educator, 42(4), 452-461. doi: 10.1177/0145721716654008
Hooks-Anderson D. R., Crannage, E. F., Salas, J., & Scherrer, J. F. (2015). Race and referral to diabetes education in primary care patients with prediabetes and diabetes. The Diabetes Educator, 41(3), 281-289. doi: 10.1177/0145721715574604
Steinhardt, M. A., Brown, S. A., Dubois, S. K., Harrison, L., Lehrer, M., & Jaggars, S. S. (2015). A resilience intervention in African American adults with type 2 diabetes. American Journal of Health Behavior, 39(4), 507-518. doi: 10.5993/AJHB.39.4.7
Whitney, E., Kindred, E., Pratt, A., O’Neal, Y., Harrison, C. P., & Peek, M. E. (2017). Culturally tailoring a patient empowerment and diabetes education curriculum for the African American church. The Diabetes Educator, 43(5), 441-448. doi: 10.1177/0145721717725280

Scenario 2

Week 2 Discussion- Crafting Meaningful and Measurable Learning Objectives
When people think of labor and delivery, they think of the happiest places in the hospital. Not everyone knows about the scary and unpredictable things that can happen before, during, and after labor. One of these things that all providers at the bedside need to have knowledge about is shoulder dystocia. Shoulder dystocia is most often an unpredictable and unpreventable obstetric emergency that evokes terror and fear among healthcare providers (Politi, D’Emidio, Cignini, Giorlandino, & Giorlandino, 2010). Shoulder dystocia is after delivery of the fetal head, additional obstetric maneuvers beyond gentle traction are needed to enable delivery of the fetal shoulders (UpToDate, 2018).
Learning activities that will be provided for the healthcare team would be online didactics that will help the learner understand the background of shoulder dystocia, teach the methods used when shoulder dystocia is indicated, and the importance of recognizing shoulder dystocia. And then to follow-up with these didactics, the healthcare team will attend simulations where they can evaluate and practice what they learned. The key factors in successful management of shoulder dystocia include constant preparedness, a team approach and appropriate documentation (Politi, D’Emidio, Cignini, Giorlandino, & Giorlandino, 2010).
Well-written learning objectives serve two functions that are critical for quality teaching and learning: communicate instructional intent and to guide content, activities, and assessments (Shank, 2005). Learning objectives that can be used in this scenario are:
¥ The learner will be able to state the most common risk factors for shoulder dystocia
¥ The learner will be able to describe how to communicate with the clinical team members about the need for interventions for shoulder dystocia
¥ The learner will be able to demonstrate how to perform maneuvers to relieve a shoulder dystocia
These learning objectives will provide the learner with the information they need to treat shoulder dystocia. The learning objectives will evaluate what the learner has learned and how they are able to implement what they learned into real-life scenarios.
References
Politi, S., D’Emidio, L., Cignini, P., Giorlandino, M., & Giorlandino, C. (2010). Shoulder dystocia: An evidence=-based approach. Journal of Prenatal Medicine, 4(3), 35-42.
Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 1). Online Classroom, 4-7. Retrieved from the Walden Library databases.
UpToDate. (2018). Shoulder dystocia: Intrapartum diagnosis, management, and outcome. Retrieved from https://www.uptodate.com/contents/shoulder-dystocia-intrapartum-diagnosis-management-and-outcome#H1.