Management Of Alzheimer Disease: Education For Registered Nurses In Aged Care Facilities

Dementia

Discuss about the Management of Alzheimer Disease.

Management of Alzheimer disease designed to improve the knowledge of registered nurses (RNs) who work in aged care facilities on the notion of Alzheimer’s disease. The content of this paper covered many sections of this vast topic which include:

-Dementia

-Dementia and differential diagnosis

-Risk Factors

-Assessment and diagnosis

-Treatment

-Team approaches and roles as a nurse

This presentation is presented to resisted nurse in aged care, after feedback from two professional who constrictive feedback. Also, the feedback from a peer is taken in writing this critique for this session. The purpose of this essay will be focused in the construction of presentation, educational theories, factors that can enhance or impede teaching and learning as well as Evaluation of Clinical Teaching Session.

Using PowerPoint slides is one the best ways to capture the attention of the students. In clinical education each slide was represented based on various topics. The presentation contains 24 slides organised and clear (Darling-Hammond et.al 2012). First slide starts with activity of test memory practice to engage neurons in the temporal lobes and frontal lobes. I made the students capture the names of a list of things to do that I projected on the wall. Then i switched off the screen and asked the students to take up to five seconds before writing down what they could remember (Darling-Hammond et.al 2012). The activity for student allows them to recall their information according to (Busch 2017). This test will motivate the students to discussion the topic. The presentation was presented about 20 minutes. In addition, statistics of dementia in the world is used in this presentation. Students should understand all about dementia and how prevalent it is, so that they can appreciate how severe the disease can be (Lioyd et al. (2016).In the presentation discussion the difference between Alzheimer and dementia.Furthermore, video about stages of Alzheimer is used in this presentation (Darling-Hammond et.al 2012). This video-assisted student to discussion within group activity which allows the learners to understand how they can deal in behaviour with patient in AD unit.Moreover, SWOT analysis was discussed it in this presentation. This was used to create some discussion around SWOT analysis and bring some example of that.The presentation ended with four questions from feedback. We shall also use questions to encourage student participation (Principe et al 2000).

Management of Alzheimer disease based on these education theories:

• Blooms taxonomy theories: In this education session, blooms theories are used. In the presentation is started with test memory question that will measure their knowledge, understanding, and apply. After the result of this test the learners’ reflection (analyzing, evaluating and creativity) that assist the learner to understand the topic and achieve it. It is evident from various scholarly articles that revised taxonomy encourages learners to participate in a group activity (Su el. At (2004).
• Richard Mayer’s Cognitive Theory of Multimedia (CTML) theory: This theory designs this clinical session. It is based on multimedia such as video, pictures. Sorden in his 2016 school of thought states that “CTML theory is based on multimedia learning which building representation between words and images”. This is taken into great consideration in the design and presentation of this clinical education session (Sorden 2016). That means the learner will understand in excellent ways in visual and auditory. A research in cognitive psychology shows that visual and auditory material are better to understand in the human brain when these combined. Also, organizing structure (schema) is used to design this clinical education. Schema assists learners to understand and organize their information and keep t in long time in memory (Darling-Hammond et al. 2012). Instruct organize (schema) according to Brain POP 2008 assists the learner to keep information in long-term memory in their mind (https://www.ipsascientia.org/uploads/2/6/2/8/26281510/cognitive_theory_of_multimedia_learning_research_piece.pdf).

Dementia and differential diagnosis

Feedback received from peers

The outline of the program was presented to my peers, and their feedback included:

• Increase the activities in session, not only one session.
• Increase the number of questions to ask.
• Increase the discussion for one hrs

Factors that can enhance or impede teaching and learning

Critical evaluation is crucial in academic studies. Understanding the factors that can enhance and impede teaching in clinical settings (Durlak et al., 2011). There are many factors such as:

Stimulation and enthusiasm the learner is one of contributing good teaching. According to publication by Flinders University, Stimulation, enthusiasm and teaching competence are characteristics of excellent teaching. As I presenter, I believe I present the presentation of clinical education in good way. However, as the feedback which I received, I have some impeded in maintain ideas and speech and maintained eye contact with the audience to retain their engagement. According to Basaran and Erdem 2009 school of thought, the competence in using body language is important in effective speech. In future, I will improve these impeded because I this will affect learners and it will make session less interesting (Basaran and Erdem 2009).

2- Language barriers:  The language barrier is one of the problems facing the teacher in education. The teacher should adapt to your students’ needs (Davis 2016).

I may have impeded in skills of English language in my clinical education. The English language is the second language for me. Therefore; I am still improving my language

3- Communication: Communication between teacher and students is essential to successful the process of education. Communication between educator and learners is effective in activity (Madause et al. 2012). Related to the feedback received, not many questions asked of the learner that effect communication between teacher and learners and that is my impeded in clinical education (Madause et al. 2012). I will need to be more communication with audiences by asks many questions. Also, the body language is another factor affecting the communication between teacher and learner. Mckey et. Al (2009) mentions that understanding body language is non-verbal communication which affects in teaching.

4- Technology: Related to the feedback from markers, I can confidently say good to start with video to attractive learners to understand the basic information. Willmot et al. (2012) show that there using videos in teaching can increase students motivation.

https://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html

Evaluation is crucial to develop the clinical education session. Evaluation is one of the effective ways that can assist promote quality in education practice (Hughes and Quinn 2013). In this clinical teaching, I used two frameworks to evaluate this clinical teaching (Marshall 2012). An evaluation framework (in some cases called a Monitoring and Evaluation framework,) gives a general system to assessments crosswise over various projects or distinctive evaluations of a solitary program (e.g., process assessment; impact assessment) (Hahn and Govindarasu 2011).

Risk Factors

The first one is the Marzano Teacher Evaluation Model. It evaluates the teacher and contains four domain models.

• Classroom strategies: Related to the feedbacks from markers in my clinical session, in the begging of the presentation was excellent to start with an activity and excellent warm up. Also, it is suitable to ask for feedback. (Marzano and Toth 2013).
• Preparing and planning: I started my clinical teaching with basic information that is an excellent However, I may have some impeded in limited to ask a question. That means it will affect negatively in learners to participate in asking a question (Marshall 2012).
• Reflecting: As the feedback, I may need to improve my speaking skills (Stronge et al. 2011).
• Professionalism: I believe I need to improve my skills and communication with audiences (Hughes and Quinn (2013).

Another evaluation framework is (Karaman et al. 2014). Although this framework evaluates the online program, this is suitable to assess this clinical teaching (Darling et al. 2012).

1-Program course and structure:  The plan and content were excellent and clear. Also, it was relevant to the objective (Shinkfield and Stufflebeam 2012). 

2-Course materials: The material was cover all objective of the session and it had activities related to objective (Madaus et al. 2012).

3-Technology: As I presented and feedback, excellent started with a video from Khan academic. However, I need more practice for speech skills (Marshall 2012).

4-Support services: these domains were not used in this clinical session.

5-Assessment: At the end of the presentation of clinical teaching, I had two assessment; self-assessment and self-evaluation (Weems and Rogers 2010).

Evaluation can be broadly understood to mean a set of activities that systematically, and with adherence t a set of standards, determine the merit of a subject, its worth as well as its significance (Marzano and Toth 2013). One can evaluate behavior, the performance of a project or initiative, or even oneself. The Main purpose of carrying out an evaluation (all other types except self-evaluation) is to acquire insight into past or present project or initiative (Hughes and Quinn 2013). It gives you the time to reflect more on the subject you are evaluating, identifying mistakes and shortcomings and coming up with the necessary measures to solve the challenges (Shinkfield and Stufflebeam 2012).

Self-assessment, on the other hand, is a process that one can use to observe systematically, assess and value their professional and non-professional actions and their outcomes, then using the information gathered to stabilize or improve one’s efforts (Weems and Rogers 2010). In self-assessment, the interest for quality in research in a particular subject is adjusted to the given assets, for which in nursing, I realized the best assets I possess is my compassion and value for human life (Marshall 2012). An extraordinary favorable position is attention on training: the methodology is straightforwardly associated with the experts’ master learning and involvement in their specific field of work. This prompts high responsibility and high identification with the assessment results and expands eagerness to reach determinations and put the things determined into practice (Hahn and Govindarasu 2011).

After doing a self-assessment on myself, I have decided that there a few things I need to change about myself in the future. I will do more research and strive to do my best in ensuring the health of those around me (Darling-Hammond et al. 2012). I will attempt to practise the following characteristics of an excellent clinical educator; the capacity to form positive relationships and with learners; the ability to show clinical competence; personal organization; excellent communication; strong management and leadership skills; acting as a role model to others and doing and participating inconsistent and transparent assessment procedures (Marshall 2012).

Conclusion:

To sum up, this essay has presented an outline of clinical teaching about management of Alzheimer. It has self-evaluation and evaluation of teaching session. It focuses on education theories which based on a teaching session. Also, it has feedback which received from peer and marker which evaluate this session to prepare for use it in future. Furthermore, it has factors to enhancing the teaching session. In finally, the evolution of clinical of teaching with a literature review which supports the evaluation.

References:

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. 2012. Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. B. 2011. The impact of enhancing students’ social and emotional learning: A meta?analysis of school?based universal interventions. Child development, 82(1), 405-432.

Hahn, A., and Govindarasu, M. 2011. Cyber attack exposure evaluation framework for the smart grid. IEEE Transactions on Smart Grid, 2(4), 835-843.

https://owlcation.com/academia/Teaching-ESL-10-Common-Classroom-Problems-and-Solutions

https://www.theguardian.com/teacher-network/2017/jun/07/teachers-heres-how-to-get-your-lessons-off-to-a-flying-start

Madaus, G. F., Scriven, M., and Stufflebeam, D. L. (Eds.). 2012. Evaluation models: Viewpoints on educational and human services evaluation (Vol. 6). Springer Science & Business Media.

Marshall, K. 2012. Fine-tuning teacher evaluation. Educational Leadership, 70(3), 50-53.

Marzano, R. J., and Toth, M. D. 2013. Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. ASCD.

Shinkfield, A. J., and Stufflebeam, D. L. (2012). Teacher evaluation: Guide to effective practice (Vol. 41). Springer Science & Business Media.

Stronge, J. H., Ward, T. J., & Grant, L. W. 2011. What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of teacher Education, 62(4), 339-355.

Weems, D. M., and Rogers, C. B. 2010. Are US teachers making the grade? A proposed framework for teacher evaluation and professional growth. Management in Education, 24(1), 19-24.