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Nalbandian, and Llorens 2018, 3). Planning function is “necessary to timely and properly manage the

The four key functions of human resource management consist of planning, acquisition, development, and sanction (PADS). Every function plays a crucial role in recruitment, retention, and separation. Planning involves “budget…

Continue ReadingNalbandian, and Llorens 2018, 3). Planning function is “necessary to timely and properly manage the

Health education plays a central role in health promotion. This is because in order to promote healthy living, it is important for individuals to understand why they are engaging in healthy behavior. For example, for an individual to go out of their way to become physically active and avoid junk food, they should have an incentive to do so. Health education provides this incentive as individuals learn of the association between a sedentary lifestyle/ junk food and diseases like diabetes and obesity.  The nursing process is inherently tied to patient health education. This is because part of the nursing duties is to fight for patient advocacy. This means that nurses should ensure that their patients are properly informed about their health in order to make health-centered decisions. A contemporary issue that a family may experience today is a family struggling with obesity. The nurse can address the issue by first meeting with the family together, and then with each member individually. The nurse should focus on health education and discuss the implications of obesity, such as diabetes, high blood pressure, and heart disease. They should inform the family about how much they can positively affect their lives through the addition of regular exercise and healthy eating habits. A critical role of the nurse is to develop realistic health goals for the family and to provide a real plan that can help the family to achieve these goals.

Report Issue I need a comment for each paragraph Paragraph 1   Health education plays a central role in health promotion. This is because in order to promote healthy living,…

Continue ReadingHealth education plays a central role in health promotion. This is because in order to promote healthy living, it is important for individuals to understand why they are engaging in healthy behavior. For example, for an individual to go out of their way to become physically active and avoid junk food, they should have an incentive to do so. Health education provides this incentive as individuals learn of the association between a sedentary lifestyle/ junk food and diseases like diabetes and obesity.  The nursing process is inherently tied to patient health education. This is because part of the nursing duties is to fight for patient advocacy. This means that nurses should ensure that their patients are properly informed about their health in order to make health-centered decisions. A contemporary issue that a family may experience today is a family struggling with obesity. The nurse can address the issue by first meeting with the family together, and then with each member individually. The nurse should focus on health education and discuss the implications of obesity, such as diabetes, high blood pressure, and heart disease. They should inform the family about how much they can positively affect their lives through the addition of regular exercise and healthy eating habits. A critical role of the nurse is to develop realistic health goals for the family and to provide a real plan that can help the family to achieve these goals.

employee poor behavior on the job, Substance Abuse, Sexual Harassment, Fighting, Work Family Conflicts, or

Read chapter 13-15 fully and for your week eight assignment please: 

 Create 3 fictional scenarios in which an employer would have to deal with any of the following situations…

Continue Readingemployee poor behavior on the job, Substance Abuse, Sexual Harassment, Fighting, Work Family Conflicts, or

Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? Requirements 125 words no plagirism and by tomorrow at 12:00 pm Measurable Behavioral Learning Objectives Clear and measurable behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is: The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”. An example of an unmeasurable objective is: The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.” “Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs. When planning how to achieve the purpose of the class, ask yourself: 1. What do I want the participants to accomplish/learn? 2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to indicate what the participant will do to demonstrate information learned? Use of an Action Verb The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives. KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate Guidelines for Writing Learning Objectives ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret Use of an Action Verb for Affective/Attitude Categories Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies. Use of an Action Verb for Psychomotor Categories Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art. Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it. Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.” Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc. Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. ning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? ORDER A SIMILAR ESSAY WRITTEN FROM SCRATCH at : londonessays.com  

Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? Requirements…

Continue ReadingRefer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? Requirements 125 words no plagirism and by tomorrow at 12:00 pm Measurable Behavioral Learning Objectives Clear and measurable behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is: The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”. An example of an unmeasurable objective is: The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.” “Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs. When planning how to achieve the purpose of the class, ask yourself: 1. What do I want the participants to accomplish/learn? 2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to indicate what the participant will do to demonstrate information learned? Use of an Action Verb The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives. KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate Guidelines for Writing Learning Objectives ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret Use of an Action Verb for Affective/Attitude Categories Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies. Use of an Action Verb for Psychomotor Categories Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art. Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it. Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.” Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc. Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. ning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families? ORDER A SIMILAR ESSAY WRITTEN FROM SCRATCH at : londonessays.com