Teaching Plan Name Professor Institution Course Date Kolb’s Theory Kolb’s learning theory entails four distinct learning styles which are based on a four stage learning cycle: the learning cycle may as well be interpreted as a training cycle. The model by Kolb is particularly elegant as it offers both a way to understand individual people’s different learning styles as well as an explanation of a cycle of experiential learning which applies to everybody…
These reflections and observations are later assimilated and put into abstract concepts thus producing new implications for action which can be actively tested and in turn creating new experiences. In a clinical setting, instructors or teachers are expected to apply the four stage learning cycle which is a theory by Kolb. The four categories as stipulated by Kolb are concept experimentation (CE), reflective observation (RO), abstract conceptualization (AC) and lastly active experimentation (AE). Since the learning session is in sort of a discussion in a classroom, the teacher will be required to theoretically elaborate on the four stages or processes towards achieving knowledge (Kolb 2001). For instance the teacher would display an image showing how a doctor attends to a patient and the various processes that are carried out during the treatment procedure. If the learning session was practical, the students would be required to reflectively and keenly observe what the doctor is doing. This would in turn make them absorb any useful information from the experience and thus they would be in apposition to conceptualize the treatment procedure that they witnessed. ...
Immediate of concrete experiences lead to observations as well as reflections. The following mentioned reflections are then internalized and translated into abstract concepts just like it has been elaborated thereon earlier, with implications for appropriate exercise which the student can actively experiment with. This further creates space for new experiences. Teaching with patients Teaching in a clinical setting or rather environment has the advantage of using real patients. This offers students some challenges but it requires close supervision so as toe ensure that the patients are in good condition. Students can in turn learn more from some patients than others. Patients chosen for teaching should be friendly, available and willing to talk and be in a position to accept examinations by students at the appropriate or stipulated time. They often feel that teaching students is a way of making some sort of sense of their illness or giving more information concerning their condition (Petrie et al. 2009). Patients who may be willing to help the students learning process may have important information concerning their experiences of illness or have good, stable clinical signs. There should be no communication barriers unless the teacher is shedding light on how students should deal with communication difficulties from patients. Teaching with a patient may not only help students but may help their medical care; for instance if one wants a full history to be taken and recorded in the notes or consider an aspect of care which has not been explored before (Jarvis 1987). Patients are usually happy to take part in teaching sessions but it is ...
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Any “potential or actual tissue injury associated with an emotional and/or sensory experience” (Vanderwerf, 1998, pp. 264-265) is made known to us through pain. Without it, we would not know if we have cut or if we have suffered a fatal wound. Pain is suffering, but it is necessary.
Patients often have poor understanding of pain and as a result, often develop low expectations for pain relief and their level of satisfaction with the pain management efforts by the healthcare professionals. An effective management of pain can help patients to relieve their pain and achieve early mobilization thus helping patients to recover and return to normality as soon as possible.
Students who have chosen medicine as their lifetime profession should be equipped with the necessary knowledge and skills. This should be enhanced by teachers who are involved in the teaching lessons. Practical lessons, guidance and counseling are important teaching strategies that should be applied by teachers handling students in the medicine profession.
Therefore, I can add that from my clinical experience in Kuwait, I believe that pain assessment is very weak and not clear. Nursing in Kuwait is under development and there are only one or two persons with a PHD in Nursing in Kuwait.
Surgery on the thorax and upper abdominal regions are usually more painful and complicated than the lower abdominal regions. Pain causes an increase in the heart rate, cardiac work and oxygen consumption. Chronic pain reduces physical activity and leads to venous stasis and an increased risk of deep vein thrombosis and consequent pulmonary embolism, urinary tract motility that may lead, in turn, to postoperative ileus, nausea, vomiting and urinary retention.
This research focuses on this area and discusses various ways in which pain is managed most effectively over the elderly. Also, a brief idea of how the cost of elderly career affects the realm of healthcare is mentioned to give credence to the fact that incurred costs often play a role in the type of treatment that the elderly patients receive and in what they receive in the assessment and management of their pain.
The operation can be major or minor and it requires careful post operation care to relieve pain and extensive physical therapy to increase mobility of the knee and facilitate complete recovery and mobility of the patients. Most patients decide to undergo total knee
According to the modern healthcare and clinical practices, the risk assessment processes include a set of steps that can be easily implemented by the institutions to deal with potential hazards or clinical risks (Boland, 2010; National Patient
perforated peptic ulcer, diverticulitis, gastroenteritis, gastritis, non-surgical abdominal pain and gynecological disorders in women are some of the common causes of acute abdominal pain. The factors that determine the seriousness of acute abdominal pain are clinical history,
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