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A‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ssessment 2 – Narrated Presentation Narrated Presentation o

by | Sep 22, 2021 | Healthcare and Nursing | 0 comments

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A‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ssessment 2 – Narrated Presentation Narrated Presentation of an Educational Resource In this presentation, the selected education topic is (Blood Glucose Level management and subcutaneous insulin application for patients with type 2 diabetes) and you are required to: 1. Conceptualise an educational resource that will address that topic. 2. Rationalise how the educational resource will address the topic using adult learning theories. Presentation content 1. Title 2. Content/outline 3. Background to the issue: Identify the topic. Who is affected? How are they affected? 4. Learning needs analysis (LNA): Present your LNA. This should provide the rationale for your proposed education resource. 5. Teaching methods: Justify the teaching methods. Which domains of Bloom’s taxonomy are used? What are the advantages and disadvantages of the teaching methods, including participant engagement? 6. Learning outcomes (LO): Present the learning outcomes for the education resource 7. Assessment of the LO: How will the outcomes of the educational resource be evaluated? What methods will be used to evaluate the Los corresponding to the domains in Bloom’s taxonomy? 8. Reference list More clarification TITLE PAGE: Name, Student No, Course Coordinator, name of Assignment. BACKGROUND: What is the issue you are discussing, eg: Wound management, diabetes etc. Why is it important? Who is affected? Maybe use some statistics from the Australian Institute of Health and Welfare for example. What knowledge gaps have been identified and what could be the consequences of these gaps are not addressed. LEARNING NEEDS ANALYSIS: Please see the Tutorial 2 readings to assist you with this section. Outline how you will identify the learning needs. A minimum of two different methods is requi‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍red. As an example, this could be a questionnaire, interviews, something like that. Remember this is made up, so make up real results. For example, if you are discussing wound management, the result may show that there is a need for more education on appropriate wound dressings for different types of wounds. METHODS: I clarified this with Oya today. At least two methods should be included. How are you going to teach this? For example, a PowerPoint presentation or a practical hands-on session (this is just two ideas, you may have more). Link these methods to the relevant Blooms taxonomy domains. Discuss the advantages and disadvantages of your methods. LEARNING OUTCOMES: This is what you want them to learn. Think of it as one of your SMART goals. For example: At the end of this teaching resource, they should be able to ….. Again, link to Bloom’s domains. ASSESSMENT OF THE LEARNING OUTCOMES: How do you measure if this resource was successful? Provide two or more methods of assessing the outcomes. For example, a follow-up questionnaire, a Reflection etc. Address each learning outcome again linking to the relevant domain of Blooms. A few extra points of clarification: Although the marking rubric outlines a minimum of 15-20 slides, there won’t be any penalties for the number of slides submitted as long as they correspond to the 15-minute limit. The learning needs analysis is hypothetical. You are making this up so make it realistic. You could put text narration of your presentation in the notes section of PowerPoint if you want to however it is not a requirement. This presentation should include speech paper, fewer words in the slide, a perfect design with some pictures and a strong reference to more than 9 APA6 styles in Australia Weighting :50% Due Date: 4th Oc‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍tober2021

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