Though the lesson plan cannot project what distribution of critical thinking and reasoning abilities will define the classroom, it will be appropriate to shape the lesson plan with the capacity for flexibility in its presentation.
Content Outline:
A note, upon entering into the content breakdown on this subject; the material covered here is of a diverse and nuanced range, with each subject singularly requisite of its own course of investigation. We would therein set a range of learning objectives for each aspect of the subject. However, given the limitation of the course time to just three hours, we have outlined six overarching learning objectives, with each of the above identified domains represented twice.
Cognitive Learning Objectives
Our first learning objective will be to help familiarize learning with H.I.M. application modules, placing a particular emphasis on the most current IT tools at our disposal. Here, learners will use their application skills to gain early mastery of real-world tools.
An additional employment of student cognitive abilities will be implemented by the second learning objective, intended to enable the learner to apply a qualitative and empirically-based evaluation to a healthcare situation and to thereby assess aspects of healthcare quality will a reliable analytical skill.
Affective Domain:
A third learning objective falls within the Affective Domain, and will be intended to refine the learner's understanding of key terms used in reference to the subject matter. A matter of employing receiving and responding skills, the learning objective represented here will induce students to an awareness of the linguistic normatives of the discipline.
The fourth learning objective is among the most important, wherein we will seek to instruct learners on how to identify and implement strategies for improving standards of quality in a live healthcare scenario. Valuing skills will be crucial to this domain, as the students ability to access this part of his response mechanism will impact his ability to navigate such scenarios.
Psychomotor Domain:
The fifth learning objective will be to provide support to the learner's independent engagement of the primary text and other related literary materials as they relate to the overall improvement of healthcare quality through best practices healthcare information management. Here, students will be expected to apply complex overt response skills as well as those concern aptitudes in guided response models of instruction as a means of developing and fine-tuning the applicability of text-based knowledge.
The sixth learning objective will be concerned with a macrolevel consideration of the subject of applying quality healthcare to real-world situations by inclining learners to use their skills of adaptation in order to ingrain in themselves a perpetual and evolving awareness of the need for maintenance and improvement of quality in healthcare.
Instructional Methods:
Johns (2002) notes that one of the most difficult elements of conducting an educational task of considerable practical application in the sterility of the classroom is the relative absence of an opportunity for...
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