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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

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Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process.

Carlos Kiyan Tsunami¹, Aquiles Rodrigo Henríquez-Trujillo¹, Karen Ferreira-Meyers^2,3

¹Institute of Tropical Medicine, Antwerp, Antwerp, 2000, Belgium.

Mededpublish (2016)

|November 27, 2024

Summary

This guide introduces Action-SMART (A-SMART) learning outcomes, emphasizing action verbs for effective curriculum planning. Integrating A-SMART outcomes into backward design enhances educational practices and assessment alignment.

Keywords:

A-SMART Learning Outcomes AI Backward Design Bloom's Taxonomy Instructional Design Real-World Applications Student-centered Learning

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Area of Science:

Educational Pedagogy
Curriculum Development
Instructional Design

Background:

Learning outcomes are crucial for guiding educational goals.
Backward design provides a structured curriculum planning framework.
Integrating actionable, SMART learning outcomes into backward design requires further exploration.

Purpose of the Study:

Introduce Action-SMART (A-SMART) learning outcomes.
Demonstrate A-SMART outcome integration into backward design.
Focus on outcomes beginning with action verbs.

Main Methods:

Outline a three-stage backward design process: define results, determine evidence, plan activities.
Emphasize starting learning outcome formulation with action verbs.
Align outcome formulation with Stage 1 of backward design for seamless transition to Stage 2.

Main Results:

Educators gain tools to develop effective A-SMART learning outcomes.
The approach advances directly to Stage 2 of backward design.
Strategies are provided for formulating Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based outcomes.

Conclusions:

A-SMART outcomes integrated with backward design create a cohesive educational framework.
This approach enhances learner clarity, instructor guidance, assessment effectiveness, and overall learning.
Potential challenges in A-SMART outcome formulation are addressed, with AI tools suggested for support.