Question 1
Some of the features of a target population that should be considered when preparing a teaching program include the group’s experience level, preferred learning styles, and age. Lots of experience enables the creation of a faster learning program, while low experience levels will require a detailed explanation learning technique. Identification of preferred learning styles of the group enables the implementation of techniques that will yield the anticipated results from the program ( Lander et al., 2017 ). Age factor consideration makes it possible to implement a learning process that is compatible with the target population. For instance, an opportunity can be included to share experiences when dealing with the elderly to improve their involvement in the process.
Question 2
The learning needs of a population can be identified through different techniques, depending on the structure of the group. Some of the methods in which learning needs are can be identified are observation, use of structured interviews, and questionnaires. Observation creates a platform to understand the operation styles and interests of the population by analyzing how they perform their tasks daily. Structured interviews create a platform for the members of the group to contribute towards the creation of an effective learning program, through views and suggestions. Questionnaires can be used in settings where the group members are prefer giving anonymous contributions to express their learning needs.
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Question 3
An environment likely to improve learning includes a creative space, motivational culture, and diversity of views. Creativity space enables the learners to explore and try out different ideas concerning the subject. Motivational culture involves creating an environment that encourages learners to acquire new information. The culture also eliminates the fear of making mistakes while trying out new techniques. Allowed diversity of views in a learning program enables the comfort of the members with varying personalities, ideas, and beliefs. Every person feels included in the process, a step that motivates members to contribute towards the success of the program.
Question 4
Resources required to teach a group include, but are not limited to, books, experts within target areas, and assessment tools. Books provide the information that should be acquired by the learners for the process to be complete. Teachers play an expert role in most circumstances. They guide the individuals through the learning process to ensure that enough knowledge is acquired as desired ( Pollak et al., 2019 ). Any teaching process is never complete without an assessment tool that determines the effectiveness of the outcome.
Question 5
Patient learning is facilitated by determining the learning style of a patient, stimulating the interest of the patient, and including family members in the process. Identification of the preferred learning style makes it possible to use the technique that automatically leads to effective outcomes. Stimulating the patient’s interest involves making the person understand the importance of the process. Establishing a rapport with the patient also stimulates the need to acquire the information. Family members involved in the process increases the chances of the patient following instructions, which makes it a facilitator of the process.
Question 6
The most common barriers to patient learning are poor communication skills, culture, and improper supervision. Poor communication skills affect learning, not only in healthcare but in any setting. A patient fails to get all the intended information through improper communication. Culture becomes a barrier when the educator does not understand the patient’s cultural beliefs and therefore violates them ( Forbes et al., 2017 ). Lastly, any learning process requires excellent supervision to ensure the patient precisely follows the educator’s instructions. Therefore, poor supervision creates room for inappropriate leaning outcomes.
Question 7
The needs of different learning styles can be addressed by first identifying the learning styles in the class. The information enables proper planning to allocate enough time for each learning style. The one-hour session can be divided into categories for the educator to address the needs of each style. The group should be allowed to work at its own pace to avoid panic and enhance understanding. Students work best when provided with enough time to exploit their capabilities.
References
Forbes, R., Mandrusiak, A., Smith, M., & Russell, T. (2017). A comparison of patient education practices and perceptions of novice and experienced physiotherapists in Australian physiotherapy settings. Musculoskeletal Science and Practice , 28 , 46-53.
Lander, N., Eather, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: A systematic review. Sports Medicine , 47 (1), 135-161.
Pollak, K. I., Gao, X., & Svetkey, L. P. (2019). Coach, Don’t Just Teach. NEJM Catalyst , 5 (1).
