Learning Objectives and Strategies

Introduction

In any case, one takes a moment to identify a skill in the course or training he or she is partaking that one feels would be vital to comprehend of the learning period; no doubt that it is the nativity of constructing a learning objective. In essence, learning objectives are primarily statements that depict the momentous and indispensable learning the audience or learners ought to attain and are able to, reliably demonstrate at the end of training or program (TED, 2005).  This simply implies that a learning objective identifies what an audience/learner have to know and can unfailingly do after the training period. Indeed, significant content is critical, but a lone content is deficient as an objective. Somewhat, acquaintance of content ought to be manifested by a demonstration process of some sought of kind. This way, knowledge, skill and attitude ought to be measurable. However, realization of the set objectives is grounded to specific and pragmatic teaching strategies. These are stratagem and the approach taken by the deliverer of information deemed best suit to realize the objectives. They can in the form of question-answer, visual strategy, guest speakers just but a few. This study sought to identify the learning objectives and strategies that provide utmost delivery and acquaintance on nasogastric intubation as leaning topic. This is a medical practice of placing a nasogastric tube through an animal’s nose linking the stomach as a way of relieving gastric distension purposed for gas removal, medication, and food provision or as well acquires a specimen for laboratory examination.

Discussion

Objective No. 1 and the Teaching Strategy

To begin with is the objective number one. This may possibly be: that at the end of the program, leaner’s should be able to define and correctly spell as well as pronounce the medical terminologies and principal anatomical organizations relating to the science of nasogastric intubation and digestive system. In this connection, prime definitions include nasogastric which is the medical practice of stomach treatment using the nasal cavity. The treatment principally is aimed at relieving the gastric distension or bloating through the nose. Furthermore, other practices such as medication, feeding, or specimen acquisition utilize this science. Another terminology is intubation which basically implies the art of inserting a tube through the nose to link it to the stomach. This way, the aforementioned practices are then implemented. Here, the nasogastric tube is defined as a tube of pliable rubber or plastic that is interleaved through a nostril and joins to the stomach. Furthermore, the pronunciation of these terminologies should note that the words have been coined from lexes which have twists than the normal pronunciation of individual words.

On this objective, the teaching strategy will entail; provision of Emphasis to students that it is important to have all medical lexes correctly spelled and how appropriate pronunciation are vital just  like administering a medical treatment. Simple mess is bound to turn a menace. The strategy on this is that the tutor repeatedly (five times per word) says the word and students repeat after him. Also, employ a clicker questions as a preset as well as a posttest cross-examination to gauge their comprehension of the terminologies.  For motivational purposes, learning activities will entail medical lexis analysis, and use the Audio Glossary to practice on the pronunciation.  Practice exercises can be administered to students to test them as well as keep them practicing. Impending barriers could be students from different countries with a background of mottled pronunciation in addition to mother-tongue assortments and interference. To overcome such as barrier, use of Audio Glossary is intended to aid the students to clearly get the information and practice them later. There should be a provision of free consultation so that those with lingering questions can do the consultations among themselves as well as with the tutors in the institution. Uses of crossword and word search puzzle as well as challenge game on spelling will aid to apt their pronunciation skills (Media-Library, 2009). Effective comprehension on the definitions should be supported by practical tools such as provision to the gastric tube in class, as well as the charts to show the entire practice.

Objective No. 2 and Teaching Strategy

Objective number two will be: at the end of the program, students should be in a position to correctly locate as well as give a description of the core organs entailing the digestive system in addition to citing their specific functions. In this connection, lecture notes will constitute the description of the gastrointestinal system as an approximately 30 feet of incessant muscular tube known as the gut alias the alimentary canal, tract that connects the mouth and anus. In the system, prime organs include the oral cavity pharynx and the esophagus which form the upper part of the gastrointestinal tract. The stomach, small intestine in addition to the colon are core mid parts of the system tasked with digestion and absorption. Supportive organs include the liver, glands and the gallbladder whose functions lie on digestion, absorption of the nutrients as well as removal of the waste products. Digestion typically implies the systematic breakdown both physically (in the mouth) and chemically (enzymes of food particles into ingestible molecules such as glucose and amino acids vital for body development. This course is vital in nasogastric intubation since it lays the foundation on the functioning of various organs so that the linking tube can be effectively placed. In addition, it will help in identifying the target organs during the tube placement depending on the intended purpose (feeding, gas removal among others).

In this case, the teaching strategy will encompass the use of visual aids such as utilizing full-sized charts and models on anatomical content in order to effectively illustrate the gastrointestinal system coupled with diagrammatic representation of specific organs. Additionally, visual aids can utilize resourceful DVDs in a three dimensional animation as well as power point illustration of the system in softcopy. Use of pop questions comes in handy as a strategy to gauge the student’s comprehension in the course of the lecture period. An identifiable barrier could be language diversity which implies that conceptualizing of the models may be a problem to some students. However, repeated exercising and consultation will aid in overcoming these impediments. As a motivation, intellectual game challenges and rewarding will be appropriate.

Objective No. 3 and strategy

This is that at the end of the program, students should be able to carry out a successful nasogastric intubation on a horse. Lecture notes include the definition on the science as the placement of a medical nasogastric tube through the nose to link with the stomach purposed to relieving gastric distensions through gas removal (Griffiths, 2006), feeding or administering medication. The method is that nares are assessed to check possible obstructions, deformities or tissue irritations. Soak the catheter in ice water to congeal and lubricate (for rubber) and mark the required length of the tube to be inserted. Lubricate the tip with saline solution and place it into nostril to advance it forward and downwards (Medical-Dictionary, 2009). Lengths are checked to ascertain that target is the stomach not the lung possible through fluoroscopy.

The strategy here entails field demonstrations on a horse for guest speakers and experts guide students into carrying out the exercise. In addition, video is utilized as a visual aid to demonstrate the theory. Anatomical charts are essential as well as utilizing pop quiz and practice exercises to impart the theory part to learners. The barrier here is the acquisition of sample horse and payment to the experts. However, student contributions and institutional fiscal support will be avenues to bounce over the barrier. As a motivation, the class organizes field trips to various nursing firms where as well as organize intern placements for hardworking students.

Conclusion

Learning objectives and the delivery strategies are vital tools in achieving the formal and informal education’s goals. They provide guidelines on stepwise deliverance of knowledge just as the case on nasogastric intubation. Objectives are rooted on understanding the vocabulary, definition and pronunciation. An understanding of the digestive system lays the foundation for a successful intubation which is best achieved through practical demonstration.

You may find it interesting:

SATURDAY DQ STUDENTS SHOULDN’T BE TAUGHT USING VIOLENCE TEACHING EDUCATION POLICY PARENT MEETING PHILOSOPHY OF EDUCATION