A learner-centered approach is one of the teaching strategies that is often adopted by healthcare professionals when delivering health education to their patients. On most occasions, a learner-centered approach focuses on the learners as active agents of change and gives them all the required information that can help them change their behaviors. Subsequently, the learner-centered approach encourages learners to give their knowledge, past experiences, and ideas (Noble et al., 2019). By using this strategy, greatly influences how learners absorb the new information that they are given. The learner-centered approach of learning is also crucial since it primarily focuses on the development of learners rather than just transmitting knowledge. As a result, this plays an influential role in balancing the power of teaching and learning (Noble et al., 2019). During the second assignment, I was able to focus on the client as learning. This assignment will, however, specifically focus on the cognitive domain of a simulated learner-centered Teaching plan. Despite the existence of three different domains, the cognitive domain is the most crucial since it is concerned with recalling, recognition, comprehension, synthesis and evaluation (Clark, 2010). As a result, using it on Janice would help effectively assess her condition, and adopting this would be used as a guide in influencing her to change behavior. A table consisting of the learning objectives, teaching strategies, and rationale for selecting the strategy will be used to complete this part of the assignment effectively. After outlining the information on the table, it will be translated into a simulated video of approximately three minutes.
| Learning Objective | Teaching Strategies | Rationale For Selection of Teaching Strategy |
| Domain: Cognitive
Learning Objectives By the end of the three-minute video simulation, Janice should be able to perform the following activities. |
||
| 1. Give a clear and detailed definition of Iron deficiency anemia. | During the last session, we gave a brief overview of iron deficiency anemia. The teaching objective also indicates that Janice would be better positioned to remember what was previously learned.
· As a result, Janice will be assessed on her current understanding of iron deficiency and ability to recall previously taught concepts.
· Existing gaps in Janice’s understanding of Iron deficiency will also be assessed. · Janice will be also be provided with information concerning the sign and symptoms of the condition. The strategy used in this section will be providing Janice with information from Lopez et al. (2016) to help broaden her understanding in this area. |
· Assessing Janice’s knowledge about Iron deficiency is critical since it will be able to gain insights into areas that she does not understand well and provide her with the necessary information.
· Identifying the existing knowledge gaps is also crucial since it would help the educator build on Janice’s understanding to help her modify her behavior. · Lastly, providing Janice with information about Iron deficiency anemia will also help her understand the pathophysiology of anemia and adopt the necessary measures geared towards improving her current state of health. |
| 2. Understand the risk dangers associated with IDA to the unborn baby. | · Reading resources will be used to help Janice understand the dangers associated with the lack of sufficient iron stores for her unborn baby. The article by Breymann, (2015) will be used to facilitate the success of this session. | · The presented article is evidence-based; as a result, it offers up-to-date information regarding the risks posed by iron deficiency. Using this strategy will help Janice take the necessary precautionary measures that will prevent causing further damage to the fetus and herself. |
| 3. Be able to identify Iron Rich food sources. | · In this section, Janice will be provided with a food pyramid containing the different levels of iron-rich foods. Additionally, the patient will be shown a real example of these foods so that she cannot easily forget them. | · Using this strategy is important because by using it, Janice will have a glance at these iron-rich foods and is less likely to forget even if she goes back home. |
Conclusion
Iron deficiency anemia is a condition that may have detrimental effects on the unborn child. As a result, developing strategies to prevent the escalation of this problem is critical towards ensuring safe motherhood. However, effectively managing this condition requires that a patient should have a background idea of the condition. Using this cognitive domain, therefore, has offered more information about iron deficiency anemia. This will help her go a long way in adopting healthy eating behaviors that would boost her iron levels.
References
Breymann, C. (2015, October). Iron deficiency anemia in pregnancy. In Seminars in hematology (Vol. 52, No. 4, pp. 339-347). WB Saunders. https://www.sciencedirect.com/science/article/abs/pii/S0037196315000591
Clark D. (2015). Bloom’s taxonomy of Learning Domains. http://www.nwlink.com/~donclark/hrd/bloom.htm
Clark, D. (2010). Bloom’s taxonomy of learning domains: The three types of learning. Big Dog
& Little Dog’s Performance Juxtaposition. Edmonds, WA: Author. Retrieved
from http://www.nwlink.com/~donclark/hrd/bloom.htm
Clark, D. (2010). Bloom’s taxonomy of learning domains: The three types of learning. Big Dog
& Little Dog’s Performance Juxtaposition. Edmonds, WA: Author. Retrieved
from http://www.nwlink.com/~donclark/hrd/bloom.htm
Clark, D. (2010). Bloom’s taxonomy of learning domains; the three types of learning. Big dog & Little Dog’s performance Juxtaposition. Edmonds, WA: Author. Retrieved from
Lopez, A., Cacoub, P., Macdougall, I. C., & Peyrin-Biroulet, L. (2016). Iron deficiency anemia. The Lancet, 387(10021), 907-916. https://www.sciencedirect.com/science/article/abs/pii/S0140673615608650.
Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2019). Enhancing feedback literacy in the workplace: A learner-centered approach. In Augmenting health and social care students’ clinical learning experiences (pp. 283-306). Springer, Cham.
