Management of Alzheimer Disease: A Clinical Teaching Session

This essay presents a clinical teaching session on the management of Alzheimer disease, including feedback received, education theories used, factors that can enhance or impede teaching and learning, and evaluation of the teaching session.

Introduction:
Management of Alzheimer disease designed to improve the knowledge of
registered nurses (RNs) who work in aged care facilities on the notion of
Alzheimer’s disease. The content of this paper covered many sections of this
vast topic which include:
-Dementia
-Dementia and differential diagnosis
-Risk Factors
-Assessment and diagnosis
-Treatment
-Team approaches and roles as a nurse
This presentation is presented to resisted nurse in aged care, after feedback from
two professional who constrictive feedback. Also, the feedback from a peer is
taken in writing this critique for this session. The purpose of this essay will be
focused in the construction of presentation, educational theories, factors that can
enhance or impede teaching and learning as well as Evaluation of Clinical
Teaching Session.
Construction of presentation and approach utilised
Using PowerPoint slides is one the best ways to capture the attention of the
students. In clinical education each slide was represented based on various
topics. The presentation contains 24 slides organised and clear (Darling-
Hammond et.al 2012). First slide starts with activity of test memory practice to
engage neurons in the temporal lobes and frontal lobes. I made the students
capture the names of a list of things to do that I projected on the wall. Then i
switched off the screen and asked the students to take up to five seconds before
writing down what they could remember (Darling-Hammond et.al 2012). The
activity for student allows them to recall their information according to (Busch

2017). This test will motivate the students to discussion the topic. The
presentation was presented about 20 minutes. In addition, statistics of dementia
in the world is used in this presentation. Students should understand all about
dementia and how prevalent it is, so that they can appreciate how severe the
disease can be (Lioyd et al. (2016).In the presentation discussion the difference
between Alzheimer and dementia.Furthermore, video about stages of Alzheimer
is used in this presentation (Darling-Hammond et.al 2012). This video-assisted
student to discussion within group activity which allows the learners to
understand how they can deal in behaviour with patient in AD unit.Moreover,
SWOT analysis was discussed it in this presentation. This was used to create
some discussion around SWOT analysis and bring some example of that.The
presentation ended with four questions from feedback. We shall also use
questions to encourage student participation (Principe et al 2000).
Theories on which clinical session was based
Management of Alzheimer disease based on these education theories:
- Blooms taxonomy theories: In this education session, blooms theories are
used. In the presentation is started with test memory question that will
measure their knowledge, understanding, and apply. After the result of
this test the learners’ reflection (analyzing, evaluating and creativity) that
assist the learner to understand the topic and achieve it. It is evident from
various scholarly articles that revised taxonomy encourages learners to
participate in a group activity (Su el. At (2004).
- Richard Mayer’s Cognitive Theory of Multimedia (CTML) theory: This
theory designs this clinical session. It is based on multimedia such as
video, pictures. Sorden in his 2016 school of thought states that “CTML
theory is based on multimedia learning which building representation
between words and images”. This is taken into great consideration in the
design and presentation of this clinical education session (Sorden 2016).
That means the learner will understand in excellent ways in visual and

auditory. A research in cognitive psychology shows that visual and
auditory material are better to understand in the human brain when these
combined. Also, organizing structure (schema) is used to design this
clinical education. Schema assists learners to understand and organize
their information and keep t in long time in memory (Darling-Hammond
et al. 2012). Instruct organize (schema) according to Brain POP 2008
assists the learner to keep information in long-term memory in their mind
(http://www.ipsascientia.org/uploads/2/6/2/8/26281510/cognitive_theory
_of_multimedia_learning_research_piece.pdf).
Feedback Received:
Feedback received from peers
The outline of the program was presented to my peers, and their feedback
included:
 Increase the activities in session, not only one session.
 Increase the number of questions to ask.
 Increase the discussion for one hrs
Feedback from markers
: Good clear slides.
: Good to start with the Activity, a good warm up. Good to ask for feedback.
OBJECTIVES: Outline for the presentation stated
: Good use of the Khan videos. Good choice for the audience
PACING: A somewhat jerky presentation, try to maintain the flow of ideas and
speech

STARTING WITH BASIC CONCEPTS AND MOVING FORWARD: Good
start from basics, distinguishing Alzheimer’s from other forms of dementia.
EYE CONTACT: Try to maintain eye contact with your audience to maintain
their engagement
CLARITY OF SPEECH: You spoke slowly. Your word pronunciation in
English needs practice
ABILITY TO ANSWER QUESTIONS: Limited ability to answer questions
asked by the assessor
QUESTIONING TECHNIQUE: Not many questions asked of the audience
TAKING INTO ACCOUNT THE LEVEL OF THE LEARNERS: A good
presentation for patients. With the picture of the brain, there could have been
more explanation of what causes than wasting.
CONSIDERATION OF DIFFERENT LEARNING STYLES: Not a lot of
variety in the presentation
SPELLING MISTAKES AND GRAMMAR ON SLIDES – None noticed
Factors that can enhance or impede teaching and learning
Critical evaluation is crucial in academic studies. Understanding the factors that
can enhance and impede teaching in clinical settings (Durlak et al., 2011). There
are many factors such as:

1-Teacher competence:
Stimulation and enthusiasm the learner is one of contributing good teaching.
According to publication by Flinders University, Stimulation, enthusiasm and
teaching competence are characteristics of excellent teaching. As I presenter, I
believe I present the presentation of clinical education in good way. However,
as the feedback which I received, I have some impeded in maintain ideas and
speech and maintained eye contact with the audience to retain their engagement.
According to Basaran and Erdem 2009 school of thought, the competence in
using body language is important in effective speech. In future, I will improve
these impeded because I this will affect learners and it will make session less
interesting (Basaran and Erdem 2009).
2- Language barriers: The language barrier is one of the problems facing the
teacher in education. The teacher should adapt to your students' needs (Davis
2016).
I may have impeded in skills of English language in my clinical education. The
English language is the second language for me. Therefore; I am still improving
my language
3- Communication: Communication between teacher and students is essential to
successful the process of education. Communication between educator and
learners is effective in activity (Madause et al. 2012). Related to the feedback
received, not many questions asked of the learner that effect communication
between teacher and learners and that is my impeded in clinical education
(Madause et al. 2012). I will need to be more communication with audiences by
asks many questions. Also, the body language is another factor affecting the
communication between teacher and learner. Mckey et. Al (2009) mentions that
understanding body language is non-verbal communication which affects in
teaching.

4- Technology: Related to the feedback from markers, I can confidently say
good to start with video to attractive learners to understand the basic
information. Willmot et al. (2012) show that there using videos in teaching can
increase students motivation.
http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html#
Evaluation of Clinical Teaching Session:
Evaluation is crucial to develop the clinical education session. Evaluation is one
of the effective ways that can assist promote quality in education practice
(Hughes and Quinn 2013). In this clinical teaching, I used two frameworks to
evaluate this clinical teaching (Marshall 2012). An evaluation framework (in
some cases called a Monitoring and Evaluation framework,) gives a general
system to assessments crosswise over various projects or distinctive evaluations
of a solitary program (e.g., process assessment; impact assessment) (Hahn and
Govindarasu 2011).
The first one is the Marzano Teacher Evaluation Model. It evaluates the teacher
and contains four domain models.
1- Classroom strategies: Related to the feedbacks from markers in my
clinical session, in the begging of the presentation was excellent to start
with an activity and excellent warm up. Also, it is suitable to ask for
feedback. (Marzano and Toth 2013).
2- Preparing and planning: I started my clinical teaching with basic
information that is an excellent point. However, I may have some

impeded in limited to ask a question. That means it will affect negatively
in learners to participate in asking a question (Marshall 2012).
3- Reflecting: As the feedback, I may need to improve my speaking skills
(Stronge et al. 2011).
4- Professionalism: I believe I need to improve my skills and
communication with audiences (Hughes and Quinn (2013).
Another evaluation framework is (Karaman et al. 2014). Although this
framework evaluates the online program, this is suitable to assess this clinical
teaching (Darling et al. 2012).
1-Program course and structure: The plan and content were excellent and clear.
Also, it was relevant to the objective (Shinkfield and Stufflebeam 2012).
2-Course materials: The material was cover all objective of the session and it
had activities related to objective (Madaus et al. 2012).
3-Technology: As I presented and feedback, excellent started with a video from
Khan academic. However, I need more practice for speech skills (Marshall
2012).
4-Support services: these domains were not used in this clinical session.
5-Assessment: At the end of the presentation of clinical teaching, I had two
assessment; self-assessment and self-evaluation (Weems and Rogers 2010).
Evaluation can be broadly understood to mean a set of activities that
systematically, and with adherence t a set of standards, determine the merit of a
subject, its worth as well as its significance (Marzano and Toth 2013). One can
evaluate behavior, the performance of a project or initiative, or even oneself.

The Main purpose of carrying out an evaluation (all other types except self-
evaluation) is to acquire insight into past or present project or initiative (Hughes
and Quinn 2013). It gives you the time to reflect more on the subject you are
evaluating, identifying mistakes and shortcomings and coming up with the
necessary measures to solve the challenges (Shinkfield and Stufflebeam 2012).
Self-assessment, on the other hand, is a process that one can use to observe
systematically, assess and value their professional and non-professional actions
and their outcomes, then using the information gathered to stabilize or improve
one’s efforts (Weems and Rogers 2010). In self-assessment, the interest for
quality in research in a particular subject is adjusted to the given assets, for
which in nursing, I realized the best assets I possess is my compassion and
value for human life (Marshall 2012). An extraordinary favorable position is
attention on training: the methodology is straightforwardly associated with the
experts' master learning and involvement in their specific field of work. This
prompts high responsibility and high identification with the assessment results
and expands eagerness to reach determinations and put the things determined
into practice (Hahn and Govindarasu 2011).
After doing a self-assessment on myself, I have decided that there a few things
I need to change about myself in the future. I will do more research and strive to
do my best in ensuring the health of those around me (Darling-Hammond et al.
2012). I will attempt to practise the following characteristics of an excellent
clinical educator; the capacity to form positive relationships and with learners;
the ability to show clinical competence; personal organization; excellent
communication; strong management and leadership skills; acting as a role
model to others and doing and participating inconsistent and transparent
assessment procedures (Marshall 2012).
Conclusion:

To sum up, this essay has presented an outline of clinical teaching about
management of Alzheimer. It has self-evaluation and evaluation of teaching
session. It focuses on education theories which based on a teaching session.
Also, it has feedback which received from peer and marker which evaluate this
session to prepare for use it in future. Furthermore, it has factors to enhancing
the teaching session. In finally, the evolution of clinical of teaching with a
literature review which supports the evaluation.

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