Management of Alzheimer Disease: A Clinical 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: