HLST 320 Health Teaching Assignment: Iron Deficiency Anemia Case Study

This assignment presents a health teaching case study focusing on a 28-year-old pregnant woman, Janice, diagnosed with iron-deficiency anemia. The assignment is structured around learning objectives within cognitive, affective, and psychomotor domains. The cognitive domain aims to educate Janice on the impact of anemia on her and her baby, employing lectures, self-study materials, and videos. The affective domain focuses on improving Janice's feelings and attitudes towards dietary modifications, utilizing storytelling and testimonials to encourage her responsiveness to her dietary plan. The psychomotor domain aims to build Janice's confidence in managing her diet, using meal planning and demonstrations to help her avoid the symptoms of iron deficiency anemia. The assignment explores various teaching strategies and their rationale, referencing Bloom’s Taxonomy and the Canada Food Guide to facilitate effective health education and promote a balanced diet rich in iron to mitigate the adverse effects of anemia during pregnancy.

Running head: HEALTH TEACHING 1
Health Teaching – Assignment 3
Shibi Joseph
Athabasca University
HLST 320
Sandra Rink
2020 January 30

HEALTH TEACHING 2
Introduction
Iron deficiency anemia is a very complex medical condition that occurs due cellular and
metabolic dysfunction in the body. It is highly important that the learning outcomes are planned
in the very right and appropriate manner so as to develop a proper dietary plan. The iron
deficiency anemia if it occurs at a pregnancy time, it affects the nutritional transport mechanism
of the blood, affecting the health and well-being of both the child and the mother as well. More
importantly, the learning outcomes as decided by the learning objectives has to be adjusted in
such as order, that it fits the health needs and also the health care needs of the subject (Friel,
2019). The affective parameters and the cognition of the subject has to be bettered and it is
critical that the psychomotor parameters that are required to achieve the task should be bettered
in order to deliver a more critical lesson to the subject in the case study.
Health Teaching
Case study
A 28 years woman named Janice is a financial adviser by profession. She is going
through her pregnancy. She is carrying her first child, the presented symptoms are shortens of
breath, fatigue, leg cramps, dizziness and mouth sores. The subject is suffering from iron-
deficiency anemia.
Part 1
Learning Objective
Learning objective refers to the things that are expected to be learned by the end of the
lesson or a course module (Smith, 2012). The learning objective comes with the idea that the
student already gets to know the things that are to be learned from the lesson (Smith, 2012). It

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learning objectives are learning goal oriented and provide the insight of the learnings in points
(Smith, 2012). Blooms taxonomy actually help the student understand the objectives in a very
pertinent manner by the teachers who are planning the lessons and in order to frame the course
into a reading and learning framework – the bloom’s taxonomy is really helpful. Three learning
areas or domains that are used by the educators are psychomotor, cognitive and affective (Lowa
State University, 2019). The learning order helps the student to understand, evaluate, synthesize
and apply the knowledge in a pertinent manner (Lowa State University, 2012). While the
educators are planning the learning objectives, it should be achievable, exact, measurable and
timely as well (Smith, 2012).
Cognitive Domain
Learning Objective –by the end of lesson, Janice will be able to reason why and how the
iron deficiency anemia will affect her baby and her own health as well. In the cognitive domain,
programmed instruction, lecture, practice and drill are put into the framework.
In the cognitive domain, the learning outcome involves an object and a verb. Verb is the
knowledge dimension that helps the action taking process that follows the knowledge dimension
(Lowa State University, 2012). The actions must be measurable and this is critical that the
learning outcomes includes them as well (Lowa State University, 2012). The explainable and the
measurable objective is actually related to knowledge dimension that actually gets explores to
get a better insight into the problem solving related to the topic and a better clarity is achieved as
well (Lowa State University, 2012). The learning outcomes would address her learning needs as
well regarding iron deficiency anemia.
Affective Domain

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In the affective domain, the learning outcomes would be focused at improving the
emotions and the feelings of the subject pertaining to iron deficiency anemia. The dietary
modifications are important and hence, the module would help her share her food preferences
and to understand her iron requirements in a better manner. The processes such as attitude –
modification, storytelling, value enhancement and self-concept empowerment with the testimony
and other methods can be used (Armstrong, 2019).
The attitudes, interests, values and the interests to information which in this case is iron
deficiency anemia is analyzed and the affective domain would take into consideration the
feelings, attitudes, coping, enthusiasm, feelings and motivating factors that can affect the person
(Clark, 2015). The idea of this domain is to enrich the understanding of Janice of what food to
take and what food to eat, so as to understand her nutritional requirements. She will be
responsive to her dietary plan.
Psychomotor Domain
Learning objective – the Canada food Guide would help her to build her diet plan and
through this, Janice would be able to avoid the symptoms of her iron deficiency anemia. The idea
of this objective is to improve her proficiency plus confidence that is required to start the skill for
diet intake and others. The role-playing, psychomotor domain games as well as demonstration
strategies will be used (Talualikar, 2015).
The psychomotor domain would encompass the motor skills and the physical
coordination that is required to help the nutrition action taking and the maintenance of physical
fitness. Skill is acquired through practice and there are many stages of perception, complex
manifestations of covert response from overt mechanisms and the origination and adaptation of
the motivating factors to actions would be involved ("Bloom’s Revised Taxonomy: Cognitive,

HEALTH TEACHING 5
Affective, and Psychomotor," 2014). Motor performances, purposeful movements and
habituation will be calculated in order to produce a guided response. To protect the baby and the
mother from harm, an iron rich diet will be provided (Schantz-Dunn & Barbieri, 2017). Janice
would learn to receive and take balanced diet in an organizational level.
Learning Objective Teaching Strategies Rationale for Selection of
Strategies
1) Cognitive domain
-Knowledge
- Application
-Synthesis
-Lecture
- Self-study and Printed
handouts
- This would create the
learning need in the subject
and set the pace for a more
experiential learning. The very
lecture would help in more
sequential analysis of the
knowledge presented.
Handouts based on iron-
deficiency anemia in
pregnancy would help her
analyze further the various
implications of the disease and
she would take the right steps
to prevent the same
(Talualikar, 2015).

HEALTH TEACHING 6
2) Affective Domain
- Responding
- Valuing
-Video showing.
- Discussion
Testimonials
- videos based on iron
deficiency anemia during
pregnancy would give her
better clarity on to how to
manage and control the
condition with self-help skills.
- Through an open
discussion, she will be
able to handle and
mange fears and
anxieties related to the
same in a more
accurate manner
(Talualikar, 2015).
Knowing other people’s
success stories would motivate
her.
- Story telling is a very
powerful method of making

HEALTH TEACHING 7
3) Psychomotor Domain
- Perception
- Mechanism
-Storytelling
-Videos
- Meal planning
her realize the implication of
the iron deficiency anemia
condition (Schantz-Dunn &
Barbieri, 2017).
- The guide would help her to
gain a better insight into the
diet and food regimes that is
meant to address her situation.
-this would increase her
confidence and then make her
realize the importance of meal
planning to prevent iron
deficiency anemia.
- This would better her
procedural knowledge and she

HEALTH TEACHING 8
- Demonstration
would be able to make better
use of the iron rich foods
present in the shops.

HEALTH TEACHING 9
References
Anemia During Pregnancy. (2017). Retrieved from https://americanpregnancy.org>Pregnancy
Concerns
Armstrong, P. (2019). Bloom’s Taxonomy. Center for Teaching: Vanderbilt University.
Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Bloom’s Revised Taxonomy. (2014). Retrieved from https://www.astate.edu>dotAsset
Clark, D. (2015). Bloom’s Taxonomy of Learning Domains. Retrieved from
www.nwlink.com>~donclark>hrd>bloom
Friel, L. A. (2019). Anemia in Pregnancy. Merck Manual Professional Version. Retrieved from
https://www.merckmanuals.com>...Pregnancy Complicated by Disease
Lowa State University. (2012). Revised Bloom’s Taxonomy. Center for Excellence in Learning
and Teaching. Retrieved from www.celt.iastate.edu>teaching>effective-teaching-
practices>revised-blo...
Lowa State University. (2019). Bloom’s Taxonomy. Center of Teaching Vanderbilt University.
Retrieved from https://cft.vanderbit.edu/guides-sub-pages/blooms-taxonomy/
Schantz-Dunn, J., & Barbieri, R. L. (2017). Recognize and treat iron deficiency anemia in
pregnant women. MDedge. Retrieved from
https://www.mdedge.com>obgyn>article>obstetrics>regnize-and-treat-iron-defi...
Smith, T. (2012). Writing Measurable Learning Objectives. TeachOnline. Retrieved from
https://teachonline.asu.edu>2012/07>writing-measurable-learning-objectives
Talualikar, V. S. (2015). Anemia in Pregnancy. GLOWM: The Global Library of Women’s
Medicine. Retrieved from https://www.glowm.com>Critical_current_issue>pag