Effective Teaching Strategies for Health Professionals - Module Report

This report focuses on the development of an effective teaching plan tailored for health professionals, emphasizing cognitive learning objectives. The study outlines three key learning objectives and corresponding teaching strategies, aligning with NHS standards and regulations. The plan incorporates accredited portfolio reviews, evaluates support services, and utilizes resources to enhance cognitive processes. It also includes a video script to support the teaching plan. The report emphasizes the importance of e-learning support and effective communication in the teaching and learning process. The conclusion highlights the effectiveness of the teaching plan in providing care services and achieving learning objectives. The document is contributed by a student and is available on Desklib, a platform offering AI-based study tools and resources for students.

Teaching and Learning of Health
Professionals

Table of Contents
Introduction.................................................................................................................................................2
Part A: Development of Teaching Plan.......................................................................................................2
Conclusion...................................................................................................................................................4
Part B: Video script.....................................................................................................................................4
References...................................................................................................................................................5
1

Introduction
The study has focused on effective teaching strategies to develop the learning process of the
students. Three learning objectives have been identified in this study it of which cognitive
objective has been selected to enhance the leaning capability of Margaret’s family.
Part A: Development of Teaching Plan
Learning Objective Teaching Strategies The rationale for the
Selection of Teaching
Strategy
Objective 1: To conduct an
accredited portfolio review,
consider predetermined
criteria to decide on the
structure as well as the design
of the planned program in
order to do validation.
The current NHS programs are
designed to include the current
training materials, NHS rules
and regulations to improve
cognitivism and the removal
of the memory problems
related to Margaret’s family.
The conceptualized training
materials are selected to
execute training and data
collection process (Singh &
Hurley, 2017). The inner
strength and the knowledge
can be easily enhanced with
getting updated on the NHS
policies and the norms.
The key reason for conducting
an accredited portfolio review
considers predetermined
criteria to decide on the
structure and design of the
planned program to gain
necessary understandings
about the student’s progress
(Spring, 2010).
Objective 2: To evaluate the
present support service of the
student as well as plan to
enhance the offerings and
The offering of the career
support and planned process
services with the teaching
materials are essential to meet
The main reason for
evaluating present support
service of the student as well
as plan to enhance the
2

ensuring on the efficient, time
plus cost-effective services in
order to fulfill the
requirements of the students.
learner’s assessment (Bossers
et al., 2014). The fulfillment
of the training needs as per the
NHS standards is essential for
the students. The provision of
e-learning support to the
students is essential for
increasing their procedural
skills.
offerings and ensuring on the
efficient, time plus cost-
effective services is to develop
an effective learner-centered
teaching plan in order to fulfill
the requirements of the
students. The provision of the
appropriate training materials
to the students is essential in
providing the e-learning
support (Bossers et al., 2014).
Objective 3: To utilize
resources and strategies to
support cognitive learning
process of the Margaret’s
family with effective measures
The existing resources must be
utilized properly to develop
the cognitive learning process
of Margaret’s family.
Moreover, effective strategies
must be implemented to
enhance verbal and nonverbal
communication. This can
increase efficiency in e-
learning. The creativity of the
students can be developed by
establishing effective
communication strategies
(Elcock, 2010).
The key reason for developing
and using innovative resources
and strategies are to develop
the learning capability of
Margaret’s family. Moreover,
this would enhance the
capability of them to fulfill the
learners’ requirement.
Communication is most
effective method to provide
effective teaching to the
students. Thus, the
development of the verbal and
nonverbal communication can
be handy to percept the
teaching and learning quality
(Elcock, 2010). The teaching
plan must be carried out as per
the NHS standards.
3

Conclusion
The study has unfolded the effectiveness of utilizing different teaching and learning process to
provide care service to Margaret to prevent her from falling due to dementia. The cognitive
domain objective has been selected for the best use of resources and strategies.
Part B: Video script
Refer to Video File attached
4

References
Bossers, A., Phelan, S., Kinsella, E., Jenkins, K., Ferguson, K., &Moosa, T. et al. (2014).
Participants’ self-identified learning outcomes in an online preceptor education program
for health professionals and students. The Journal Of Practice Teaching And
Learning, 1(-1), 79-97. doi: 10.1921/9302130101
Elcock, K. (2010). Educating Professionals – Practice Learning in Health and Social
CareEducating Professionals – Practice Learning in Health and Social Care. Nursing
Standard, 24(42), 31-31. doi: 10.7748/ns2010.06.24.42.31.b1074
Singh, R., & Hurley, D. (2017).The Effectiveness of Teaching and Learning Process in Online
Education as Perceived by University Faculty and Instructional Technology
Professionals. Journal Of Teaching And Learning With Technology, 6(1), 65. doi:
10.14434/jotlt.v6.n1.19528
Spring, H. (2010). Health professionals of the future: teaching information skills to the Google
generation. Health Information & Libraries Journal, 27(2), 158-162. doi:
10.1111/j.1471-1842.2010.00885.x
5