Details:
As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.
Write a 1,000-1,250-word paper, describe your plan to accommodate the learning styles of each student. Makes sure to address:
1.Course objectives
2.An outline of the course content and agenda that will be covered
3.Descriptions of the learning activities and the rationale for the learning activities selected
4.Strategies to assess learning, based on the learner objectives
5.Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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Introduction:
As a medical professor, designing a course to accommodate the learning styles of all the students is an essential aspect of imparting knowledge. In response to the given scenario, where three of the ten students are visual learners, four are kinesthetic learners, and the others are auditory learners, this paper outlines a plan to accommodate the needs of each student. The paper will outline course objectives, course content and agenda, learning activities, and strategies to assess learning, all customized to align with each student’s learning style.
1. Course Objectives:
The primary objective of the 4-hour Leadership Strategies course is to equip the students with practical leadership skills that they can apply in their medical profession. The course aims to help the students understand the importance of leadership in healthcare delivery and equip them with skills to lead teams and manage healthcare programs. Specifically, the course aims to enable the students to:
a) Understand the different leadership styles and when each style is applicable
b) Develop team leadership skills to support effective healthcare service delivery
c) Demonstrate critical thinking and problem-solving skills in dealing with complex healthcare issues.
2. Course Content and Agenda:
The course content will be designed to align with the various learning styles of the ten students. Below is an outline of the course content and agenda:
a) For visual learners, the course will include videos, diagrams, and infographics to help them understand the course content. The course will allocate at least one hour for video presentations covering leadership strategies in healthcare and team leadership skills.
b) For kinesthetic learners, the course will incorporate hands-on activities such as role-playing, group discussions, and problem-solving exercises. The course will allocate two hours for these activities which will include leadership exercise and team-building simulations.
c) For auditory learners, the course will include lectures, podcasts, and group discussions. The course will allocate at least one hour to lecture video presentations covering leadership skills in healthcare.
3. Learning Activities and Rationale:
The learning activities will be carefully chosen to align with the learning styles of each student. Below is an outline of the learning activities and their rationales:
a) For visual learners, the learning activities will include visual elements such as diagrams and videos. These learning activities will allow visual learners to process the course content through their preferred learning style.
b) For kinesthetic learners, the learning activities will include hands-on activities such as simulations and problem-solving exercises. These activities will cater to kinesthetic learners’ preferred learning style, where they can engage in learning through doing.
c) For auditory learners, the learning activities will include audio components such as podcasts and lectures. These activities will cater to auditory learners’ preferred learning style, where they can engage in learning through listening.
4. Strategies to Assess Learning:
To ensure that the students have comprehensively grasped the course content, the following learning assessments strategies will be put in place:
a) For visual learners, assessments will include diagrams, video presentations, and infographics tests.
b) For kinesthetic learners, assessments will include role-playing activities, group discussions, and problem-solving tests.
c) For auditory learners, assessments will include podcasts and lectures tests and group discussions.
5. Scholarly Resources
To support the course content and design, the following scholarly resources less than 5 years old will be used:
a) Gifford, B., & McDaniel, P. (2018). Developing interprofessional leadership skills and knowledge through creative problem-solving. Journal of Interprofessional Education & Practice, 11, 30-33.
b) Thomas, B. D., & Mueller, J. B. (2018). Developing strategic leaders for healthcare. Advances in Health Care Management, 19, 1-12.
c) Kahveci, R., & Melehm, A. (2020). Healthcare leaders’ leadership styles. Health Care Manager, 39(3), 188-196.
Conclusion:
In conclusion, the plan to accommodate the different learning styles of the ten students will ensure that each student gains a comprehensive understanding of the Leadership Strategies course’s content. By offering a blend of visual, kinesthetic, and auditory learning styles, each student’s engagement in the course will be enhanced, supporting better knowledge retention and higher application of the course’s learnings in the medical profession.