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Cognitive Domain Example of How to Write

Cognitive Domain Example of How to Write Cognitive Domain Example of How to WriteCognitive DomainObjective: By the conclusion of our teaching session Paul will be able to explain the Data, Action, Response (D.A.R.) charting technique for completing the standard charting form as demonstrated by his ability to identify each component and provide an example.This objective falls within the understanding category of the cognitive domain because it relates to the factual level of knowledge dimension (Clark, 2015). The understanding category is considered a lower level  of difficulty meaning they can construct meaning from instructional messaging  and this should be mastered first before moving on to more difficult objectives (Anderson and Krathwohl, 2001). Since Paul is not able to answer any questions about the standard charting form, he should start at this category for his learning objectives. This technique is part of the “Focus Charting” method which focuses on the patient’s symptoms or behaviours and records them using the D.A.R method (College of Registered Nurses of British Columbia [CRNBC], 2013). With proper documentation, the student would be able to organize his documentation for effective communication with other health care team members (CRNBC, 2013).Cognitive Domain Example of How to WriteORDER A PLAGIARISM-FREE PAPER HEREThrough “Behavioural Capability” as described by the “Social Cognitive theory” (World Health Organization, 2012) the student would acquire the “knowledge and skill to perform a given behaviour” (WHO, 2012). In order to master this use of the standard charting form, Paul needs to have the knowledge to do it, by teaching Paul the proper D.A.R. charting technique, Paul will have the appropriate skills and knowledge to complete the task.Cognitive Domain Example of How to Write  Client Teaching and LearningIntroductionThe issue of weight among children is perhaps the most discussed health topic. That is because the number of overweight children is rising with approximately 25% of children being overweight (Deren et al., 2018). To understand the concept of overweight, it can be explained as energy intake exceeding energy so that the excess energy turns into weight. In addition, diets rich in fat and energy would result in the child being overweight. Besides that, it can be caused by genetics in which case the child inherits genes that resulting in overweight shapes and body types. Conceivably, the most distressing aspect of children being overweight is that although some of the factors that cause the condition (such as genetics) cannot be changed, the body weight can be influenced through physical activity patterns, diets, and eating habits (Vilchis-Gil et al., 2015).Cognitive Domain Example of How to WriteOther than the high numbers of children who are overweight, the issue has received attention because of the difficulties it causes. For one, overweight children are likely to feel different from their peers thus resulting in low confidence levels. Additionally, they could be targeted for bullying. Besides that, they could cause worry among their family members who feel that they cannot take part in social activities to include sports. Unfortunately, these psychological nuances complicate weight control (Danielsen, 2012). Also, it affects critical health-related physical fitness components to include measures of VO2 peak and performance in mile run/walk tests. Although being overweight rarely causes health complications among children, the same cannot be said when these overweight children develop into adulthood. That is because it increase the risk of developing cancers, breathing problems, joint pains, stroke, high blood pressure, type II diabetes, heart disease, and high blood fats. The implication is that weight management among children should be improved with those who are overweight targeted for weight reduction until healthy weight levels are achieved (Booth et al., 2012). The present paper talks about the issue of weight among children by discussing the case of an overweight child targeted for education along with the learning objectives.Cognitive Domain Example of How to WriteDiscussionThe case involves Sam, a five-year old boy, the son of Sarah and Matt. A health check shows that his BMI is above normal thereby identifying his as overweight. Given this awareness, it is determined that Sam’s weight should be better managed until he achieves a healthy weight. As such, the whole family (including Sam and his parents) has been presenting for nurse-facilitated teaching to inform them about the importance of physical activity for maintaining optimal weight in children. Based on the decision to subject Sam’s family to nurse-facilitated education, three measurable objectives were identified for the cognitive, affective and psychomotor domains.Cognitive Domain Example of How to Write1st objective: cognitive domainThe first objective is identified in the cognitive domain that is concerned with changing how the family members think about weight and presenting them with new information. The objective is: “at the end of the learning program, Sam’s family members will be able to identify physical activities that facilitate healthy weight management, apply these programs and evaluate their worth.” The planned activities will focus on simple recall of facts concerning healthy exercising and the detriments of a sedentary lifestyle as well as analysis of new ideas on physical activity. The level of learning will be a description of what the family members will learn and do. The learning comprehension will focus on showing understanding of the presented information while reporting information in a manner that varies from how they learnt it. The application will entail applying the acquired information to their context by applying physical activity programs targeted at improving healthy weight management. Additionally, they will be expected to break down the information they learned in the program and putting the part back together to generate a unified whole. Besides that, they will be expected to use the right criteria in judging the worth of each physical activity (Thomas et al., 2016).Cognitive Domain Example of How to Write2nd objective: affective domainThe second objective is identified in the affective domain that is concerned with changing the values, attitudes and feelings of the family members. The objective is: “at the end of the learning program, Sam’s family members will demonstrate the importance of physical activity in realizing healthy weights (by discussing what each regular physical activity can achieve in terms of weight loss, maintenance and gains). For effective education on physical activity for weight management, the family members must not only understand what constitutes physical activity, but they must also value the intentions of physical activity and believe that they are important. The learning activities for this objective will increase the family members’ value for physical activity so that they become more willing to take action (Thomas et al., 2016). In this respect, the objective in this domain will involving aiding Sam’s family members to increase their awareness of physical activities, adopt positive attitudes, and create value that guides them towards achieving healthy weights.Cognitive Domain Example of How to Write3rd objective: psychomotor domainThe third objective is identified in the psychomotor domain that is concerned with getting the participants to do things differently. It relate to the capacity to act differently after attending a learning program by applying psychomotor skills. The objective is: “at the end of the learning program, Sam’s family members will be able to demonstrate the ability to prepare and follow a regular exercise program. The objective will first involve the family members’ observing an exercise program in action such as watching a reality fitness video that shows a family of overweight members follow a structured physical program to achieve healthy weights. This would be followed by the family imitating the exercise program and practicing it before finally adapting and modifying the program to achieve the best outcomes for the family members (Thomas et al., 2016).Cognitive Domain Example of How to WriteConclusion One must accept that for a learning program entailing change behavior to be effective, the educator must comprehend that both the learners’ thoughts and feelings influence behaviors. This means that for a nurse-facilitated weight management education program to be effective, it is important for the learning activities to address measurable objectives in the cognitive, affective and psychomotor domains. As the present paper shows, being overweight among children is a concern since it affects 25% of all children to result in both psychological and physical implication. The greater concern is that it causes health complications in adulthood. The current case identifies a family that has an overweight child and is slated to attend a nurse-facilitated learning program that details the importance of physical activity for maintaining optimal weight in children. Three objectives were identified for the program with the first objective is identified in the cognitive domain that is concerned with changing how the family members think about weight and presenting them with new information. The second objective is identified in the affective domain that is concerned with changing the values, attitudes and feelings of the family members. The third objective is identified in the psychomotor domain that is concerned with getting the participants to do things differently. It is anticipated that achieving the three objectives will imply that Sam’s family members have applied the right combination of physical activities and are on track to achieve healthy weights.Cognitive Domain Example of How to Write ReferencesBooth, F., Roberts, C. &Laye, M. (2012). Lack of exercise is a major cause of chronic diseases. Comprehensive Physiology, 2(2), 1143-1211.Danielsen, Y., Stormark, K., Nordhus, I., Maelhe, M., Sand, L., Ekornas, B. &Pallesen, S. (2012). Factors associated with low self-esteem in children with overweight. Obesity Facts: European Journal of Obesity, 5, 722-733. doi: 10.1159/000338333Deren, K., Nyankovskyy, S., Nyankovska, O., Luszczki, E., Wyszynska, J., Sobolewski, M. & Mazur, A. (2018).  The prevalence of underweight, overweight and obesity in children and adolescents from Ukraine. Retrieved from https://www.nature.com/articles/s41598-018-21773-4Thomas, P., Kern, D., Hughes, M. & Chen, B. (2016). Curriculum development for medical education: a six-step approach (3rded.). Baltimore, MD: John Hopkins University Press.Vilchis-Gil, J., Galvan-Portillo, M., Klunder-Klunder, M., Cruz, M. & Flores-Huerta, S. (2015). Food habits, physical activities and sedentary lifestyles of eutrophic and obese school children: a case–control study. BMC Public Health, 15, 124. doi: 10.1186/s12889-015-1491-1 Cognitive Domain Example of How to Write

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