1.

Discuss measures that the nurse may use to improve communication with a client who has lost the ability to communicate following a laryngectomy.
 Losing your voice after a thorough laryngectomy is likely to be jarring at first. During this period, however, members of your medical team will be there to help you. During
the operation, your surgeon will separate your windpipe (trachea) from your mouth and food pipe, as well as teach you how to speak again. Then doctors create a breathing
stoma in your neck, which you breathe through. The nurse can take some steps to help a client who has lost his or her ability to communicate as a result of a laryngectomy.
Helping the client learn to use a voice prosthesis or tracheo oesophageal puncture (TEP) and assist or teach the client how to use an electrolarynx, which is a battery-operated
equipment that produces sound to help you form a voice.

2. Define and describe the term learning disability, including etiology, incidence, types of disorders, and characteristics of individuals with special learning needs.
 Having a learning disability implies that individuals discover it harder to learn certain life aptitudes. The issues experienced a shift from individual to individual but
may incorporate angles such as learning modern things, communication, overseeing cash, perusing, composing, or individual care.  Some people are born with a disability,
whereas others may develop one as a result of an accident or illness in childhood. Types of learning disabilities differ hugely. Someone with mild disabilities may be able to
live independently with minimal support, whereas someone with severe and profound disabilities may require 24 hour care, and help with performing most daily living skills.
A learning disability is defined by the Department of Health as a “significant reduced ability to understand new or complex information, to learn new skills (impaired
intelligence), with a reduced ability to cope independently (impaired social functioning), which started before adulthood”. Sometimes, the term 'Global Developmental Delay'
(GDD) is used to describe a learning disability. GDD describes a condition that occurs between birth and the age of 18 which prevents a child from reaching key milestones of
development like learning to communicate, processing information, remembering things and organising their thoughts.

3. Differentiate between the meaning of the terms educational or instructional objectives and behavioral or learning objectives.
 It is important to clarify the meaning of the terms educational objectives, instructional objectives, and behavioral or learning objectives. Although often used synonymously,
these terms can be distinguished from one another. Educational objectives are used to identify the intended outcomes of the education process, whether referring to an aspect
 of a program or a total program of study, that guide the design of curriculum units. Instructional objectives describe the teaching activities, specific content areas, and
resources used to facilitate effective instruction. Behavioral objectives, also referred to as learning objectives, make use of the modifier behavioral or learning to denote that
this type of objective is action oriented rather than content oriented, learner centered rather than teacher centered, and short-term outcome focused rather than process focused.
Behavioral objectives describe precisely what the learner will be able to do following a learning situation.

4. Describe two purposes of teaching plans.

 To direct the teacher to look at the relationship between each of the steps of the teaching process to make sure that there is a logical approach to teaching.
 To communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time allotted to meet each of the behavioral objectives. This is essential
for the involvement of the patient and each member of the healthcare team.
5. List five techniques a creative teacher can use to increase teaching effectiveness. Explain why each technique enhances learning.
 Encourage students to ask questions and analyze their own ideas to strengthen problem-solving skills and gain a better comprehension of academic concepts.
 Make links between the course topic and its applications in the real world. In this way, student's can use their imagination to better understand the topic.
 The educator's awareness should be directed at recognizing students' accomplishments and appropriately responding to their concerns.
 The utilization of learning materials, whether visual, textual, or oral, in order to achieve their goals with a certain topic.
 Plan activities prior to implementing it. Identify your objectives, be clear with the expectations, and the process of how would you apply it in the real situation
6. Differentiate between video learning resources and computer learning resources. Give at least one example of an appropriate learner population and a potential content topic for
each of these resources.
 Digital video files and DVDs (software), along with camcorders, DVD recorders,television sets,and computer monitors (hardware) as electronic devices with which to view
them, have become commonplace in homes. Nurse educators are using these resources extensively for teaching in a variety of settings.In other studies, videos for inservice
education have been found to be a potentially powerful medium for learning. The usefulness of video derives from the combination of color, motion, different angles, and
sound that enhances learning through visual as well as auditory senses. An example of the application of video learning resources for teaching patients, Stellefson et al. (2014)
analyzed the content of YouTube videos as a social media source for patient education about chronic obstructive pulmonary disease (COPD). The study found that YouTube
has the potential as an important source for COPD education, but currently the content and quality of existing videos vary significantly. Shah, Mathur, Kathuria, and Gupta
(2016) explored the effectiveness of video as an instructional tool to teach prevention of oral diseases. These researchers studied 109 subjects in India who completed a pre-
and postintervention questionnaire. They found knowledge scores increased after exposure to an educational video in a hospital setting .In our technological society, the
computer has changed lives dramatically and has found widespread application in industry, business, schools, and homes.The computer can store large amounts of information
and is designed to display pictures, graphics, and text. The presentation of information can be changed depending on user input. Although computer technology is a relatively
 recent addition to the educational field, it is becoming very common, especially with the rapid increase of computer literacy among students, professionals, and the
public.Computers, as a multimedia approach to teaching and learning, usually stimulate learners and transform learning into “an active, engaging process” that promotes
problem solving and the development of critical-thinking skill.In the studies, videos for inservice education have been found to be a potentially powerful medium for learning
reported significant usefulness of streamed video as a resource to support learning by students. YouTube has proven to be a popular source of streamed videos for patient and
professional education. Video files and DVDs are among the major nonprint media tools for enhancing client/family, staff, and student education because tapes can be
simultaneously entertaining and educational.

7. Describe the impact that information technology has had on the healthcare education process and on the relationship between the nurse educator and the client as a learner.
 The rise of information technology, the widespread production of computers, and the creation of user-friendly software have all had an impact on every area of people's life.
Some of the most significant shifts have occurred in education, where technology has revolutionized how students learn and teachers teach. For a variety of reasons,
information-age technology has had a profound impact on educators and learners. Most significantly, information access bridges the gap between teacher and learner. When
information is readily available, the teacher is no longer required to "search, filter, and present" content. , educators in the Information Age are assisting learners in learning
how to refine a problem, find the material they require, and critically assess the information they discover. Healthcare education can and should take the same direction. Nurses
must structure their approach to healthcare education to meet the requirements of clients in the Information Age.The nurse must be ready to assist clients in accessing,
assessing, and utilizing the tremendous quantity of knowledge available. He or she must also be willing to support and encourage clients in their quest for knowledge. Promote
meaningful use of health information technologyr and electronic health records (EHRs) has effectively provided nurse educators and other healthcare providers with a rich
source of data that can be used to evaluate delivery of care and resulting patient outcomes. Although some benefits of EHRs are yet to be realized, many facilities already have
staff available to help nurse educators extract data that are useful for evaluation.
8. Identify three ways in which electronic communication between the nurse and the client may differ from “face to face” communication. For each difference identified, describe
steps that the nurse can take to prevent potential problems from occurring.
 Electronic communication lacks context. Without cues such as facial expressions, tone of voice, and body posture, e-mail messages can appear cold and unfeeling. Although
emoticons and emojis (symbols like smiley faces used to express emotion) are commonly used by people who send e-mail messages, they may not be appropriate for all
professional correspondences. However, a carefully constructed e-mail message can convey the intent of the sender.
 Although electronic communication is convenient, it may take longer in that the sender could wait hours or days before the message is received and answered. For this reason,
it is very important that an e-mail response to a patient question be clear and provide sufficient detail so that it does not generate more questions that cannot be answered
immediately. Furthermore, using e-mail may be inappropriate for communicating urgent issues or messages that need be read or responded to quickly.
 Electronic communication can never be assumed to be private. This reminder is especially important in the era of Health Insurance Portability and Accountability Act
(HIPAA) regulations. The healthcare provider must take steps to ensure privacy at both the healthcare facility and the patient’s computer. It is suggested that patients sign a
consent form if health-related information is to be shared via e-mail and that they be given instructions for safe use of the e-mail system.