Part- A Effective Learning on Hyperkalemia Treatment Assignment Sample

1. Description of the session

a.The description of the chosen topic

The chosen topic is Hyperkalemia which can be recognized as the elevated level of potassium in the serum above 5.0-5.5mmol/L that can cause serious life-threatening consequences and mainly cardiac arrest (Biff, 2021). Patient who suffers with chronic kidney disease, Diabetes Mellitus or those who take certain medications are more prone to develop serious complications so early diagnosis and management are crucial which can involve the modification of dietary regulations and the changes of drug routines (Zubaid Rafique, 2021).

Struggling with your clinical education modules or case-based assessments? If you're searching for assignment help on hyperkalemia, you're not alone. Our experts at Native Assignment Help specialize in delivering detailed, evidence-based content to boost your academic performance in healthcare training and practice

b.Description of the learners according to the model of Dreyfus

The learners consist of junior doctors and nursing staff and are therefore involved in the practice of healthcare delivery (Aveiro 2022). These people are all going through some level of training and development as described by the Dreyfus Model of Skill Acquisition as being from the category of advanced beginners to that of competent practitioners. This model to distinguish between the levels of proficiency that are presented in a form of a scale containing five levels of skills: novice, advanced beginner, competent, proficient, and expert (Benner 2022). It is especially relevant in education since it shows how a subject gradually evolves, with a learner moving closer to an expert in his or her area. In this case, junior doctors and nurses are most probably at the advanced beginner level, where their knowledge of conditions could be sufficient, but they require direction on how to handle more complex situations similar to handling hyperkalemia as seen in the current study. It can be believed that the junior doctors and nursing staff are at the advanced beginner level whereby they possess a basic understanding of the disorder and clinical experience, however, must be guided in comprehending the condition well enough to manage hyperkalemia (Nadezhda, 2020). Some of the nurses and medical practitioners with years of practice might be at the competent level where they can manage most of the routine hyperkalemia cases independently but would like to enhance their decision-making and critical thinking skills.

c.Description of the available resources and teaching settings

The teaching session was conducted in one of the hospitals’ clinical training rooms that will have some of the basic multimedia items such as a projector, laptop or computer and internet connection (Memeti et al. 2024). The setting allows for the blending of clinical case scenarios and simulations in a way that is quite realistic to explain its scenarios with the study. These include electronic clinical references and NICE guidelines, full-text journal articles, and practice-based e-learning with special emphasis on electrolyte disorders. Besides, the learners will get to work with clinical protocols, lab results, and patient simulation during the session (Gaur et al. 2020). During this session, the participants will be orientated to the definition, causes, signs and symptoms, and approaches to the management of hyperkalemia through the use of YouTube videos, ECG changes related to high serum potassium level and flow diagrams. There will be group discussions during which learners will practice the interpretation of laboratory data and the development of a plan for the management of patients with hyperkalemia of different degrees. Entertainment will include the use of role-play to depict real-life situations in which the learners can observe and conduct communication and decision-making (Goh and Sandars, 2020). 

I try to keep my teaching sessions friendly and interactive because this is what I found helpful in learning. On going discussions and feedback makes learning easy in my opinion and doing a medical education degree also helped me in achieving proper reflection of my teaching style.

2. Educational strategy

SMART LO	Domain of Learning	Content to be Covered	Instructional Method Utilized	Assessment Method Utilized
In the end of the learning session it requires to identify the three clinical symptoms of hyperkalemia and elaborate the implications related to patient care.	cognitive	The clinical indications like the alteration in ECG, the weakness in muscle.	The lecture based on the case studies and visual elaboration.	The multiple choice questions, and the analysis of the case studies with the help of visual presentation.
Impact of treatment and timing schedule for the people suffering from hyperkalemia	Psychometer and Cognitive	The management tactics for hyperkalemia	Simulation based education	The evaluation related to Simulation
After completing the session, the learners will be able to understand the results of laboratory related to hyperkalemia and can give the patient proper feedback.	cognitive	Understanding the protocols of the lab accurately and interpreting the potassium level in the blood.	Learning needs to be introduced which can solve the problem	The evaluation with the help of laboratory results can be interpreted suitably and make the structured feedback for the patient (D’Alessandro et al. 2021).

b. Exploration of evidence-based discussion

The Significance of the Blended Learning Approach

There has been tremendous interest in the use of blended learning which employs the online, digital media aspect together with the face-to-face modular teaching in classroom settings in health professions education. Cognitive, social, and teaching presence that are stated in Garrison and Vaughan’s (2008) CoI model is enabled by blended learning. This model serves the interest of the faculty, as it complies with the student expectations as well as the teachers’ demands. For instance, the extendibility of online modules ensures that the student manages his/her clinical timetable better than before; conversely, collaborative online tools are an antidote to the moral mode of face-to-face tutorials. The strategies for blended learnings can be integrated the online media with the traditional teaching procedure (Bansal, and Pergola, 2020). So it can be aligned with the model of CoI or Community of inquiry and this is fostered with the existence of social and cognitive.

The framework and theories for guiding the educational strategy

The educational strategy or approach that underpins the blended curriculum point to the learning theories and framework that should go hand in hand with the curriculum. The following approaches are of more pertinence to this topic of discussion. The strategy is based on constructivism because learners are viewed as engaging in building knowledge on their own through interactions with the content and other learners in collaboration with instructors (Park, 2023). The use of discussion forums and problem-based learning (PBL) allows for learners’ participation and construction of knowledge with reference to clinical simulations. This can be emphasized in the session is Reductionism, Systems Theory and Complexity Theory, however, there is a need to get over the reductionism perspective that opines that learning is a dynamic process. According to both systems theory and complexity theory, there are arguments for appreciating interdependence in the aspects of education (Al et al. 2020). An important feature of the strategy is the recognition of interdependence between the content, learners, educators, and technologies assuming that the chosen tools and approaches facilitate learning contexts.

Technology-enhanced-learning (TEL)

The following TEL tools are suggested to support the blended learning program as follows; an effective LMS can be seen as the foundation on which all content is delivered, where the students are being monitored and where communication is taking place. As virtual classroom that has incorporated discussion boards, multimedia resources, and assessment creates opportunities for students to learn asynchronously and synchronously (Nadezhda, 2020).

Clinical simulations as well as virtual patients and real life clinical scenarios are also going to be incorporated into the learning process. Simulations present real-life experiences as a patient with clients allowing the students to make decisions regarding the patient and use immediate feedback. Intelligent adaptive learning system is an ordered system that uses artificial intelligence to deliver material depending on the learner’s performance within a course. This system helps individual learners get support they may require or content that is a bit challenging for them since every learner is tested. Microsoft Teams will facilitate group assignments, tests/quiz, peer evaluation and discussion, with ability to form study groups in the virtual space and real-time interaction. This platform enables the students to work together, share knowledge and knowledge and come up with a better understanding of the subject matter being covered. Sorting and mixed question types as well as development quizzes at the end of each unit as well as true-tech assessment for ongoing feedback will be provided in this course.

The barriers and solutions in the implementation of TEL

Educator-related factors are useful in resistance to change and digital competencies of educators can fail in TEL implementation. The areas are backed by staff development for persons which is enlisted depending on the UK Professional Standards Framework and others educator competency frameworks. For sustainment of such support, other training including mentorship and peer learning communities will enable the educators to transition easily. Technological Factors are the factors which focuses on the fact that the chosen technologies are reliable, accessible, and user-friendly (Tuma, 2021). An understanding of the technological readiness, namely Internet connection, and compatibility of devices shall be provided. Also, the standards concerning the protection of personal data and general issues of data privacy and security with reference to AI and learning analytics will be defined.

c. Exploration of evidence-based discussion impacts the educational strategy

The infrastructure of the technology

The blended learning model is defined as this variety or mix of face-to-face and online learning and it is underpinned by the Learning Management System available in the institution (Dhar et al.2021) Some aspects of asynchronous learning are achieved through content that the LMS provides such as; multimedia files, forums, and quizzes that resourceful learners can handle at their own time. This flexibility can be attributed to the LMS which is significant particularly due to the student’s clinical obligations. Moreover, they incorporate the adaptive learning platforms that offer the LMS the opportunities to create individual paths for each learner according to his or her progress and results. The context of simulation, the activities enable the students to apply their decision-making skills; solve the cases; and get feedback in minutes. These resources enhance on the practice part of the blended model hence enhancing on clinical competencies.

The learning equipment for collaboration

Just like the availability of communication tools such as Microsoft Teams and Slack helped to inform the use of more collaborative learning elements in the institution’s environment. These tools help in allowing students to collaborate in the classes; this is through group discussions, assignments, and general communication (Goh, and Sandars, 2020). These resources are used in the context of the strategy with an intent to encourage students’ collaborative learning; an area which was concluded to be weak as gleaned from the students’ feedback. Communication tools also increase participation in discussion and group activities and promote learning in an online platform.

The different equipment for assessments

The use of online assessment tools that facilitate auto-marking, interim, and diagnostic or provision of meaningful data in the construction of assessment information guided the development of interim as well as final assessments (Hilburg et al. 2020). These tools enable the instructors to give feedback at the right time monitor the progress of the learners and determine the sections that require more attention. The trends of learners’ engagement and performance derived from learning analytics allow for continuous curriculum and teaching paradigm changes.

Reference List

Journals

Biff F. Palmer, M. b. (2021). Clinical Management of Hyperkalemia.

Hyperkalemia management in the emergency department: An expert panel consensus.

Aveiro-Róbalo, T.R., 2022, November. Distance learning and its relation to medical education in the present times. In Seminars in Medical Writing and Education (Vol. 1, pp. 10-10).

Dhar, P., Rocks, T., Samarasinghe, R.M., Stephenson, G. and Smith, C., 2021. Augmented reality in medical education: students’ experiences and learning outcomes. Medical education online, 26(1), p.1953953.

Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M.M. and Neuhann, F., 2020. Evaluation of e-learning for medical education in low-and middle-income countries: A systematic review. Computers & education, 145, p.103726.

Hilburg, R., Patel, N., Ambruso, S., Biewald, M.A. and Farouk, S.S., 2020. Medical education during the coronavirus disease-2019 pandemic: learning from a distance. Advances in chronic kidney disease, 27(5), pp.412-417.

Vallée, A., Blacher, J., Cariou, A. and Sorbets, E., 2020. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of medical Internet research, 22(8), p.e16504.

Goh, P.S. and Sandars, J., 2020. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish, 9.

Al-Balas, M., Al-Balas, H.I., Jaber, H.M., Obeidat, K., Al-Balas, H., Aborajooh, E.A., Al-Taher, R. and Al-Balas, B., 2020. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC medical education, 20, pp.1-7.

Gaur, U., Majumder, M.A.A., Sa, B., Sarkar, S., Williams, A. and Singh, K., 2020. Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN comprehensive clinical medicine, 2(11), pp.1992-1997.

Nadezhda, G., 2020. Zoom technology as an effective tool for distance learning in teaching English to medical students. Бюллетень науки и практики, 6(5), pp.457-460.

Memeti, A., Sulejman, S., Karanfilovik, A., Karanfilovski, V., Stojanoska, A., Shterjova, Z., Milenkova, M., Usprcov, J., Spasovska, A., Janevski, Z. and Canevska, A., 2024. CHRONIC HYPERKALEMIA IN CHRONIC KIDNEY DISEASE.

D’Alessandro, C., Cumetti, A., Pardini, E., Mannucci, C., Serio, P., Morganti, R. and Cupisti, A., 2021. Prevalence and correlates of hyperkalemia in a renal nutrition clinic. Internal and Emergency Medicine, 16, pp.125-132.

Bansal, S. and Pergola, P.E., 2020. Current management of hyperkalemia in patients on dialysis. Kidney international reports, 5(6), pp.779-789.

Benner, P., 2022. From Novice to Mastery-II, The Dreyfus and Dreyfus Model of Skill Acquisition in Nursing Practice. Educating Nurses.

Park, S., 2023. Constructivism. In International organization and global governance (pp. 133-143). Routledge.