Download file to see previous pages...
In the process of going through the discussion, appropriate teaching and learning approaches will be tackled in details followed by identifying some strategic ways on how the paramedics can deliver inclusion sessions to motivate the learners to learn the best technique in managing the patients’ airway. To meet the curriculum requirements, the use of teaching and learning strategies as well as important resources will be discussed one by one.
The paramedics has a huge role and responsibilities to meet when teaching the students to conduct basic life support such as the cardiopulmonary resuscitation (CPR) and first-aid techniques when dealing with emergency and life-threatening cases (Hazinski, et al., 2004). Specifically the blood loss that may occur when the victim is seriously injured can lead to cardiac arrest (The American Heart Association in collaboration with the International Liaison Committee on Resuscitation., 2000). This situation requires immediate call for ambulance, CPR, early defibrillation (if necessary), and early advanced life support to prevent brain death (Hazinski, et al., 2004; Hickey et al., 1995). By encouraging the students to perform immediate action, paramedics will be able to increase the survival rate of the victim (Robertson, 2000).
Obstruction in the patient’s normal airway functioning is a life-threatening scenario since the lack of oxygen that flows in the blood that flows through the human body can lead to end-organ damage, hypoxia, hypoxemia, and high mortality rates. (Eddleston et al., 2006; Levy, 2005; St. John, 2004; Ayus & Arieff, 1995) For this reason, it is crucial on the part of the paramedics to pay close attention with the patients’ breathing pattern during the assessment stage. Given that the patient shows signs and symptoms that there is an obstruction to the patients’ airway, paramedics should immediately establish the patient’s airway as part of the initial management
...Download file to see next pagesRead More
The author states that at the first stage, there is need to provide learning to the trainees about different technical terms for creating crochet. There are several significant elements for creating crochet which need to be taught about to the beginners before actually instigating the training of particular techniques of crochet.
(Knights, 1993). There are three types of groups which affiliate with the following kinds of knowledge: instrumental (scientific, cause-and-effect information), communicative (mutual understanding and social knowledge) and emancipatory (increased self-awareness and transformation of experience).
From these statements we may safely surmise that the desire to invest in workplace learning programs is possibly of secondary importance to the delivery methodology and assessment techniques utilized. This paper will examine four common delivery methods for workplace cognitive development (facilitation, coaching, behavioral rehearsal and feedback) and one primary assessment tool.
The planning for learning needs traditional and behavioural assessment of school and the subject (David Reitman et al, 2000). 1
The important aspect in ADHD students that needs attention from teachers while planning for their learning is that they face difficulties with homework due to their short attention spans and restlessness as well as impulsivity.
Transitional planning is not about seeking the right employment opportunities alone. It also refers to the transition period when the student moves from the comfort zone of a secondary school to a post-secondary setting.
Arguably, dialogue and reflection in the course of teaching rests on literacy and numeracy practices and ideologies. The general well-being of a person is determined by the fundamental skills of numeracy and literacy.
In an attempt to successfully impart
Additionally, the practice has grown significantly in terms of provision of quality education to scholars. Quality recommendations have been widely made in the field to increase the sensitivity on the provision of education. In the words of Machin & Vignoles (2005), being a
There are three basic ways of establishing ground rules in a classroom. First, the teacher could use autocratic means and set the rules for the students, without consultation. In this case, the learners have to abide by the set rules or face the