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professional and academic experiences:- Can you write a peer review on professional and academic experiences? Please answer 12 questions below and see the attachment need a peer review on the attachment. One or 2 pages is good enough.
- Are the six learning principles discussed in relation to the way they play within the role of learning for both patient and staff education? If not, provide feedback to help steer your assigned partner into more detail about each learning principle, and the correlation the learning principle has on learning.
- Were the commonly used learning style models and instruments for patient and staff education listed and explained? If not, provide feedback to help steer your assigned partner into more detail about both learning style models and instruments.
- Was the Dunn and Dunn learning style model described in detail? Did your peer tie in the correlation this has in learning, and specifics to accompany respiratory issues? Did your peer include all aspects of this model, which are environmental, emotional, sociological, physical, and psychological? If not, provide feedback to help steer your assigned partner into more detail about the Dunn and Dunn learning style, and its correlation to learning.
- Was the role of learning clearly expressed in its relation to Jung and Myers-Briggs Typology theory, and how this relates to respiratory therapy? If not, provide feedback on the Jung and Myers-Briggs Typology theory, as well as some direction as to how this plays a role in learning.
- Was the role of learning clearly expressed in its relation to Kolb’s experiential learning model? Did your partner discuss their experience with this model? If not, provide feedback on the Kolb’s experiential learning model, as well as some direction as to how this plays a role in learning.
- Did your partner clearly describe how Gardner’s eight types of intelligence play a role in teaching children? Did they provide insight into the eight types of intelligence? Were they able to clearly describe how this may play a role in the patient who suffers from respiratory issues? If not, provide feedback to your assigned partner in relation to the eight types of intelligence, and list a few examples of how this can play a role in teaching children.
- Did your partner believe one theory to be better than the other? Did they explain and provide supporting evidence as to why this theory may be best, and with which clients this theory may work best with? Was experience incorporated into their decision, and if so, was this explained in a supporting way? If not, provide your partner feedback about adding detail to this section, as well as supporting evidence to support their feelings on this.
- Did your partner clearly tie in evidence based research to the theories or models they discussed in their paper? If not, provide brief feedback to your assigned partner stating more evidence based research is needed, and provide suggestions for them to find research, such as through the LIRN resources on the homepage of our class, or websites such as googlescholar.com
- Did your partner clearly describe barriers to learning in respiratory therapy, and the role of the health educator in overcoming these barriers? Was experience with helping patients and staff to overcome barriers discussed? If not, provide feedback to your partner about barriers to learning. For example, you could provide page numbers from the textbook that they could research.
- Did your partner clearly describe obstacles to learning, and the role of the health educator in overcoming these obstacles? Was experience with helping patients and staff to overcome obstacles discussed? If not, provide feedback to your partner about obstacles to learning.
- Were both the goals and objectives of patient education clearly expressed within the paper? Were experiences shared about helping patients and staff achieve goals and objectives? If not, provide feedback to your partner about both goals and objectives.