Earning Plan for Sam
The following learning plan is designed for case one, Sam, a 5-year-old boy with high BMI, who is being advised by his medical instructor to incorporate physical activity in his daily regimen. This paper will focus on three objectives associated with three fundamental domains of learning, namely cognitive, psychomotor, and affective skills. Bloom’s Taxonomy of Learning will be utilized to aid in assessing how individuals integrate instructive processes. Further, each learning process will include a learning metric for objective action as well as learning objectives and their correlation with each goal.
Sam is classified as an obese child with functional cognitive and psychomotor capabilities. Nevertheless, since he is accustomed to an unhealthy lifestyle, he may experience complexities when integrating lifestyle modifications. Training both caretakers, Sarah and Matt will have a profound impact on the implementation of a successful learning plan, as they both handle either the purchasing or preparation of meals.
The cognitive domain is entailed as the primary learning objective. It entails intellectual capabilities and processing of knowledge (Bloom’s Taxonomy of Learning Domains: The Cognitive Domain, 2020). Sarah and Matt should be able to determine the health hazards associated with excessive BMI, including increased possibilities of chronic illnesses. Childhood obesity is regarded as one of the most critical public health challenges in current society. Its prevalence is increasing drastically (Sahoo, Choudhury, Sofi, Kumar & Bhadoria, 2015). The condition has a negative impact on both physical and psychological health (Goran, 2016). Additionally, it is associated with poor academic performance and low self-esteem (Gurnani, M., Birken & Hamilton, 2015. Sam’s caretakers may require to be trained on approaches they can incorporate to enhance dietary habits and integrate physical activity. Moreover, they should be taught on particular food groups comprising legumes, vegetables, and fruits that are effective in weight management. The necessity of incorporating physical activity through the reduction of television watching, more playing, and walking will be emphasized. I will educate Matt and Sarah that the reduction of a sedentary lifestyle will significantly contribute to weight management and overall health improvement.
Matt and Sarah will be required to inform me of the current dietary habits and physical activities of the child. They will be required to outline the activities that Sam engages in throughout the day. For instance, they should mention whether he is driven to school, whether he is enrolled in a physical activity program or if he spends most of his time watching television. For effective optimal weight management, the consideration of dietary patterns and physical activity will be crucial; therefore, particular meal options will be suggested alongside the preparation of a physical activity plan.
The psychomotor domain focuses on the learning of physical movements. Sam will need to be able to identify the importance of physical activity. This will aid him in understanding why he needs to shift his current lifestyle practices. With acceptance, he will be able to incorporate physical activity willingly. The introduction of physical activity and changing meal patterns will be implemented gradually. Sam must identify the physical activities he is most comfortable with. I will assess the most appropriate activities that Sam can begin with, in our second session, which will be two weeks after the commencement of our meetings. For instance, I may suggest that he adds a 10- minute walk to his daily schedule and reduce 30 minutes of television watching per day. I will require Matt and Sarah to ensure the enforcement of proposed strategies and to encourage him regularly. Other activities that will be gradually introduced may necessitate the utilization of simulations between instructor and patient in order to provide opportunities for Sam and his caretakers to determine if the training offered is efficient or more advancement is required. Since the development of psychomotor skills entails persistence, devotion, and adequate practice, it will be imperative that the patient learns to incorporate these vital skills.
The affective domain involves the growth of feelings (Bloom’s Taxonomy of Learning Domains: The Cognitive Domain, 2020). Sam and his caretaker will be required to share their feelings towards the training offered. Sam will need to outline any potential challenges that he may experience so that they can be immediately addressed. Matt and Sarah will also need to state their opinions regarding the diagnosis and suggest possible alternatives if they are unable to meet the requirements. At the end of the counseling session, they will all be required to express their attitude towards the proposed modifications in order to establish their level of acceptance.
I will need to ensure that I disseminate the knowledge accurately to avoid ambiguities that may arise later and to increase the likelihood of acceptance. Further, I will provide Sam and his caretakers with the opportunity to enquire areas they did not comprehend fully.
The communication theory will be integrated to enable the achievement of the learning process. It focuses on how actions can be implemented to ensure the accomplishment of intended goals. In this case, the goal is for Sam to lose approximately 6 kilograms within six months. The actions that will aid in weight reduction include the incorporation of physical activity and a change in food habits, whilst the implementation of the plan will focus on Sam adopting physical activity strategies in combination with diet modifications.
Objective 1: Evidence of Course Concept
The cognitive domain focuses on intellectual skills, critical thinking, and the processing of information. Sam incorporates the cognitive domain when he identifies the activities he can undertake, such as walking and his comprehension of healthy foods such as vegetables and fruits.
Objective 2: Evidence of Course Concept
The psychomotor domain involves physical movements and the utilization of motor skills. The patients utilize this domain when he participates in exercising, opts to assist with chores at home and to walk.
Objective 3: Evidence of Course Concept
As aforementioned, the affective domain involves emotions and attitudes, whereby Sam’s response to the training provided is analyzed. Initially, Sam’s acceptance level was quite low as he had to reduce activities such as watching television and playing video games, which he enjoys. Additionally, he had to reduce the consumption of his favorite foods, including snacks, fried foods, and soft drinks. Conversely, his level of acceptance began to increase when he started to appreciate the importance of health maintenance and wanted to become more active.
Conclusively, Sam has increased probability of acquiring childhood obesity complications. However, the rapid management of the condition will aid in minimizing obesity-related complications. Sam needs to ensure that he integrates physical activity and slight dietary modifications to manage the condition. As Sam’s medical instructor, I was able to determine his understanding of the diagnosis and ensured that I made the necessary adjustments that would suit his daily regimen. He is currently able to understand his diagnosis, the potential health hazards, and the significance of health maintenance. Moreover, he engages in more play and walks for longer durations and consumes more nutritious foods with the intent of achieving his goal of weight reduction.
Goran, M. I. (2016). Childhood obesity: causes, consequences, and intervention approaches. CRC Press.
Gurnani, M., Birken, C., & Hamilton, J. (2015). Childhood obesity: causes, consequences, and management. Pediatric Clinics, 62(4), 821-840.
Sahoo, K., Sahoo, B., Choudhury, A. K., Sofi, N. Y., Kumar, R., & Bhadoria, A. S. (2015). Childhood obesity: causes and consequences. Journal of family medicine and primary care, 4(2), 187
Nwlink.com. 2020. Bloom’s Taxonomy Of Learning Domains: The Cognitive Domain. [online] Available at: http://www.nwlink.com/~donclark/hrd/bloom.html [Accessed 5 May 2020]