HCA 812 Consider the six organizational cases described by Blass in the module readings

HCA 812 Consider the six organizational cases described by Blass in the module readings

HCA 812 Consider the six organizational cases described by Blass in the module readings

Several students have no experience writing their learning objectives; therefore, the teacher needs to model the process and give students feedback when they are initially learning how to set their learning goals (Edgerly et al., 2018).  The students learning the self-regulation strategies may not recognize how those skills can be developed across the content areas to be taught throughout a course or lesson.  Teachers come in to help these students by offering them guidance on how to expand their skills. It is also helpful that the teachers provide and establish a standard process that provides the students with the needed feedback to help with their outcome and efforts (Wanner & Palmer, 2018).  Therefore, this paper aims to highlight the best practices that teachers across the content areas can use.

The teacher can increase the motivation for student learning by providing opportunities for students to personalize their learning objectives that have been identified. Students tend to develop control over the content when determining how their learning and content is relevant to their life.  Also, this practice of engaging students in personalizing learning goals help to develop an act of self-regulation. Self-regulated students can consciously set their learning goals and monitor their understanding and progress whenever they get engaged in a task. These students can appropriately plan, use appropriate learning resources, appropriately respond to the feedback, and evaluate their actions as learners. Acquiring such skills assist the learners in being independent learners throughout their life (Wanner & Palmer, 2018).

Communicating learning objectives

There are several ways through which the teacher can communicate the objectives to the learners. A teacher must communicate explicitly the learning objectives of the leson to students by verbally stating them, displaying them in a written document, and calling the attention of the class throughout the lesson. Besides, the teacher is expected to say clearly the objectives of learning in a manner and language that is friendly to the students that the students can focus on what the teacher wants them to learn. (Jozwik et al, 2018). Communicating the learning goals to students helps them comprehend what is to be taught and become engaged in what they are expected to learn. When students are informed, they can ask specific questions and access information required about the objective of learning. Teachers should explain to the students clearly how the learning objectives connect and relate to the previous lessons and with a bigger picture of the course. Though many teachers naturally do this, this is meant to ensure that the educator’s or the learner’s attention is drawn to understand how the present learning goal is linked to whatever that has been learned and how to apply whatever they are learning to their future studies (Wanner & Palmer, 2018).

Collaborating with students to establish learning goals

The teacher has the responsibility of ensuring that the students are aware of the learning objectives. The teacher is expected to write the objectives down and share them with the students.  The learning objectives and goals need to be discussed by both the teacher and the learner. This ensures that they understand what is expected of them during the learning session. When the students are made to comprehend the lessons’ goals, they can use appropriate resources to understand what is being taught and ask the right questions. The teacher also needs to discuss with the students the significance of setting academic goals. At the beginning of the session, the teacher should develop and set short-term and long-term goals. These goals will guide the students during and after the lesson, thus helping them understand what the teacher expects from them throughout the course (Jozwik et al, 2018).

Collaborating with students to track individual progress

Teachers need to work closely with students to ensure that the expectations of the lessons are met. The teacher must discuss the learning rubrics with the student. All assignments given to the student by the teacher should be discussed and assessed. The teacher and the student should be part of the process to ensure any point of correction that does not match with the objectives and expectations are conveyed to the student immediately. The teacher should evaluate the student’s progress and ensure any point of improvement and areas the student needs to improve are discussed. The teacher has the responsibility of ensuring that the student personalizes learning activities. Therefore, the learner should be encouraged to take charge of their learning and track progress throughout learning (Edgerly et al., 2018).

Helping students analyze their work.

Students need to be informed of their performance and progress. The teacher must analyze the assessment data and the results of the mean score explained to the students. Besides, the teacher should ensure that the student understands what the score is representing. The aim of presenting the score to the learner is to explain why they received that score. The teacher can use various approaches in explaining the ways the learner could have changed to be successful. The outcome of the core should not be used to discourage the student. The student should take full responsibility for their earning; thus, the teacher needs to take advantage of this by encouraging the learner by providing positive feedback (Wanner & Palmer, 2018).

Provide effective feedback

Prompt feedback is critical in classroom learning. The teacher should provide feedback to the students as soon as possible to ensure the correct content is grasped. The teacher should explain to the learner about their progress, what they are doing right and what they are doing wrong. While giving feedback, the teacher should ensure that the reply is sensitive to the student and not demotivate the learner. Prompt feedback aims to ensure that the students are kept on target to achieve their learning objectives. Teachers should understand and avoid negative feedback at any cost since it derails the learning activities by demotivating the learner. Therefore, in-classroom learning, the teacher should not use such comments; instead, the aim should be to motivate the learner and encourage them to be positive (Edgerly et al., 2018).

Classrooms are full of diverse learners; therefore, a balance between not wanting to hurt the student’s feelings and providing appropriate encouragement is critical. The teacher should set effective assessment rules that provide students with specific information about their performance compared to the criteria specified. Thus, positive feedback is essential to learning since it helps keep students on target to achieve successful learning (Jozwik et al, 2018).

Conclusion

The goal of making the students learning experiences worthwhile is to focus on planning instructional purposes to match the students’ desired outcomes. Being in a class without knowing the learning direction does not facilitate student learning. Therefore, teachers must set learning objectives to ensure that the students learning is purposeful and meaningful (Wanner & Palmer, 2018).  When teachers identify and communicate the learning objective clearly to the students, they send a clear message of having a sense of focus for learning activities happening and those that ae to come. In turn, this serves to reassure the students on the reason for learning and offers teachers a point to focus on during instructional planning. The setting of learning objectives and providing the learners with feedback is in tandem with work. Therefore, teachers must identify criteria for succeeding in their learning objectives, so learners will know when they have achieved those learning objectives. In conclusion, every teacher should be able to plan for their lesson to dictate the direction of learning and ultimately their students’ success.

HCA 812 Consider the six organizational cases described by Blass in the module readings

Consider the six organizational cases described by Blass in the module readings. Extending these ideas, under what circumstances could an Individual forfeit the right to self-regulation? Why? At what point, if any, does self-regulation become unethical? Why?

HCA 812 Grand Canyon Week 1 Discussion 2

Modern health care is being significantly influenced by external regulations such as the Health Insurance Portability and Accountability Act (HIPAA). Could more stringent self-regulation by health care professionals and related organizations have eliminated the perceived necessity for laws such as HIPAA? Why or why not?

HCA 812 Grand Canyon Week 7 Assignment

Licensing, Credentialing, and Self-Regulation

While professional licensing and credentialing are significant aspects of the health care industry, the role of self-regulation cannot be overlooked. In this assignment, you will consider how self-regulation works with professional licensing and credentialing to provide a comprehensive plan for assuring quality of patient care and organizational sustainability.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review

the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

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Directions:

Research several professional licensing and credentialing bodies in health care in order to understand their intended role in the health care industry.

Write a paper (1,000-1,250 words) that assesses the value of professional credentialing in the health care industry. Include the following in your paper:

• A discussion of the intended role of licensing and credentialing.
• A discussion of the intended role of self-regulation in relation to licensing and credentialing.3
• An evaluation of the influence of self-regulation and professional licensing and credentialing on the sustainability of health care organizations and the quality of patient care.