Critical Cross-field Outcomes:
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
Interact effectively with other s as a member of a team, group, organisation and community.
Organise and manage one's time and activities responsibly and effectively.
Collect, analyse, organise and critically evaluate information.
Communicate effectively using visual, mathematical and language skills in the modes of oral and/or written presentation.
Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
Demonstrate an understanding of the world as a set of related systems by recognising that the problem-solving context does not exist in isolation.
Specific Outcomes:
Explain the purpose of a home carer or caregiver.
Discuss some of the changes health care has had on home care.
Identify the responsibilities of the caregiver.
Discuss the rights of the patient.
Identify community health resources.
Define microorganism and infection control.
List the conditions necessary for microorganisms to grow.
List the ways microorganisms are spread.
Define medical asepsis.
Discuss safety and fire protection.
Discuss the reasons for giving oral hygiene.
Demonstrate the proper way to give oral hygiene.
Demonstrate the proper way to clean dentures.
Demonstrate the proper way to give oral hygiene to an unconscious patient.
Describe the structures and functions of cells, tissues, organs, and systems.
Explain how body systems work together.
Discuss ways your knowledge of body systems will help you to give better patient care.
Explain the term "vital signs".
State the average adult normal rate for vital signs.
Explain when vital signs are measured.
Demonstrate the proper way to do a specimen collection.
Support the rehabilitation of the patient.
Discuss the most common signs and symptoms of hypertension.
Discuss your role in caring for patients with hypertension.
Demonstrate ability to take care of people suffering from terminal diseases.
Demonstrate ability to understand and take care of a dying person.
Describe your role as a caregiver when caring for a geriatric patient.
Identify some characteristics of good mental health.
Identify some misconceptions about mental disabilities.
Describe your role as a caregiver when caring for a patient who is mentally disabled.
Apply appropriate emergency and special procedures.
Specific Outcomes addressed in each unit:
Introducing Distance Education:
Considered the advantages and disadvantages of distance learning;
Experimented with ways of communicating with your tutor;
Learned about the communication process as it is used in this course;
Developed your language skills; and
Learned that there are advantages and disadvantages to every endeavour in life; we must maximise the advantages and minimise the disadvantages.
Shown that you know about different types of goals and how they are associated with our roles in life;
Understood that goals are necessary if we want to lead a fulfilled life;
Demonstrated your improved writing skills particularly with regard to using the past tense and writing in paragraphs;
Extracted information from a passage; and
Applied new vocabulary.
Extracted information from a passage;
Used information-ordering skills (prioritised);
Learnt how to live your life in a more motivated way;
Understood certain aspects of human behaviour; and
Added to your vocabulary.
Learnt how to recognise constructive, neutral and unconstructive activities;
Drawn up a weekly planner and a semester planner;
Prioritised activities;
Recognised the value of time;
Filled in a questionnaire, drawn a pie chart followed a list of instructions that will teach you how to colour code, filled in a time schedule; and
Recognised the value of planning ahead.
Analysed your study environment to see how suitable it is;
Investigated ways of organising your study environment;
Discovered strategies for limiting disturbances;
Learned how to organise and apply group study methods;
Developed information-processing skills such as ranking; clustering and presenting information visually; and
Improved your understanding of grammar and your command of vocabulary.
Understanding English Language Use:
Discovered ways in which you can practice reading;
Become familiar with the different purposes of writing; and
Taken practical steps towards becoming a better writer.
Started your own vocabulary list;
Built words using prefixes, suffixes and roots; and
Improved your spelling.
Considered which type of dictionary to use;
Placed words in alphabetical order; and
Discovered all the functions of the dictionary to:
o Give meaning of unknown words;
o Check spelling;
o Give pronunciation help;
o Describe the possible function of a word;
o Find colloquial (everyday English) fixed expressions;
o Check plurals;
o Find out whether nouns are countable or uncountable; and
o Check whether verbs can have an object after them or not.
Revised briefly what you know of parts of speech;
Seen the difference between sentences and sentence fragments;
Recognised word order (subject and predicate) in a sentence; and
Found the verb in the predicate and the noun or pronoun in the subject.
Found different kinds of subjects in sentences;
Used different kinds of pronouns as the subjects of sentences;
Made the subject and the verb agree with each other; and
Used articles and adjectives which often go with the subject word.
Used the helping verb;
Changed verbs to agree with their subjects; and
Changed verbs to show time.
Distinguished between the three types of sentences; and
Answered the three types of questions.
Learnt how to use the passive voice in appropriate situations; and
Translated direct speech into reported (indirect) speech.
Used full stops, question marks and exclamation points to separate sentences;
Used commas, semicolons and colons to make sense of phrases and parts of a sentence within a sentence;
Capitalised beginning letters of words and abbreviations where necessary; and
Used the apostrophe to show possession and to show that a letter has been left out.
Study Skills
Processed the information given in order to understand it;
Practiced the cognitive skills of brainstorming, categorising and questioning;
Consciously accessed frames of reference;
Practiced the reading skill of skimming;
Applied your knowledge of how the memory works to studying;
Studied a section of work using the various skills you have learnt; and
Tested yourself to see how well you have studied;
Identified keywords in sentences and in paragraphs;
Practices finding the main ideas in a paragraph;
Located topic sentences in different positions in the paragraph;
Looked for and identified supporting ideas and additional details in a paragraph; and
Analysed an article consisting of several paragraphs in order to find the main idea and supporting ideas.
Learn how to apply information ordering skills like mindmapping and making tables, flowcharts and outlines;
Recognise sequences in a text;
Identify main and supporting ideas and express them in visual form; and
Learn new vocabulary.
Reading for Distance Education:
Checked that your body and your environment are in their best condition for trouble-free reading;
Become aware of possible bad reading habits and how to deal with them;
Examined the way you read; and
Analysed a passage in the light of that knowledge.
Used your knowledge of context to guess the meaning of words;
Used your knowledge of roots, prefixes and suffixes to guess the meanings of words; and
Used your dictionary skills to look up the meanings of words.
Scanned texts for specific information;
Skimmed texts in order to survey and review;
Recognised different writing formats; and
Read carefully for enjoyment and recall.
Revised what you know of intensive reading;
Recognised the structure and organisation of a text; and
Understood the way one part of the text links with another.
Decide what the text is doing (is it describing, defining, instructing, or giving an example or directions?); and
Discriminate between fact and opinion.
Interpreted picture symbols;
Become familiar with different types of tables, maps, graphs and diagrams;
Obtained information from them; and
Become aware that different types of information require different types of visual communication.
Practiced reading several different types of test and exam questions;
Examined the possible pitfalls in the different types of questions;
Learnt how to handle certain test and exam terminology;
Identified a reading strategy and test papers.
Writing:
Choose the most suitable words to use in sentences and passages; and
Describe something clearly and precisely.
Written well-formed, clear sentences;
Linked ideas in sentences in different ways;
Limited the number of ideas in one sentence; and
Punctuated sentences.
Recognised the factors which give unity to a paragraph;
Divided longer writing passages into paragraphs;
Found links between sentences in the paragraph;
Found links between paragraphs;
Used a variety of writing styles in a range of writing activities of everyday life; and
Practiced writing skills for tests and assignments while doing this.
Engaged in a variety of types of writing required in examinations and tests, such as explaining, narrating (telling a story) and writing about a picture or a diagram;
Planned, drafted, edited and written an academic essay assignment; and
Prepared an portfolio for submission.
Improve your writing:
Tested and assessed your writing ability in English with regard to the following:
Choice of words;
Using correct prepositions;
Spelling of words;
Ending of sentences;
Sentence construction: statements, questions and commands;
Punctuating sentences;
Use of apostrophes;
Use of articles;
Use of pronouns;
Verb tenses;
Subject-verb agreement;
Use of signpost words and joining words; and
Dividing a longer text into paragraphs.
Learnt about and used monitoring and editing techniques to help you to correct the errors that you often make in your writing in respect of:
Choice of words;
Using correct prepositions;
Spelling of words;
Ending of sentences;
Sentence construction: statements, questions and commands;
Punctuating sentences;
Use of apostrophes;
Use of articles;
Use of pronouns;
Verb tenses;
Subject-verb agreement;
Use of signpost words and joining words;
Dividing a longer text into paragraphs; and
Writing about one main idea in one paragraph. |
