Problem #1: Acute Pain r/t R TKR Revision Goal/Outcome: Patient will have pain no > 3/10 on my shift. Nursing Intervention Rationale Patient Responses Assess pt’s sx & sx of pain and administer pain meds as prescribed. Monitor and record the Rx effectiveness and adverse effects. Assessment allows for care plan modification‚ as needed. (Potter & Perry‚ 965) Patient denies pain and discomfort‚ but stats pain is around a 4/10 at 11 am. (Last pain med given at 6 am) Plan Activities with pt to
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FOURTH YEAR S.Y. 2013-2014 (FIRST GRADING) I. Learning Objectives After a thorough lecture‚ 85 percent of the students are expected to: 1.1 Define a concept map‚ 1.2 Draw out the relationship of a particular concept or idea to any other words 1.3 Organize the gathered pool of words to make a concept map II. Learning Lessons 2.1 Concept Mapping III. Learning Tools Manila paper IV. Teaching and Learning Processes Teacher’s Activity | Student’s Activity | -Good morning‚ class!-What does
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Sample description 4 Method for interviewing 4 Research structure 4 Step 1: Collect pictures 5 Step 2: Interview method 5 Step 3: Concept map 5 Step 4: Combined concept map 5 Step 5: Consensus map 5 Step 6: Communication idea 6 The mental maps 7 Dutch consensus mental map 7 Romanian consensus mental map 8 Combined consensus mental map 9 Communication idea 10 Olympic Games 2012 10 TV Commercials 10 Nadia Comaneci on Romanian Traditions 11 Marian Dragulescu on Romanian
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and styles that exist‚ and the importance of motivation and attitude to learning. A typical study skills resource‚ on the other hand‚ might be more likely to focus on the details of particular techniques that aid learning‚ such as how to draw ‘mind maps’ and how to write notes. The set of skills implied is large. The most obvious are reading‚ writing‚ note-taking‚ time-management‚ working with others‚ engaging in critical and analytical thinking‚ revising and remembering. Another important skill is
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reading ability. In the research‚ Cooperative Learning which creates an atmosphere in which each student will make an effort to reach success (Slavin‚ 2001:16) was implemented so that the children can work together to achieve their goal. The Content Map is used as an organizer to memorize the information from the reading (Novak‚ 1991). Classroom Observation Notes‚ the Reading Task Scoring Sheet ‚ and a Questionnaire were used in the Grade Six EC class to determine the significance of the improvement
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Collaborative and Meaningful Language Learning Through Concept Mapping Rita de Cássia Veiga Marriott1 and Patrícia Lupion Torres2 1 University of Birmingham‚ UK‚ Department of Hispanic Studies & Centre for Modern Languages‚ r.marriott@bham.ac.uk 2 Universidade Católica do Paraná‚ Brazil‚ Department of Education‚ patorres@terra.com.br Abstract. This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student’s reading‚
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“pictures” and “artefacts” within the concept map suggests that both textual and visual representations would be used during instruction to promote conceptual understanding of the topic. The inclusion of apparatus such as magnets‚ coils and galvanometers in the concept maps suggests that scientific tools would be used as forms of representations to transform subject matter knowledge into knowledge suitable for conceptual understanding. The equations listed in the concept map represent ways of representing
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same time. It requires the learner to think about key concepts and their interconnectedness. Mind maps help organize information in a form that the brain can easily assimilate. It gives the mind a visual image to aid in recall because memory is associative and not linear. Mind maps are very helpful when problem solving because all the issues and how they relate to each other are clearly displayed. Mind Map Sample Sample Essay Mind Map from JCU Skills Online. Active listening and reading
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b. Reflect on information and think critically. Being reflective is important because it means that you are thinking about the information. In other words‚ you may make connections between the new information and what you already know‚ identify concepts that you may not understand very well‚ or evaluate the importance of what you are reading. c. Listen actively by taking comprehensive notes in an organized fashion. They listen actively to the professor for the entire class period and they write
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where they lived on a large map of California. The students were asked a series of yes or not questions about nearby geographical features such as “Is there a mountain in your region?” While the teacher was getting their response to her questions and after they answered yes Ms. Ceja would point to that feature on the map and repeat its name. The students received a preview of the lesson by reading “Connect to You” with the class. Thereafter‚ they were showed a large map of California and pointed
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