Offering Instructions to Diverse Learners (Cardiovascular Patients)

Offering Instructions to Diverse Learners (Cardiovascular Patients)
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Offering Instructions to Diverse Learners (Cardiovascular Patients)
Introduction
Cardiovascular disease refers to any major threat that is associated with the heart. It is a major challenge in many health institutions and more so, its patients. It comes in many different types with each condition having its predefined characteristics or the specific region that it attacks. Examples of these conditions include heart failure, congenital heart disease, arrhythmia, atrial fibrillation, rheumatic heart disease, mitral regurgitation, and radiation heart disease among others. This study focuses on coronary heart disease (CHD), which is a condition that arises because of a developed narrow passage of the blood to the heart.
Ineffective patient education has been cited as the factor that shoulders the blame for these occurrences. This aspect should be upheld highly as statistics indicate that “64.4% of cardiovascular disease is the most frequent disease contributes to readmission” (Marzuki, Ramlee, & Ridzuan, 2018). It is an alarming ordeal because this type of disease is a considerable cause of mortality across the globe. In 2008 alone, there approximately 17.3 million global casualties. Projections indicate that in 2030, the number will greater than 23.3 million (Kumar, 2014). These figures could project fear among the patients and thus, the prevalent anxiety guarantees that they are incapable to accommodate the demands of the medication process and practice. When CHD patients gain a better insight into their condition, they are better positioned to advance their practice, and eventually, better healing regimens and minimal readmissions.
Teaching Strategies
Discussions
Discussion groups are one of the most effective strategies to enhance educational development among these types of patients. In this case, the edge lies in the mere fact that they suffer from a similar disease and thus, everyone is eager to share their drawbacks and successes. Discussion groups advance interaction, engagement, and interest in a way that ordinary lectures are shortchanged (Jones, 2014). This teaching strategy develops the critical thinking of every individual in the session. In this regard, patients develop a strong connection and develop new ideas. Similarly, they offer varied opinions and in the end, they wrestle with alternative perspectives till they find the best solution. This process cultivates the application of new insights and knowledge into solving complex problems.
In situations where the group is large, the instructor can establish smaller groups among the patients. The goal is to have the discussion in a more personal space where everyone’s contribution is relatively valued. The use of this method and the incorporation of other collaborative group activities is a prerequisite in improving patients’ learning outcomes and e...