Learning Objectives Clause Examples
The Learning Objectives clause defines the specific educational goals or competencies that a course, training program, or instructional session aims to achieve. It typically outlines the knowledge, skills, or abilities that participants are expected to acquire by the end of the learning experience, often using measurable or observable criteria. By clearly stating these objectives, the clause ensures that both instructors and learners have a shared understanding of the intended outcomes, facilitating focused instruction and assessment.
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Learning Objectives. 🛠Understand sociotechnical systems complexities of a construction work system 🛠Understand different sectors, delivery systems, and cultures 🛠Understand project and industry supply chain and work system complexities
Learning Objectives. Upon completion of this program the successful student will have a comprehensive overview in the field of holistic nutrition, it includes the use of whole, nutrient-dense foods, natural source supplements, and sustainable lifestyle modifications, devising menu plans; as it relates to whole food nutrition, applied science, the body-mind-spirit connection, the ecology as it relates to environmental health and nutritional criteria. - Graduates gain competence to educate, guide, and support clients to achieve optimal health and productivity; to empower themselves, clients and communities. - Course work fosters competence in understanding the vital role of holistic nutrition. - Case study field work and practical sessions provide hands on practice to apply material learned and implement individualized health supportive protocols to demonstrate competency. - Elective practical topics are also available to provide comprehensive knowledge of the Holistic Industry, e.g. use of essential oils, whole food preparations, etc. - Emphasis is on both academic and case based learning to render a quality and well-rounded comprehensive Program. All Program features are designed to reinforce and enhance each other for an enriching learning experience Methods of Evaluation: Students are evaluated within each of the 18 courses of the program, which may include a combination of a quizzes, tests, presentations and /or research project. At the end of the program students must submit the required case studies and write a cumulative exam set by the Academic Director. It includes true/false, multiple choice, short answer essay questions, and two written case studies.
Learning Objectives. General Definition of Acceptance Who May Accept?
Learning Objectives. The Significance of Agreement The Objective Test
Learning Objectives. (Identify three objectives that the student should accomplish during the internship or practicum. The objectives should indicate skills/knowledge that are specific, measurable, realistic, and achievable. The purpose is to show what portions of the student’s discipline will be incorporated into the internship or practicum.)
Learning Objectives. Describe the role a pharmacist can fill in the hospital discharge process Identify characteristics that put a patient at high risk for unplanned readmission Which responsibility is most appropriate to be performed by a discharge pharmacist? A Fax the discharge summary to the primary care physician B: Perform medication reconciliation at dicharge C: Arrange for appropriate outpatient follow up D: Coordinate patient transportation Which of the following is a risk factor for unplanned readmissions? A Errors on medication reconciliation B Counseling a patient on new medications C Scheduling outpatient appointments D Allowing the patient to set up their own transportation Q1 Answer: B Q2 Answer: A Xxxxxxx X. Xxxx, PharmD*; Xxxx X. Xxxxxxxx, PharmD, BCNSP, FCCP; Xxxx X. Xxxxx, PharmD, BCPS, BCCCP; Xxxx X. Xxxxxx, PharmD, FCCP; Xxxxxx X. Xxxxxx, PharmD, BCPS, BCCCP; Xxxxxxx X. Xxxxxxx, PharmD, BCPS, BCCCP; Xxxx X. Xxxxxxx, PharmD, BCPS, BCCCP Eskenazi Health,720 Xxxxxxxx Xxxxxx,Xxxxxxxxxxxx,XX,00000 xxxxxxx.xxxx@xxxxxxxxxxxxxx.xxx Purpose: Refeeding syndrome describes metabolic changes, including fluid shifts and fluctuations in glucose, protein, and electrolytes, when initiating nutrition. Refeeding hypophosphatemia, however, describes phosphorus depletion upon nutrition initiation. The objective of this study is to classify electrolyte deficiencies in burn patients as either refeeding syndrome or refeeding hypophosphatemia and to define risk factors for each. Methods: This retrospective chart review includes adult burn patients admitted from 10/1/16 to 8/31/17 with at least a day length of stay. The primary outcome is to assess and classify electrolyte deficiencies including hypophosphatemia, hypokalemia, and hypomagnesemia. Refeeding syndrome is defined as deficiencies in all three electrolytes at any point, with refeeding hypophosphatemia defined as isolated hypophosphatemia.Preliminary Results: Data collection is on-going with 20 patients reviewed. On Day 0, patients had average potassium, magnesium, and phosphorus levels within normal ranges. Median (IQR) nadir potassium and magnesium levels were within xxxxx ranges. Nadir phosphorus was markedly low [1.8 mg/dL (1.4-2.8), range 1-6.4]. By Day 7, all levels had returned to normal. Overall, 10 patients were classified as refeeding hypophosphatemia, 4 met refeeding criteria and 6 had neither deficiency. The median (IQR) total body surface area (TBSA) was 10% (6-13) in the refeeding hypophosphatemia group, 22% ...
Learning Objectives. Recognize the rationale for utilizing pharmacy technicians to complete medication histories Identify common pharmacist interventions made in medication histories completed by MRTs Which of the following describes the rationale for utilizing pharmacy technicians to complete medication histories? A Published literature does not support role of pharmacy technicians B: Pharmacy technicians are the only members on the healthcare tea C: Pharmacy technicians can effectively document the best possible D: Pharmacy technicians can replace pharmacists to oversee medica What type of medications showed highest medication error rates in medication histories completed by MRTs? A Over-the-counter medications B Anti-hypertensives C Antibiotics D Anti-glycemic agents ACPE Universal Activity Number 0121-9999-18-705-L04-P Q1 Answer: C Q2 Answer: A Activity Type: Knowledge-based Contact Hours: 0.5 ACPE Universal Activity Number 0121-9999-18-860-L05-P (if ACPE number listed above) Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) Christina Ciccone, PharmD*; Kimberly Cooper, PharmD, MBA; Cathy Spencer, PharmD, BCPS, AAHIVP; Faith Childress, PharmD; Katherine Blain, PharmD, MPH; Misty Stutz, PharmD, Julie Burris, PharmD Sullivan University College of Pharmacy / Walgreens - Louisville,8403 Tapestry Circle, Apt 202,Louisville,KY,40222 cciccone@sullivan.edu Purpose:The purpose of this study is to demonstrate improvement in blood pressure control and medication adherence in patients with hypertension through a pharmacist-led hypertension management program that is economically sustainable in a large chain retail pharmacy setting. Methods: This prospective cohort study involves a pharmacist providing monthly counseling sessions lasting approximately 20-30 minutes over the phone or face-to-face. On the initial visit, pharmacists perform interventions intended to help improve blood pressure control through medication counseling, adherence counseling, and hypertension disease state education. On the first follo up visit, patients are counseled, given a home blood pressure monitor, and instructed on its use. The primary outcome is the difference in hypertensive patients’ systolic and diastolic blood pressures pre-and post-management program. Secondary outcomes include the proportion of patients achieving their goal blood pressure post-program, improvement in patient-reported medication adherence, and proportion of patients receiving miscellaneous pharmacist i...
Learning Objectives. Describe what YOU intend to learn through this internship experience. Be specific in identifying your PERSONAL learning goals for the semester, i.e., improving your communication skills, gaining experience, exploring possible career fields, etc.
Learning Objectives. The purpose of your internship for academic credit is to help you better understand the theories, ideas, and practices of your discipline or major by actively engaging in a hands-on, work-based, learning experience. Your learning objectives are your learning targets, what you want to learn, and be able to do by the end of your experience. First write your general area of learning and then write specific learning objectives below.
Learning Objectives. Recognize patient-specific factors for which dose adjustments of apixaban and rivaroxaban are recommended based on FDA-approved product labeling Identify appropriate direct oral anticoagulant treatment regimens for nonvalvular atrial fibrillation and treatment of venous thromboembolism Which of the following two patient-specific factors would indicate a reduced dose of apixaban for nonvalvular atrial fibrillation based on FDA approved product labeling? A Concomitant use of aspirin and weight ≤ 60 kg B: Concomitant use of aspirin and CrCl ≤ 30 mL/min C: Age ≥ 80 years old and weight ≤ 60 kg D: Age ≥ 80 years old and CrCl ≤ 30 mL/min Which of the following is the most appropriate dosage of rivaroxaban to initiate in a patient with normal renal function for treatment of venous thromboembolism? A 15 mg PO BID x 21 days, then 20 mg PO daily B 20 mg PO BID x 7 days, then 10 mg PO daily C 20 mg PO daily D 10 mg PO daily Q1 Answer: C Q2 Answer: A ACPE Universal Activity Number 0121-9999-18-349-L01-P D Oppositional defiant disorder Q1 Answer: D Q2 Answer: C ACPE Universal Activity Number 0121-9999-18-348-L01-P Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) Dana M. Chavez, PharmD*, Steve C. Ebert, PharmD, FCCP, FIDSA Meriter Hospital,202 S. Park Street,Madison,WI,537151304 dana.chavez@unitypoint.org Purpose: Subtherapeutic serum vancomycin concentrations in the first one to two days of therapy may result in suboptimal treatment outcomes such as higher failure rates, slower eradication of bacteremia, and promotion of growth of vancomycin-intermediate bacteria. Conversely, supratherapeutic serum vancomycin concentrations could result in nephrotoxicity. Though vancomycin clearance correlates with estimated creatinine clearance, wide interpatient variability exists and serum concentration monitoring is typically performed at steady-state. The purpose of this study is to determine the accuracy of using a post-first dose vancomycin serum level for dosing regimen design and prediction of vancomycin clearance and steady-state serum concentration. This wi allow for an earlier adjustment in the dosing regimen and quicker therapy optimization. Methods: This study is a prospective cohort review of adult patients on intravenous vancomycin maintenance therapy from December 2017 to present. Patients are included if they are started on vancomycin for an active infection,...