Eye Health In Geared Toward Elementary School Students

Elementary school eye health programs ought to be carefully prepared to maximize the benefits of the health program for young minds. First, before the program begins, the nurse and her team must agree on the program’s goals, how to achieve them systematically, and how the team will track their progress of the eye health program to ensure maximum achievement of the learning objectives among the elementary children. Only then can the elementary eye programs have the most significant impact. A specific, measurable, achievable, relevant, and time-bound goal is referred to as a SMART goal (Tempest, 2020). SMART objectives specify how a team can attain a goal; in this case, teaching elementary children eye care.

A behavioral learning objective explains everything the nurse intends the target audience to learn, in this case, elementary school pupils, and how the target population will demonstrate their understanding. The objectives of eye health in behavioral learning targets should specify the behavior the nurse would want the students to exhibit at the end of the session. The 3 objectives I came up with as a nurse using the SMART objectives are;1) by the end of the training session, all the elementary school students should be able to restate the importance of vision and sight and respond to all the questions asked on vision and sight, 2) by the end of the teaching session the elementary school pupils should be able to describe the anatomy and physiology of the eye and vision, and 3) by the end of the training session the elementary school children should be able to identify the signs and symptoms of eye problems as well as how to take care of the eyes to avoid eye illnesses.

The cognitive domain attempts to help elementary school children improve their mental abilities and knowledge. The cognitive domain is divided into six categories: knowledge, understanding, application, analysis, synthesis, and assessment (Wilson, 2018). Knowledge involves the learner’s capacity to recall material taught about eye care. The first goal is to educate the students regarding vision and the physiology of sight. This is followed by understanding, which evaluates the learner’s capacity to grasp the significance of what is understood about vision. The student should be able to demonstrate an understanding of the visual pathway and describe it. For example, this can be achieved via a memory observation game where the nurse places various objects on a plate and instruct the children to look at it and attempt to remember the contents, then take off the dish and ask them to make a list of the items. Elementary school students should be able to define vision in their own terms.

Application demonstrates the student’s capacity to apply abstract information in a new environment. For example, the student should be able to show how light affects vision and pupillary dilatation. Analysis seeks to distinguish between facts and views. The student, by the end of the training, should analyze the different effects of eye conditions and how they come about. The capacity to blend separate elements or thoughts to generate a structured pattern to assist in establishing a new meaning is demonstrated in the synthesis of the information taught. The assessment category demonstrates the student’s capacity to make judgments regarding the significance of the topic (Sari & Rahmah, 2019).

The second objective states: by the end of the training session, the elementary school students should be able to describe the anatomy of the eyes and the physiology of vision. Personal feelings, emotions, and attitudes are included in the affective domain. Receiving, responding, valuing, organizing, and characterization are examples of emotional affective domain categories. Receiving in the affective domain increases awareness of feelings and emotions as well as the ability to use selective attention. This involves pupils paying close attention in class to the physiology of vision to identify myopic students. Responding entails the student actively participating in class by asking questions and raising their hands (Sari & Rahmah, 2019). Valuing entails being able to recognize and articulate the worth of something. This involves learners’ capacity to express their thoughts and opinions on numerous opinions discussed in class. Organization refers to students’ capacity to prioritize one value above another and establish a distinct value system. Characterization discusses the capacity to internalize values and allow them to govern an individual’s conduct.

The third objective is that by the end of the teaching, elementary school students should recognize potentially hazardous objects and situations that cause eye signs and symptoms. The psychomotor domain involves the capacity to use motor abilities and coordinate during learning.  Psychomotor domains are perception, set, guided response, mechanism, overt response, adaptability, and origination (Handayani et al., 2021). The capacity to relate sensory information to motor action is referred to as perception. For example, Set, as a subdomain, entails being ready to act on a set of problems to conquer them. It comprises the capacity to emulate a shown behavior or use a trial-and-error strategy to settle an issue in connection to guided replies.

The ability to translate taught reactions into habitual acts with skill and confidence is part of the system. Students can recognize the signs and symptoms of eye disorders, such as redness, itching, and abrupt loss of vision. Complex Overt reactions describe the capacity to accomplish complex sequences of actions skillfully. For example, after undergoing eye therapy, a student may be able to read more successfully. Adaptability is the ability to change learned abilities to meet the demands of unexpected situations. For example, when a student understands the underlying causes of eye problems. Creating new idea patterns for a certain context is also part of the origination process.

References

Handayani, I., Mukhaiyar, M., & Syarif, H. (2021). The cognitive, affective, and psychomotor domain on English lesson plan in the school-based curriculum. IJMURHICA: International Journal of Multidisciplinary Research of Higher Education1(1), 32–44. http://ijmurhica.ppj.unp.ac.id/index.php/ijmurhica/article/view/15

Sari, I. D. P., & Rahmah, T. H. (2019). Virtual discussion for EFL students establishing three domains: Cognitive, affective, and psychomotor. International Journal for Educational and Vocational Studies1(3), 249–253. https://doi.org/10.29103/ijevs.v1i3.1586

Tempest, E. (2020). How to draw up SMART objectives that will work. Nursing Times108(41), 37. https://www.ncbi.nlm.nih.gov/pubmed/23252105

Wilson, O. (2018). The Three domains of learning: Cognitive, Affective, and Psychomotor/Kinesthetic. Thesecondprinciple.com. http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf

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