Table 1: Learning objectives
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| No. | Objective | Evaluation Method |
| 1. | Ensure that dialysis patients understand how and when to use phosphorus binder to manage their levels. | Teach-back method |
| 2. | Dialysis patients should learn and appreciate the importance of physical activities within two months. | Short-written questions (questionnaire) |
| 3. | Ensure that the educational material is understandable and informs lifelong evidence-based kidney disease management practices. | Use of a short test |
Learning objectives guide developers of education materials to synthesize the intended content and ensure that it resonates with the medical needs of the identified beneficiaries. The first one is ensuring that dialysis patients understand how and when to use phosphorus binders (see Table 1). The rationale behind this SMART learning aim is that more individuals with kidney disease encounter numerous challenges, such as increasing levels of phosphorus in the body. Binders play a useful role in overcoming this issue and helping more patients to record positive health outcomes (Thurlow et al., 2021). The inclusion of such an objective will empower and make it easier for more patients to lead high-quality lives.
The second one is ensuring that dialysis patients engage in and appreciate the importance of physical activities. The rationale behind this aim is that exercises allow the body to develop additional healing powers, reduce complications, and improve its response to medications. A proper understanding of such an objective will help more patients manage their conditions more efficiently. The third one is ensuring that material triggers or empowers the individuals to engage in various evidence-based kidney disease management practices (Nair & Cavanaugh, 2020). The reasoning or rationale for choosing this objective is that every patient intends to record positive health experiences. Such an achievement is possible when the individuals engage in a wide range of activities, including taking medications, going for dialysis, managing stress, and lifestyle changes.
To evaluate such objectives, two unique approaches are practical and applicable. The first one is to adopt the use of a teach-back method. This strategy allows individuals to present summarized versions of their views and knowledge gained from the continued adoption of the learning material. The involved interprofessional team will identify the recorded achievements, gaps, and appropriateness of the tool (Prüfe et al., 2022). The second one would entail the use of open-ended questionnaires to understand the overall comprehension of the material and whether it triggers a paradigm shift in the management of kidney disease. For the third objective, a short test would help learn more about the objective and whether desirable outcomes have been recorded. The emerging insights will guide the professionals to offer additional guidelines to make the material more understandable, applicable, and effective.
Project: Educating Healthcare Providers on Phosphorus Management in Hemodialysis Patients
Organization: [Insert Name]
Student Name: [Insert Name]
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Table 2: Risk register
| Description | Rank | Trigger | Mitigation | Contingency | Status |
| Noncompliance from healthcare workers | 1. | Reduced level of engagement and willingness to use the material | Targeted learning, personalized instructions, and continued review of the educational process | 2-3 sessions for every identified healthcare provider team | Ongoing process |
| Inability to understand the presented content | 2. | Professionals’ failure to engage in lifelong learning and absence of focus groups | Promotion of continuous learning a
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