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Essay / Research Paper Abstract
This 5 page paper is a reflective learning document, discussing the cognitive domain, affective domain and psychomotor domain with reference to a nurse's course on health promotion. The bibliography cites 6 sources.
Page Count:
5 pages (~225 words per page)
File: TS14_TERLHCprom.rtf
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Unformatted sample text from the term paper:
create context and an ability to apply the knowledge and professional practice. In the cognitive domain understanding concepts and principles of theoretical frameworks which can be utilized to help with
professional practice has increased significantly. The basis of any practice has to rest on pillars of knowledge skills and commitment. Individually they are all useful, but will be unable to
obtain the desired results in terms of health promotion. In any strategic approach, regardless of the context may do so otherwise, the first stages of planning. There are a number
of approaches to health promotion, but planning is a part of all of them. It is easy to assume that the process is logical and take place in any manner
with planning followed by action followed by evaluation, taking place in the cycle, and many models such as Prochaska and DiClementes stages of change are built on the assumption,
but Keiger (1995), argues that evaluation stage which takes place prior to planning should not be a single stage, or a state which is only part of a cycle, but
should be a continuous process throughout the practice of health promotion and would involve measurements. Tones and Tilford (1994), look at the stage of evaluation is being one mainly
concerned with health-related assessment activities so that progress can be measured against goals, being a process that can help the future decision-making as well as simply management process performance. Evaluation
is generally undertaken for one of three reasons; development and knowledge building (as seen in this paper and the purpose behind reflective learning document), to help the future programs and
as a method of accountability (Whitehead, 2001). Different situations make over different types of approach, in understanding the different models and approaches which can be adopted knowledge of the different
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