Objectives and Learning Domains

Content Outline

Instructional Method

Time Estimate

Evaluation Method

Objective: Before the presentation, learners will list a minimum of three perceptions they have about depression.

Learning Domain: Affective.

Attendees will complete a pre-program survey, emailed to registrants before the presentation date. Preconceived notions about depression may be facts, myths, personal anecdotes, or pervasive internet theories.

The affective domain and its biases can retard personal growth and learning (Bastable et al., 2020, p. 481). In separating fact from fiction before the lecture, the presenter can ensure that all learners begin on a similar plane.

The completed survey, Zoom chat (text), and online Zoom group discussion will assist instruction. The presenter will offer all methods so that camera-shy and introverted participants can engage with the group’s discussion without feeling anxious.

Three minutes.

Email, paper, pencils, and the Zoom chat feature.

The preliminary survey is a pretest, available to all presentation registrants and participants. The presenter evaluates the attendees based on their pretest completion, chat participation, and discussion contribution.

2.

Objective: During the group discussion of the introductory survey (before the presentation), participants will confirm whether they have also heard any of the perceptions their peers announce.

Learning Domain: Affective.

This group discussion will validate others’ feelings and create a unified front in cleaving facts from harmful prejudice and fiction. Together, the group will explore the most pervasive narratives surrounding depression and consider their effects on society and those living with depression.

Some myths blame the sufferer, claiming depression stems from laziness, and applying a ‘mind over matter’ mentality will cure it. Others may believe people suffering from depression are negative thinkers and should smile more.

Virtual group discussion, Zoom chat.

Paper, pencils, and Zoom chat.

Participants will ask questions of one another and verbalize societal perceptions of mental illness and depression. This discussion is engaging, and participants shall join the conversation by agreeing, disagreeing, verifying, or negating public opinion. The discourse will be polite and respectful.

3.

Objective: Following the presentation, the learner will recall three accurate signs/symptoms of depression.

Learning Domain: Cognitive.

The instructor will define depression, describe its clinical presentation, and common forms of depression. According to the National Institute of Mental Health (NIMH) and the American Psychiatric Association’s DSM-5, forms of depression include dysthymia/persistent depressive disorder, postpartum depression, seasonal affective disorder, psychotic depression, bipolar disorder, premenstrual dysphoric disorder, and depression caused by medications/drugs/comorbidities.

The presenter will discuss the signs and symptoms of depression and how depression is different from a ‘bad day’ (NIMH, n.d.). Depressive symptoms vary but must last at least two weeks, with symptoms occurring most of the day (NIMH, n.d.). Common signs and symptoms of depression include irritability, loss of interest, decreased pleasure or joy, fatigue, mental fog, confusion, insomnia, hypersomnolence, and anorexia (NIMH, n.d.).

Virtual lecture and discussion.

Two minutes.

The lecture will incorporate details about depression and mental health from the National Institute of Mental Health (NIMH).

The learner will complete the fill-in-the-blank worksheets administered after the lecture (Bastable et al., 2020).

4.

Objective: After the lecture, the attendee will list two methods used to treat depression.

Learning Domain: Cognitive.

The instructor will teach learners that depression is manageable, and most forms are treatable. Physicians commonly prescribe antidepressants to help treat the neurochemical imbalances in a depressive brain.

Herbal supplements, including omega-3 fatty acids and St. John’s Wart, may help some people but can be harmful and interact with multiple prescription medications.

Exercise, psychotherapy (counseling, cognitive-behavioral therapy/CBT, interpersonal therapy/IPT), and electroconvulsive therapy/ECT (NIMH, n.d.) help treat depression, with or without concomitant medication.

Virtual lecture discussion.

Five minutes.

Zoom Presentation/lecture consisting of information obtained from the APA DSM-V and NIMH’s Depression website.

The attendee will complete the fill-in-the-blank worksheets administered after the lecture.

5.

Objective: After the lecture, the audience member will examine a sample patient and detect at least three risk factors for depression.

Learning Domain: Psychomotor.

The teacher will explain that depression is common, and it can affect anyone. Depression can be chronic or acute, existing with other illnesses or diseases, affecting individuals of any age. Depression occurs most often in midlife and can present as a side effect of certain medications, major life events, stress, and hereditary predispositions (NIMH, n.d.).

Lecture, discussion, and case study format introduce a sample patient who has several risk factors for depression.

Four minutes.

NIMH website on depression, Zoom presentation.

Skills checklist, filled out by presenter for return demonstration. The audience member describes risk factors for depression and isolates those presenting in the sample case study patient.

6.

Objective: After the presentation, the participant will ‘converse’ with the sample case study patient, demonstrating a sensitive approach to a person suffering from depression. The learner will describe a typical depression screening questionnaire and urge the sample patient to make an appointment with their primary care provider. The learner will correctly respond to comments about self-harm or feelings of hopelessness.

Learning Domain: Psychomotor, affective, cognitive domains.

The instructor will explain that depression is different for every individual. It is vital to offer support and patience, not judgment. Offering to be a sympathetic ear or a walking buddy can help support a person experiencing depression.

The audience quickly addresses the sample patient’s comments about harming self or others, recognizing the urgency to report these comments to doctors or appropriate officials.

Lecture, discussion, sample depression questionnaire, case study featuring sample patient, return demonstration.

Case study, NIMH – depression information

Skills checklist, filled out by presenter for return demonstration. The participant guides a person with depression to seek help from their physician and identifies self-harm warning signs. Participants shall correctly express and demonstrate ways to be a supportive figure to a friend or loved one suffering from depression.