assignment Heath

RunningHead: HEALTH EDUCATION TEACHING ACTIVITY 1

HEALTH EDUCATION TEACHING ACTIVITY 6

Health Education Teaching Activity

Professor

Health Education Teaching Activity

Part 2: Teaching Module

A. Grid for the Education Session

Client: The client for this health education teaching activity is a 28 years old Nepalese female, who has been suffering from hypertension for 2 years.

Topic: Hypertension

Learning Style: Visual

Learning Theory: Health Belief Model (HBM)

Learning

Objectives

Content Outline

Strategies and Materials

Evaluation

At the end of the learning activity, the patient should be able to differentiate and adopt a healthy diet.

Reduce sodium (salt) consumption.

Reduce alcohol intake.

Eat more fruit, vegetables, fiber, and fish.

Reduce caffeine intake.

This objective’s strategy is visualization using an interactive whiteboard, flip charts, audio-visual aids, and PowerPoint aids as the materials.

The objective was fully met. And I suggest increased water intake in the future for further improvement.

Upon the completion of the activity, the client should understand weight management strategies and maintain her weight.

Regular exercise and physical activities.

Demonstration and visualization represent the strategies for this objective. The materials include audio-visual materials, posters, flip charts, and experiment.

The objectives fully met: the client learned the weight management strategies, and she maintained a normal weight. However, I suggest setting an exercise scale and strictly following the scale in the future after every two days of the exercise.

B.

Summary

of the Teaching Plan: The Client

The client for this health education teaching activity is a 28 years old Nepalese female who has been suffering from hypertension for two years. Non-adherence to the medication time and assigned therapeutic programs is the prevalent red flag for low health literacy: missing physician appointments and slow follow-through with the referrals. Additionally, my client for this health education teaching activity has a problem coping with stressors, which makes her situation worse. Additionally, she also faces sociological hurdles, where she has problems with trusting others and mostly strangers.

Analysis of Learning Needs

The plan focuses on establishing a healthy diet and weight management and maintenance for a hypertension patient. Hypertension is associated with various complications such as heart attack, heart failure, stroke, and kidney damage if not properly managed or treated. Therefore, adopting healthy dietary procedures and maintain a healthy weight represents practical approaches for managing weight. Educating the patient on these approaches improves the quality of life and prolongs the patient’s life. However, the barriers to learning in this scenario are sociological special learning needs due to the client’s mistrust elements. It will require me to participate in in-depth decision-making and create a positive social relationship with the client, which could be time-consuming. The other barrier is the developmental stage, where at 28 years, the primary concern is on intimacy and changes that will lead to longer-term commitment. Therefore, personal development might not be significant since the primary concern is socializing with others and creating stronger bonds.

Additionally, the financial constraint is a limiting factor in that the patient is middle-class, but the materials needed for learning and maintaining a healthy lifestyle post-education are expensive. Furthermore, a previous bad experience is an inhibiting factor in understanding where the client had an accident during an exercise before this learning activity. However, to overcome these challenges like disbelief in self-ability to exercise, would require effective scheduling for physical activities. Besides, leveraging on cheaper methods would create a solution to financial constraints.

The individual learning styles to the client’s needs are visual, auditory-musical. They are essential to integrate the spirit, body, and mind in the learning process. However, the spatial learning style is the most preferable for this learning program. High education level, perfect, quiet exercising environment, and the client’s activeness in aerobic exercise are essential facilitators of learning in this scenario.

Teaching/Lesson Plan Objectives

Notably, hypertension is a leading cause of death due to the comprehensive complications associated with it. Additionally, adopting a healthy lifestyle on dietary processes and weight management would enable one to minimize this disorder’s risks. Therefore, this teaching aims to help the client differentiate and adopt a healthy diet at the end of the training. Besides, this teaching seeks to help the client manage and maintain her weight and comprehend management strategies.

Content Outline

Adopting a healthy dietary lifestyle for a hypertension patient involves consuming no more than 1 gram of sodium or salt per day. Reducing alcohol consumption to two drinks per day can reduce blood pressure levels (Bloch & Basile, 2019). Shifting to fruits and vegetable consumption and less of meat can lower the dangerous levels of hypertension. Additionally, at least 20 grams of fiber, increase fish consumption and minimize the coffee consumption rate help reduce blood pressure levels (Bloch & Basile, 2019). Besides, maintaining healthy body weight is essential for managing calories and fats levels in the body. Regular exercise and physical activities for approximately 150 minutes for moderate activity and 75 minutes for strenuous activity per week would allow the blood pressure to remain low.

Teaching Materials and Methods

Interactive whiteboard, flip charts, audio-visual aids, and PowerPoint aids make the excellent materials for visualizing on a diet to adhere to in this learning process. Visualization makes the teaching method to ensure a straightforward presentation of information to the client. The demonstration will make an excellent approach for exhibiting various physical activities like walking up and down the stairs, road walk activities, and aerobic processes.

Evaluation

The plan’s objectives were fully met, where the client learned the client was able to differentiate and adopt a healthy diet, and she was able to understand weight management strategies. She fully maintained her average weight as required. However, I suggest setting an exercise scale and strictly following the scale in the future after every two days of the exercise.

Application of a Behavior Model/Theory

The Health Belief Model is applied in this activity to evaluate the care and effectiveness of this program’s educational activities. The Health Belief Model ascertains that desirable behavioral change is achievable if they successfully target the perceived barriers, benefits, self-efficacy, and threats (Jones, Jensen, Scherr, Brown, Christy, & Weaver, 2015). This model is applicable for this program to evaluate the training program’s effectiveness in influencing change to the hypertensive patient.

Through the Health Belief Model, this activity evaluated the program’s perceived benefits, such as prolonged life and health maintenance. Also, the barriers and their impact on change were assessed to establish solutions at the primary stages. For instance, I overcame its consequences on the sociological limitation issue by establishing a close and positive rapport with the client.

References

Bloch, M. J., & Basile, J. (2019). Patient education: High blood pressure, diet, and weight (Beyond the Basics). UpToDate. 

https://www.uptodate.com/contents/high-blood-pressure-diet-and-weight-beyond-the-basics#H3

Jones, C. L., Jensen, J. D., Scherr, C. L., Brown, N. R., Christy, K., & Weaver, J. (2015). The health belief model as an explanatory framework in communication research: exploring parallel, serial, and moderated mediation. Health communication, 30(6), 566-576.

Part 4

Evaluation

of the Teaching Plan

Evaluation

To evaluate whether my client has learned anything, I confirm by asking the patient to

explain the program’s content in her own words. Through observation and teach -back

method, I can ascertain that the objectives were fully achieved, where the client was able to

differentiate and adopt a healthy diet. She understood weight management strategies and

successfully maintained an average weight. Therefore, I suggest setting an exercise scal e

every two days and focusing strictly on the future scale.

Summary

The event was a success and fully achieved the objective of the learning program.

However, initially, the client was secretive and rarely shared her personal information

relating to her health. I devised constant and close communication approaches to maintain

excellent rapport to enable the program’s success. Evaluating the motivating factors,

perceived benefits, and threats of the program helped me establish a collaborative process to

achieve a common objective.

HealthEducation Teaching Activity

Purpose:

The purpose of this activity is to help you understand the process of health teaching of patients/clients by engaging in effective assessment; identification of learning needs/issues associated with the learning experience; planning and implementing interventions and evaluating the effectiveness of interventions with a target client (using a family member or friend).

Note that this clinical activity is meant to facilitate the application of course content about health education/teaching—a common and significant Public Health intervention. Most clinical experiences in the Community/Population Health course typically involve some type of client contact which includes formal or informal teaching of minor to complex content.

Using course content sources at minimum, you will be able to:

1. Construct a health teaching/lesson plan for a single client, based on the following:

· a thorough assessment of a client’s learning needs and barriers/facilitators of their learning,

· appropriate selection of relevant and effective teaching/learning strategies, and

· application of concepts using a common health promotion model and/or learning theory.

2. Demonstrate implementation of the plan in video format.

3. Evaluate the success of implementing the plan.

4

. Document this activity in a formal written paper.

Course Outcomes: 

This activity aligns with several of the course outcomes as stated below: 

1. Demonstrate critical thinking through analysis and interpretation of assessment data and the development of individualized health education solutions.  

2. Demonstrate the use of culturally appropriate and effective communication techniques.  

Directions for parts 1-4 of this assignment:

Part 1: Preparation:

· Review Course Lecture PPTS and readings for Chapter

5

: Frameworks for Health Promotion, Disease Prevention and Risk Reduction.

· Review the “Diabetes: Teaching Patients Self-Care” Module by Tracey Long RN, PhD, APRN (see attachment in Bright Space).

· Complete the Pre-Brief activity questions

Part 2: Design a teaching module to help educate a client about a health-related topic. 

A. Complete this grid for your education session:

Client: Describe client (no names please): Age, gender, health risk-factors

Topic:

Learning Style:

Learning Theory:

Learning Objectives *

Content Outline

Strategies ** & Materials***

Evaluation

Was the learning objective met? If not, why? Suggestions for future?

*
At least 2 objectives are required. What do you want your client to know by the end of your teaching? (Objectives can be cognitive, affective and/or psychomotor in type – usually a combination is best). Note that achievement of the objective is part of the Evaluation column.

** What strategies did you plan to use to facilitate your client’s learning? Visuals? Demo?

*** Materials like visuals used, handouts, etc. can be appended to this paper

[Feel free to adjust column widths as needed]

B: Summarize your teaching plan in an APA formatted word document, 3-4-pages (not including the reference page and appendices)

Sections of the Paper (copy bolded titles here as subheadings in your paper to enhance organization and clarity).

· The Client: Describe the client (initials only), including:

· at least 3 demographics that are related to learning (e.g. age, language etc);

· any “red flags” for low health literacy (for this exercise, it will be useful to assume low health literacy for your client)

· any contributory/relevant health history (e.g. physical or cognitive limitations)

· Analysis of Learning Needs: Including:

· clearly identify the topic of focus for the plan

· barriers to learning that need to be considered (e.g. developmental stage, special learning needs)

· individual learning style(s)

· facilitators of learning (e.g. willingness to learn; education level etc)

· Teaching/Lesson Plan: This section will be written in narrative format as a summary of the teaching plan in table format (see above).

· Application of a Behavior Model/Theory. Select ONE “Behavior Model/Theory” cited in your textbook or the pre-briefing material. (An example would be the Health Belief Model or one of the Learning Theories). Consider how this model/theory may apply/did apply to this teaching activity? Comment in at least 2 paragraphs.

· Reference list. Format in APA. Include any class content you used.

· Appendices. Append any visuals you used during your teaching session (links are ok).

Part 3: Implementation of the Teaching Plan (Videotape)

Create a short (7 to

10

minute) video of your Plan-based teaching session with your client. It should have adequate light and sound quality to allow for evaluation by your instructor. Your session may be shared among your clinical group as well.

Avoid conducting a monologue. There must be some evidence of your interaction with the client using various methods and materials other than simply talking.

Please post the tape to the appropriate folder under ASSIGNMENTS in the course shell. Clearly label it with your name and that it’s a health education session. If it’s a large file, it needs to be compressed, so consult w/ IT if you don’t know how to do this or if you are having any other issues.

Parts 1-3 to be completed first.

Part 4: Evaluation of the Teaching Plan

· Evaluation: How do I know your client learned anything?

· Were stated objectives met? Provide some detail as to how you know the objective was met (for example, did the client repeat back the information to you (teach-back method?) or do a return demonstration? If the objective was NOT met, reflect on why it was not and propose a different approach.

· Summary Reflect on this activity. Include at least 1 paragraphs of comments that include a balanced assessment of how things went!

Part 4 to be completed at the end of the term.

Hints for Success!

Teaching well takes time! Do NOT leave this assignment to the last minute!!

Choose a topic with your client that’s fairly simple, but not too simple-like hand hygiene! This activity is mostly about seeing how you engage in teaching based on thoughtful consideration, including application of class content pertaining to effective health education. Recall that health education is one of many significant primary or tertiary prevention strategies in Public Health. So, this is NOT about detailed content about a complex medical problem as much!

See grading rubric below:

Grading Rubric_Health Education Activity

Criteria graded on a 4-point scale reflect the following distribution: 0=no response provided; 1=poor response; 2 =adequate response; 3=good response; 4=excellent response..

5

Criteria	Potential Points*
Part 1: Preparation
Pre-Briefing Activity completion · On time completion/submission (2) · All questions addressed thoroughly (8)	10
Part 2: A. Teaching Plan (Table Format)
Plan in Table Format · At least two objectives were noted. (2) · Objectives were specific and relevant to the topic chosen (2) · Content matched the objectives (2) · Content included some details to be covered during the videotaped session (2) · Active teaching-learning strategies were named and some detail about how they would be used during the teaching session was included (2) · An evaluation of whether each objective was met was noted (yes/no). Note that how each was met (or not) will be described in more detail in the narrative section of this paper. described. (2)	12
Part 2: B. Narrative Format
The CLIENT was described according to: · demographics that are related to learning (2) · any “red flags” for low health literacy (4) · any contributory/relevant health history (4)	10
The client’s LEARNING NEEDS were identified and analyzed in a comprehensive way, including assessment of his/her: · Developmental state/stage (2) · Special learning needs and/or other barriers to learning (4) · Dominant or preferred learning style (1) · Facilitators of learning (2) ONE health-care topic was clearly selected as the focus for the teaching plan and taping. (1)	10
The TEACHING/LESSON PLAN SUMMARY · All components of the tabular plan were well summarized (NOTE: This narrative should follow the tabular plan closely) · Objectives (2) · Content (4) · Teaching Materials/Methods (4) · Evaluation (4)	14
A BEHAVIOR MODEL/THEORY was Applied to the Teaching Activity. · In at least two paragraphs (2), a single model/theory was considered in terms of how it applied to this activity (2).	4
Part 3: B. Implementation of Teaching Plan (Videotape)
The VIDEOTAPE (with adequate sight and sound for evaluation purposes) included: · An introduction of self and client (first name only) and the reason for the session was spoken clearly and succinctly (1) · The actual teaching session: · Reflected the Teaching/Lesson Plan (content and materials/methods) well. (2) · Included content that was accurate and organized well. (2) · Showed that the student spoke clearly and was respectful. (1) · Showed that the student addressed the client’s questions and other behaviors appropriately. (2) · Showed that the student used visuals and/or other relevant materials during the session to enhance his/her verbal commentary. (2) · Provided evidence that the client understood the teaching was emphasized. (2) · Wrap-up with the client. (1) The videotape was about 10 (+/_ 3) minutes in length. (2)	15
The REFERENCE LIST: · included at least two references other than the course textbook or Unit 2 ppt content (2) · Note that references must be written in proper APA format (2) and match in-text citations (1)		5
Your WRITING demonstrated: · organization according to the directions (2) · overall clarity of thought (2) · fewer than 2 unique errors of basic writing mechanics (including spelling, grammar, punctuation, sentence and paragraph structure) (one point deducted from six total for more than 2 unique writing errors) (6)	10
Part 4: Evaluation of the Teaching Plan
EVALUATION · In at least one paragraph (1) state whether objectives were met or unmet (2) · If unmet, suggest improvements (2)	5
SUMMARY · Reflect on this activity, including the videotaped session. Include at least 1 paragraphs of comments that include a balanced assessment of how things went!
Total	100

*Note that instructors have the option of embedding points/comments in the word doc instead.

Points may be given in fractions such as 0.5.

[This clinical activity is worth 20 clinical hours]

7/8/2020YC