Fluent Essays

Running Head: 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 objectives 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 patients life. However, the barrieHealth Education 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 l