Health Education Pre-Brief Activity_STUDENT VERSION

·

Review Course Lecture PPTS and readings for Chapter 5: Frameworks for Health Promotion, Disease Prevention and Risk Reduction.

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

· NOTE: This module is to help you understand the process of health education, not to educate you about any specifics related to diabetes. Please keep this in mind. The principles of education that are covered in this module are essential for ALL educational topics (not just the one focused on here). You are encouraged to create an educational plan based on your “client’s” needs. (examples: weight loss, hypertension management, stress relief etc). Do NOT do a plan on diabetes management, because this is covered in full in this module.

· Using this module, answer the following questions:

1) Pages 4-9 provide a brief summary of this client’s conditions (in this example, Diabetes Mellitus). This demonstrates why it is important to have a good understanding of the client’s condition/disease before beginning a health education activity.

· For your client:

· Identify the disease/condition that you plan to address in this teaching plan

· What resource/s will you use to review this disease/condition, in preparation for teaching? (Remember, all resources should be current and evidence-based).

2) Pages 9-12 discusses barriers to effective teaching.

· List 3 barriers that healthcare professionals experience:

·
·
·

· List 3 strategies to overcome the barriers you identified:

·
·
·

3) Pages 12-13 discusses Patient Centered Diabetes Education.

· What is the difference between DOPE and HOPE?

·

· How has the role of (diabetes) health educator changed in recent times?

·

· How do we keep our education “patient-centered”?

·

· What is the benefit of patient-centered education?

·

4) Pages 13-18 discuss the ASSURE mnemonic for teaching.

A: Analyze

· Which elements are important to “Analyze” in our learners?

·

· What are the 4 basic learning styles discussed in this module?

·

· How can you assess learning styles in your client?

·

S: State the Objectives

· Remember, all objectives should be SMART. What does this mean?

·

· When creating objectives for the learning session, how do you best decide what to teach?

·

S: Select appropriate teaching method

· List 3 examples of teaching methods that can be implemented during health education sessions:

·
·
·

U: Use effective instructional materials

· List 3 examples of instructional materials that can be used for health education:

·
·
·

R: Require learner performance

· What are the 4 domains of learning?

·
·
·

R: Evaluate the learning

· What are the best methods to utilize to evaluate effectiveness of teaching?

·

5) Pages 18-26 discuss various theories and models for change. Use this information to guide your selection of a theory/model for your educational session.

6) Pages 30-32 discuss Creating a Lesson Plan. Use this information to guide you as you create a lesson plan for your client.

MY TOPIC IS obesity prevention

Health Education Pre-Brief Activity_STUDENT VERSION

· Using this module, answer the following questions:

1) Pages 4-9 provide a brief summary of this client’s conditions (in this example, Diabetes Mellitus). This demonstrates why it is important to have a good understanding of the client’s condition/disease before beginning a health education activity.

· For your client:

· Identify the disease/condition that you plan to address in this teaching plan:

· What resource/s will you use to review this disease/condition, in preparation for teaching? (Remember, all resources should be current and evidence-based).

Hypertension

: is another name for high blood pressure. It can prompt extreme unexpected problems and increment the danger of coronary illness, stroke, and once in a while death. Blood pressure is the power that an individual’s blood applies against the dividers of their veins.

The resource I will be using is Johns Hopkins Medicine article.

2) Pages 9-12 discusses barriers to effective teaching.

· List 3 barriers that healthcare professionals experience:

· Limited healthcare supply

· Financial burdens

· Transportation difficulties

· List 3 strategies to overcome the barriers you identified:

· Make decisions

· Commit to change

· Increase your productivity

3) Pages 12-13 discusses Patient Centered Diabetes Education.

· What is the difference between DOPE and HOPE?

· Hope is the conviction or desire that something wanted can or will occur while dope is any gooey fluid or glue, for example, an oil, utilized in setting up a surface.

· How has the role of (diabetes) health educator changed in recent times?

· The worldwide weight of hypertension has been developing after some time, generally determined by populace development, changes in way of life, and maturing.

· How do we keep our education “patient-centered”?

· By responding to patient’s emotion, engaging in informed and collaborative decision-making fostering healing relationships.

· What is the benefit of patient-centered education?

· The benefit of patient centered education is to strengthen patient healthcare team relationship, promote communication, learn more about their health conditions.

4) Pages 13-18 discuss the ASSURE mnemonic for teaching.

A: Analyze

· Which elements are important to “Analyze” in our learners?

· implies taking a gander at the patient’s language capacity, age, identity, food inclination, sexual orientation and learning

· What are the 4 basic learning styles discussed in this module?

· Visual, auditory, reading and writing, and kinesthetic.

· How can you assess learning styles in your client?

· To assess learning styles of my client is to identify how they understand and learn best such as writing out notes, creating mind-maps, reciting out loud.

S: State the Objectives

· Remember, all objectives should be SMART. What does this mean?

· Specific, measurable, attenable, realistic

· When creating objectives for the learning session, how do you best decide what to teach?

· I will best describe what to teach through the skill, attitude, behavior.

S: Select appropriate teaching method

· List 3 examples of teaching methods that can be implemented during health education sessions:

· Assessment of the patient’s learning needs and abilities.

· Determination of appropriate patient teaching methods

· Determination of the patient’s readiness to learn

U: Use effective instructional materials

· List 3 examples of instructional materials that can be used for health education:

· Audio

· Visual

· Reading and writing

R: Require learner performance

· What are the 4 domains of learning?

· Physical

· Cognitive

· Social

· Affective

R:

Evaluate

the learning

· What are the best methods to utilize to evaluate effectiveness of teaching?

· Visualization, inquiry-based instruction, differentiation, behavior management

5) Pages 18-26 discuss various theories and models for change. Use this information to guide your selection of a theory/model for your educational session.

Cognitive learning theory: States that individuals can adapt consistently and by social model; in any case, in eating we people will in general be more enthusiastic than judicious. This happens when a patient loves something so much however that thing is unsafe to their wellbeing yet needs it in any case since they cannot manage without it.

Humanistic learning theory: Accepts that what drives individuals to activity, counting learning and conduct change, depends on attempting to fill the urgent need at that point. His exemplary pyramid model shows that the most essential human needs are endurance, and simply subsequent to having food, cover, air, end of torment and waste, can we at that point center around more elevated level needs, for example, security and security, social having a place, love and affection, and at last self-completion.

Adults learning theory: Recognizes how adults learn and helps any individual who educates adults to comprehend what motivates them. Adults have different learning inclinations which are the Information is identified with a quick need, Learning is deliberate, adults are issue focused, adults are self-controlled and self- coordinated, Learning is dynamic, and danger to self is limited.

6) Pages 30-32 discuss Creating a Lesson Plan. Use this information to guide you as you create a lesson plan for your client.