Health Assessment
2 years ago 60
PROPOSALAC.docx
EXEMPLARPEEPProposalandActionPlan5.pdf
PROPOSALAC.docx
*****This is an proposal of the project that I will implement *****
Title of your project. “Understanding the importance of early and adequate prenatal care.
Planned date(s) of implementation. March 24, 2025
The facility where you plan to conduct your PEEP live health teaching session.
***I planned to conduct my PEEP at Queen City Women’s Health.
Healthy People 2030 topic and objective being addressed by your PEEP
**My Healthy People 2030 Objective: Increase the proportion of women who receives early and adequate prenatal care – MICH-08/
Who is your target population? (Reminder: Direct care activities to clients which is defined as individuals, families, groups, communities, or populations)
How will your target population be impacted by your PEEP.
Behavioral Objectives (educational objectives)
Minimum of four behavioral objectives, in SMART format, that will guide your teaching. Remember, these are brief statements identifying what you expect your audience to gain in knowledge, skill, or attitudes as a result of your live education. Each objective must be specific, measurable, attainable, realistic, and time-bound.
Teaching Strategies
What teaching strategies (methods, activities, and materials) will you utilize during your live education.
A discussion of the pros and cons of each teaching strategy that you have chosen is required.
Note: As part of Module 8 Clinical Experience Journal and Analysis assignment, you will be required to submit the teaching material(s) developed for your PEEP. This may be a PowerPoint developed to guide your teaching, a brochure for participants to take home, a photo of a poster/presentation board, a video, etc. Materials must be designed and created by the student. Should include the Healthy People 2030 topic and objective and your behavioral objectives. Include four required evidence based references cited in correct 7th edition APA. Don't forget in-text citations.
Outcome Evaluation
What evaluation strategies will you utilize in determining whether or not your audience met each behavioral objective.
Consider a short-term and long-term evaluation plan
What makes your chosen evaluation method most appropriate for your specific audience.
Teacher Performance Evaluation
Discuss the teacher performance evaluation strategies. How will you evaluate your own performance as a teacher.
What makes your chosen teacher performance evaluation method most appropriate for your specific audience.
Content Outline
Content should be based on your four behavioral objectives.
Detailed content outline of the information you plan to present during your live education.
Include in text citations of the required four reference using correct 7th edition APA to earn credit.
Approximately one page in length, may use a traditional outline, bullet points, or any other outline format you choose.
References
Adhere to 7th edition APA formatting when list the references you used to develop content for your live education. Include a minimum of four references:
Two professional websites.
Two evidence-based articles from peer reviewed scholarly journals
This is an example to show you what an ideal assignment should look like. Do not copy this exemplar as this is considered plagiarism.
Don’t worry about doing the action plan. I have already done it.
EXEMPLARPEEPProposalandActionPlan5.pdf
ACTION PLAN AND PROPOSAL
1
Title of the paper
Author's name
Institutional affiliation
A student paper should also include the course number and name, instructor name,
and assignment due date
ACTION PLAN AND PROPOSAL
2
Four Student Learning
Outcomes for NU 456
Planned Actions to Achieve Student Learning Outcome
Target Date(s)
Estimated time
(hours)
SLO 1 Demonstrate critical thinking through application of appropriate theories, research, ethical reasoning, and knowledge of the healthcare system to deliver safe quality care to families, aggregates, and populations.
Research applicable and appropriate data in relation to the selected topic of percutaneous interventions related to cardiac events Collaborate with preceptor to identify ways the nursing process affects the timeline to percutaneous intervention and any potential side effects to delays in care. Establish if any nurse-driven practices could hasten the process. Research the populations served by Ascension St. Vincent’s East to identify the target audience of teaching and collaborate with preceptor to establish better knowledge of the healthcare system and identify any potential barriers to learning.
2/12/23 2/13/23 2/14/23
3 2 2
SLO 7 Demonstrate effective communication and collaboration with other healthcare team members/disciplin es, organizations, key stakeholders, and community members to foster partnerships that address health concerns and improve quality of care for families, aggregates, and populations.
Collaborate with preceptor to establish themes and patterns related to delays in treatment and knowledge deficits. Communicate with interventional cardiologists to establish a relationship and seek input regarding ways to streamline percutaneous interventions.
2/16/23 2/17/23
3 2
ACTION PLAN AND PROPOSAL
3
SLO 15 Advocate for clients in a manner that preserves, protects, and promotes the autonomy, dignity, and rights of families, aggregates, and populations.
Compile information gathered to establish an education plan to meet the needs of the selected population in a concise and understandable manner. Develop a PowerPoint presentation and additional resources for live implementation to best accommodate other modes of learning aside from auditory learning.
2/18/23 2/24/23
4 3
SLO 9 Describe the impact of socio-cultural, economic, legal, and political factors in the accessibility, availability, acceptability, and delivery of public health services.
Collaborate with preceptor to identify barriers to accessibility and availability of healthcare to all populations served by the clinical facility. Review plans to create products for live teaching session. Research data associated with federal funding through Medicare and Medicaid associate with meeting time goals regarding percutaneous intervention form onset of symptoms.
2/22/23 2/23/23
3.5 1.5
Project Title and Description
My Practice Enhancement Education Project (PEEP) is entitled “Increasing
Intervention for Clients Experiencing a Heart Attack”. I plan to implement my practice
enhancement education project on March 29 at Memorial Hospital. The Healthy People
2030 objective that will be addressed with this project is to increase the proportion of
eligible clients with heart attacks who receive percutaneous intervention (PCI) within 90
minutes of hospital arrival. This is classified under the topic of heart disease and stroke
(Office of Disease Prevention and Health Promotion, 2020).
Heart disease is the number one cause of death among men and women (Botts,
2021). Many people in the community suffer from a knowledge deficit regarding this
ACTION PLAN AND PROPOSAL
4
information, as well as available treatment strategies and preventative measures. It is
proven with regular check-ups and health screenings people live longer and have fewer
health problems. Many people who grow up or live in underserved communities do not
have access to very many options and due to lack of insurance, many people are
unwilling or unable to see a doctor on a regular basis. This leads to more health
problems and more ER visits (Betsy, 2018). Providing individuals with information
regarding healthcare and scientific advancements in relation to heart disease will
empower the community to take a more active role in prevention and will allow for more
expedient treatment for those experiencing a heart attack, thus improving mortality and
quality of life for the afflicted individual.
Behavioral Objectives
Behavioral objectives must be specific, measurable, attainable, relevant, and
time bound. It is also important and more beneficial to allow the audience to learn in a
multifaceted approach. Some learners do best with auditory learning, while some a
visual learner, and still other retain more information as a tactile learner. Factoring in
these variables will help ensure all the behavioral learning objectives are met. The
selected topic is centered around decreasing time between the onset of heart attack
symptoms and the percutaneous intervention in the Cath lab, but it would be wise to
also include some preventative heart disease measures in the teaching as well, as the
goal of this project is to better equip and empower the community. At the conclusion of
the teaching at least 75% of the audience will be able to 1) identify signs and symptoms
of a heart attack, 2) identify a heart healthy meal plan, 3) identify the advantages to
ACTION PLAN AND PROPOSAL
5
expedient percutaneous intervention when experiencing a heart attack, and 4) identify
high risk patterns for heart disease.
Teaching Strategies
As mentioned in a previous section, it is imperative to take into consideration not
everyone learns the same. Given the diverse population that will be attending the
education session, numerous modes of learning will be utilized. Lecture, discussion,
visual aids, and a model of a heart will aid in the comprehension of the material for the
participants. Having a broad and multifaceted approach will maximize the reach and
depth of the information.
Lecture will be used to provide facts and statistics to the learners about the
incidence of heart disease and the importance to expedient percutaneous intervention.
Many individuals learn best through hearing and being able to look an individual in the
eye and tell first-hand stories of how client mortality and outcomes have been
influenced by identifying the appropriate signs and symptoms of a myocardial infarction.
Lecture is most effective when it is in short amounts of time, so a PowerPoint
presentation will also be utilized to provide a visual aid as to what is being discussed.
Many individuals who are not of a medical background and have no prior education in
regard to the human anatomy may greatly benefit from seeing the percutaneous
intervention animated on the screen. It is also helpful for some learners to see the
information in addition to auditory learning. A replica of the human heart will also be
available for the participants to be able to see the actual vessels that are stented during
the percutaneous intervention. Being able to see and feel the model heart allows the
learners to better comprehend and grasp what is actually being done. Usually, an
ACTION PLAN AND PROPOSAL
6
incision is made either in the groin or the wrist in order to access the heart. Many people
in the community may be confused as to how the vessels of the heart are accessed and
it is believed that being able to see animations and have a tactile model to feel and hold
is an incredible tool in allowing for more comprehension and better compliance.
Heart disease is so prevalent in the United States that virtually every American is
impacted either directly or indirectly. Having the participants briefly share experiences of
how heart disease has impacted and changed families is profound and shocking.
Allowing individuals, the opportunity to share these experiences allows everyone to see
how common and tragic heart disease can be. Understanding the toll on a family and
the stress felt by those around the client, is alarming and motivating to take the
necessary steps to keep healthy.
Outcome Evaluation
The outcome evaluation is used to determine whether the desired behavioral
objectives were met and to identify the strategies in use to measure said effectiveness.
The most efficient and accurate way to make this determination would be to utilize a
written test that will be administered at the conclusion of the teaching session. Multiple
choice and select all that apply questions will be presented to the attendees. The first
question will ask participants to select all the appropriate signs and symptoms of a heart
attack from a list of options. There will also be a question that will ask the participants to
select which meal plan is most appropriate for a heart healthy diet from the four options
presented. The third question will be multiple choice and ask the participants to select
which options best captures the benefits of early percutaneous intervention for an
individual experiencing a heart attack. The final question will ask participants to select
ACTION PLAN AND PROPOSAL
7
which risk factors are directly associated with an increased risk of heart disease and a
potential heart attack. These questions will be administered immediately at the
conclusion of the teaching and will capture the short-term retention of the information.
Participants will also be asked to submit a valid email address and will be sent the same
questions, with different answer choices to promote test fairness, to evaluate the long-
term implications of the teaching.
This strategy is effective and appropriate because it gets to the very core of the
behavioral objectives which are centered around improving community knowledge and
autonomy. Many individuals wait on a physician to tell them whether to go to the
Emergency Room. Empowering and equipping individuals to know when to sound the
alarm could be the difference in life and death. These questions test the participants
ability to retain the most vital of the information in identifying heart disease and heart
attack. Asking participants to include an email address allows the participants to feel as
though they have a choice and will hopefully encourage them to participate in the follow-
up survey. Also, having familiarity with the questions will help reduce errors from the
participants when submitting the survey questionnaire.
Teacher Performance Evaluation
When participating in any type of activity or project it important to receive
feedback, both positive and constructive. To analyze the teaching, participants will be
given a separate document from the evaluation given to the attendees to test
knowledge of material. This will be a separate quantitative assessment consisting of
three multiple choice questions with the options: strongly agree, agree, neutral,
disagree, strongly disagree. Participants will be asked to select one of those options for
ACTION PLAN AND PROPOSAL
8
each question. Question 1 will ask participants how clearly and concise the information
was presented. Question 2 will ask participants how easy the information was to
understand. Question 3 will ask participants how impressed they were with the
professionalism and interest of the presenter. There will also be a blank for participants
to share any additional thoughts or feedback that they may have. These are appropriate
questions and will help establish any trends or themes from the teaching. The presenter
will review all the surveys with the preceptor and listen to any feedback both positive
and constructive.
Content Outline
I. Introduction to Heart Disease
A. What is heart disease?
a. The term “heart disease” refers to several types of heart
conditions. The most common type of heart disease in the
United States is coronary artery disease (CAD), which affects
the blood flow to the heart. Decreased blood flow can cause
a heart attack (Botts, 2021).
ACTION PLAN AND PROPOSAL
9
B. Healthy People 2030 goal of increasing the proportion of eligible clients
with heart attacks who receive percutaneous intervention (PCI) within 90 minutes
of hospital arrival (Office of Disease Prevention and Health Promotion, 2020).
C. Who is affected by heart disease?
a. Heart disease is the leading cause of death for men, women,
and people of most racial and ethnic groups in the United States
(Betsy, 2018).
II. Introduction to Percutaneous Intervention
A. What is percutaneous intervention?
a. Percutaneous intervention is synonymous with cardiac
catheterization, which is the insertion of a catheter tube and
injection of contrast dye into your coronary arteries. Doctors use
PCI to open coronary arteries that are narrowed or blocked by
the buildup of atherosclerotic plaque. This intervention is used
to relieve heart attack symptoms caused by coronary heart
disease or to reduce heart damage during or after a heart attack
(Keely et al., 2013).
B. Why is 90 minutes important?
a. 90 minutes is the gold standard for intervention in cardiology
and evidence-based practice shows a significant improvement
in outcomes when intervention is achieved in this window
(Anderson et al., 2013).
ACTION PLAN AND PROPOSAL
10
C. How do stents work in the heart?
a. Stents work by being placed in a blockage using a guidewire
and are then deployed by the cardiologist, thus reopening the
blockage.
III. How to Prevent Heart Disease
A. Dash Diet
a. The Dash Diet is a low sodium diet and is the diet of choice for
those with hypertension and other cardiac disease (Botts,
2021).
B. Importance of Exercise
a. Evidence-based practice reveals a reduction in risk of heart
disease when exercising as little as 30 minutes a day for 3 times
a week (Botts, 2021).
C. Importance of Regular Check-ups
a. Stress the importance of keeping appointments and having a
yearly physical.
IV. How Do I Implement Death by Heart Attack?
A. Know the Signs and Symptoms
a. Diabetes, Obesity, Hypertension, Physical Inactivity, and
Alcohol Abuse are all risk factors (Botts, 2021).
ACTION PLAN AND PROPOSAL
11
B. Do Not Delay Treatment
a. Even a small delay in treatment can cause the 90-minute
window to close, thus reducing a favorable outcome.
C. Modify the Modifiable
a. Most of the risk factors for heart disease are modifiable risk
factors and an individual can greatly reduce the chance of an
event by undergoing lifestyle modifications (Betsy, 2018).
V. Questions
VI. Outcome Evaluation Survey
VII. Teacher Performance Evaluation
ACTION PLAN AND PROPOSAL
12
References
Andersen, H. R., Nielsen, T. T., Vesterlund, T., Grande, P., Abildgaard, U., Thayssen,
P., Pedersen, F., Mortensen, L. S., & DANAMI-2 Investigators (2013). Danish
multicenter randomized study on fibrinolytic therapy versus acute coronary
angioplasty in acute myocardial infarction: rationale and design of the Danish trial
in Acute Myocardial Infarction-2 (DANAMI-2). American heart journal, 146(2),
234–241. https://doi.org/10.1016/S0002-8703(03)00316-8
Betsy, S. (2018, October). Percutaneous coronary intervention. National Heart Lung
and Blood Institute. https://www.nhlbi.nih.gov/health-topics/percutaneous-
coronary-intervention.
Botts, J. (2021, September 27). About heart disease. Centers for Disease Control and
Prevention. https://www.cdc.gov/heartdisease/about.htm.
Keeley, E. C., Boura, J. A., & Grines, C. L. (2013). Primary angioplasty versus
intravenous thrombolytic therapy for acute myocardial infarction: a quantitative
review of 23 randomized trials. Lancet (London, England), 361(9351), 13–20.
https://doi.org/10.1016/S0140-6736(03)12113-7
Office of Disease Prevention and Health Promotion. (2020). Social determinants of
health. Healthy People 2030. U.S. Department of Health and Human Services.
https://health.gov/healthypeople/objectives-and-data/social- determinants-health.
PROPOSALAC.docx
*****This is an proposal of the project that I will implement *****
Title of your project. “Understanding the importance of early and adequate prenatal care.
Planned date(s) of implementation. March 24, 2025
The facility where you plan to conduct your PEEP live health teaching session.
***I planned to conduct my PEEP at Queen City Women’s Health.
Healthy People 2030 topic and objective being addressed by your PEEP
**My Healthy People 2030 Objective: Increase the proportion of women who receives early and adequate prenatal care – MICH-08/
Who is your target population? (Reminder: Direct care activities to clients which is defined as individuals, families, groups, communities, or populations)
How will your target population be impacted by your PEEP.
Behavioral Objectives (educational objectives)
Minimum of four behavioral objectives, in SMART format, that will guide your teaching. Remember, these are brief statements identifying what you expect your audience to gain in knowledge, skill, or attitudes as a result of your live education. Each objective must be specific, measurable, attainable, realistic, and time-bound.
Teaching Strategies
What teaching strategies (methods, activities, and materials) will you utilize during your live education.
A discussion of the pros and cons of each teaching strategy that you have chosen is required.
Note: As part of Module 8 Clinical Experience Journal and Analysis assignment, you will be required to submit the teaching material(s) developed for your PEEP. This may be a PowerPoint developed to guide your teaching, a brochure for participants to take home, a photo of a poster/presentation board, a video, etc. Materials must be designed and created by the student. Should include the Healthy People 2030 topic and objective and your behavioral objectives. Include four required evidence based references cited in correct 7th edition APA. Don't forget in-text citations.
Outcome Evaluation
What evaluation strategies will you utilize in determining whether or not your audience met each behavioral objective.
Consider a short-term and long-term evaluation plan
What makes your chosen evaluation method most appropriate for your specific audience.
Teacher Performance Evaluation
Discuss the teacher performance evaluation strategies. How will you evaluate your own performance as a teacher.
What makes your chosen teacher performance evaluation method most appropriate for your specific audience.
Content Outline
Content should be based on your four behavioral objectives.
Detailed content outline of the information you plan to present during your live education.
Include in text citations of the required four reference using correct 7th edition APA to earn credit.
Approximately one page in length, may use a traditional outline, bullet points, or any other outline format you choose.
References
Adhere to 7th edition APA formatting when list the references you used to develop content for your live education. Include a minimum of four references:
Two professional websites.
Two evidence-based articles from peer reviewed scholarly journals
This is an example to show you what an ideal assignment should look like. Do not copy this exemplar as this is considered plagiarism.
Don’t worry about doing the action plan. I have already done it.
EXEMPLARPEEPProposalandActionPlan5.pdf
ACTION PLAN AND PROPOSAL
1
Title of the paper
Author's name
Institutional affiliation
A student paper should also include the course number and name, instructor name,
and assignment due date
ACTION PLAN AND PROPOSAL
2
Four Student Learning
Outcomes for NU 456
Planned Actions to Achieve Student Learning Outcome
Target Date(s)
Estimated time
(hours)
SLO 1 Demonstrate critical thinking through application of appropriate theories, research, ethical reasoning, and knowledge of the healthcare system to deliver safe quality care to families, aggregates, and populations.
Research applicable and appropriate data in relation to the selected topic of percutaneous interventions related to cardiac events Collaborate with preceptor to identify ways the nursing process affects the timeline to percutaneous intervention and any potential side effects to delays in care. Establish if any nurse-driven practices could hasten the process. Research the populations served by Ascension St. Vincent’s East to identify the target audience of teaching and collaborate with preceptor to establish better knowledge of the healthcare system and identify any potential barriers to learning.
2/12/23 2/13/23 2/14/23
3 2 2
SLO 7 Demonstrate effective communication and collaboration with other healthcare team members/disciplin es, organizations, key stakeholders, and community members to foster partnerships that address health concerns and improve quality of care for families, aggregates, and populations.
Collaborate with preceptor to establish themes and patterns related to delays in treatment and knowledge deficits. Communicate with interventional cardiologists to establish a relationship and seek input regarding ways to streamline percutaneous interventions.
2/16/23 2/17/23
3 2
ACTION PLAN AND PROPOSAL
3
SLO 15 Advocate for clients in a manner that preserves, protects, and promotes the autonomy, dignity, and rights of families, aggregates, and populations.
Compile information gathered to establish an education plan to meet the needs of the selected population in a concise and understandable manner. Develop a PowerPoint presentation and additional resources for live implementation to best accommodate other modes of learning aside from auditory learning.
2/18/23 2/24/23
4 3
SLO 9 Describe the impact of socio-cultural, economic, legal, and political factors in the accessibility, availability, acceptability, and delivery of public health services.
Collaborate with preceptor to identify barriers to accessibility and availability of healthcare to all populations served by the clinical facility. Review plans to create products for live teaching session. Research data associated with federal funding through Medicare and Medicaid associate with meeting time goals regarding percutaneous intervention form onset of symptoms.
2/22/23 2/23/23
3.5 1.5
Project Title and Description
My Practice Enhancement Education Project (PEEP) is entitled “Increasing
Intervention for Clients Experiencing a Heart Attack”. I plan to implement my practice
enhancement education project on March 29 at Memorial Hospital. The Healthy People
2030 objective that will be addressed with this project is to increase the proportion of
eligible clients with heart attacks who receive percutaneous intervention (PCI) within 90
minutes of hospital arrival. This is classified under the topic of heart disease and stroke
(Office of Disease Prevention and Health Promotion, 2020).
Heart disease is the number one cause of death among men and women (Botts,
2021). Many people in the community suffer from a knowledge deficit regarding this
ACTION PLAN AND PROPOSAL
4
information, as well as available treatment strategies and preventative measures. It is
proven with regular check-ups and health screenings people live longer and have fewer
health problems. Many people who grow up or live in underserved communities do not
have access to very many options and due to lack of insurance, many people are
unwilling or unable to see a doctor on a regular basis. This leads to more health
problems and more ER visits (Betsy, 2018). Providing individuals with information
regarding healthcare and scientific advancements in relation to heart disease will
empower the community to take a more active role in prevention and will allow for more
expedient treatment for those experiencing a heart attack, thus improving mortality and
quality of life for the afflicted individual.
Behavioral Objectives
Behavioral objectives must be specific, measurable, attainable, relevant, and
time bound. It is also important and more beneficial to allow the audience to learn in a
multifaceted approach. Some learners do best with auditory learning, while some a
visual learner, and still other retain more information as a tactile learner. Factoring in
these variables will help ensure all the behavioral learning objectives are met. The
selected topic is centered around decreasing time between the onset of heart attack
symptoms and the percutaneous intervention in the Cath lab, but it would be wise to
also include some preventative heart disease measures in the teaching as well, as the
goal of this project is to better equip and empower the community. At the conclusion of
the teaching at least 75% of the audience will be able to 1) identify signs and symptoms
of a heart attack, 2) identify a heart healthy meal plan, 3) identify the advantages to
ACTION PLAN AND PROPOSAL
5
expedient percutaneous intervention when experiencing a heart attack, and 4) identify
high risk patterns for heart disease.
Teaching Strategies
As mentioned in a previous section, it is imperative to take into consideration not
everyone learns the same. Given the diverse population that will be attending the
education session, numerous modes of learning will be utilized. Lecture, discussion,
visual aids, and a model of a heart will aid in the comprehension of the material for the
participants. Having a broad and multifaceted approach will maximize the reach and
depth of the information.
Lecture will be used to provide facts and statistics to the learners about the
incidence of heart disease and the importance to expedient percutaneous intervention.
Many individuals learn best through hearing and being able to look an individual in the
eye and tell first-hand stories of how client mortality and outcomes have been
influenced by identifying the appropriate signs and symptoms of a myocardial infarction.
Lecture is most effective when it is in short amounts of time, so a PowerPoint
presentation will also be utilized to provide a visual aid as to what is being discussed.
Many individuals who are not of a medical background and have no prior education in
regard to the human anatomy may greatly benefit from seeing the percutaneous
intervention animated on the screen. It is also helpful for some learners to see the
information in addition to auditory learning. A replica of the human heart will also be
available for the participants to be able to see the actual vessels that are stented during
the percutaneous intervention. Being able to see and feel the model heart allows the
learners to better comprehend and grasp what is actually being done. Usually, an
ACTION PLAN AND PROPOSAL
6
incision is made either in the groin or the wrist in order to access the heart. Many people
in the community may be confused as to how the vessels of the heart are accessed and
it is believed that being able to see animations and have a tactile model to feel and hold
is an incredible tool in allowing for more comprehension and better compliance.
Heart disease is so prevalent in the United States that virtually every American is
impacted either directly or indirectly. Having the participants briefly share experiences of
how heart disease has impacted and changed families is profound and shocking.
Allowing individuals, the opportunity to share these experiences allows everyone to see
how common and tragic heart disease can be. Understanding the toll on a family and
the stress felt by those around the client, is alarming and motivating to take the
necessary steps to keep healthy.
Outcome Evaluation
The outcome evaluation is used to determine whether the desired behavioral
objectives were met and to identify the strategies in use to measure said effectiveness.
The most efficient and accurate way to make this determination would be to utilize a
written test that will be administered at the conclusion of the teaching session. Multiple
choice and select all that apply questions will be presented to the attendees. The first
question will ask participants to select all the appropriate signs and symptoms of a heart
attack from a list of options. There will also be a question that will ask the participants to
select which meal plan is most appropriate for a heart healthy diet from the four options
presented. The third question will be multiple choice and ask the participants to select
which options best captures the benefits of early percutaneous intervention for an
individual experiencing a heart attack. The final question will ask participants to select
ACTION PLAN AND PROPOSAL
7
which risk factors are directly associated with an increased risk of heart disease and a
potential heart attack. These questions will be administered immediately at the
conclusion of the teaching and will capture the short-term retention of the information.
Participants will also be asked to submit a valid email address and will be sent the same
questions, with different answer choices to promote test fairness, to evaluate the long-
term implications of the teaching.
This strategy is effective and appropriate because it gets to the very core of the
behavioral objectives which are centered around improving community knowledge and
autonomy. Many individuals wait on a physician to tell them whether to go to the
Emergency Room. Empowering and equipping individuals to know when to sound the
alarm could be the difference in life and death. These questions test the participants
ability to retain the most vital of the information in identifying heart disease and heart
attack. Asking participants to include an email address allows the participants to feel as
though they have a choice and will hopefully encourage them to participate in the follow-
up survey. Also, having familiarity with the questions will help reduce errors from the
participants when submitting the survey questionnaire.
Teacher Performance Evaluation
When participating in any type of activity or project it important to receive
feedback, both positive and constructive. To analyze the teaching, participants will be
given a separate document from the evaluation given to the attendees to test
knowledge of material. This will be a separate quantitative assessment consisting of
three multiple choice questions with the options: strongly agree, agree, neutral,
disagree, strongly disagree. Participants will be asked to select one of those options for
ACTION PLAN AND PROPOSAL
8
each question. Question 1 will ask participants how clearly and concise the information
was presented. Question 2 will ask participants how easy the information was to
understand. Question 3 will ask participants how impressed they were with the
professionalism and interest of the presenter. There will also be a blank for participants
to share any additional thoughts or feedback that they may have. These are appropriate
questions and will help establish any trends or themes from the teaching. The presenter
will review all the surveys with the preceptor and listen to any feedback both positive
and constructive.
Content Outline
I. Introduction to Heart Disease
A. What is heart disease?
a. The term “heart disease” refers to several types of heart
conditions. The most common type of heart disease in the
United States is coronary artery disease (CAD), which affects
the blood flow to the heart. Decreased blood flow can cause
a heart attack (Botts, 2021).
ACTION PLAN AND PROPOSAL
9
B. Healthy People 2030 goal of increasing the proportion of eligible clients
with heart attacks who receive percutaneous intervention (PCI) within 90 minutes
of hospital arrival (Office of Disease Prevention and Health Promotion, 2020).
C. Who is affected by heart disease?
a. Heart disease is the leading cause of death for men, women,
and people of most racial and ethnic groups in the United States
(Betsy, 2018).
II. Introduction to Percutaneous Intervention
A. What is percutaneous intervention?
a. Percutaneous intervention is synonymous with cardiac
catheterization, which is the insertion of a catheter tube and
injection of contrast dye into your coronary arteries. Doctors use
PCI to open coronary arteries that are narrowed or blocked by
the buildup of atherosclerotic plaque. This intervention is used
to relieve heart attack symptoms caused by coronary heart
disease or to reduce heart damage during or after a heart attack
(Keely et al., 2013).
B. Why is 90 minutes important?
a. 90 minutes is the gold standard for intervention in cardiology
and evidence-based practice shows a significant improvement
in outcomes when intervention is achieved in this window
(Anderson et al., 2013).
ACTION PLAN AND PROPOSAL
10
C. How do stents work in the heart?
a. Stents work by being placed in a blockage using a guidewire
and are then deployed by the cardiologist, thus reopening the
blockage.
III. How to Prevent Heart Disease
A. Dash Diet
a. The Dash Diet is a low sodium diet and is the diet of choice for
those with hypertension and other cardiac disease (Botts,
2021).
B. Importance of Exercise
a. Evidence-based practice reveals a reduction in risk of heart
disease when exercising as little as 30 minutes a day for 3 times
a week (Botts, 2021).
C. Importance of Regular Check-ups
a. Stress the importance of keeping appointments and having a
yearly physical.
IV. How Do I Implement Death by Heart Attack?
A. Know the Signs and Symptoms
a. Diabetes, Obesity, Hypertension, Physical Inactivity, and
Alcohol Abuse are all risk factors (Botts, 2021).
ACTION PLAN AND PROPOSAL
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B. Do Not Delay Treatment
a. Even a small delay in treatment can cause the 90-minute
window to close, thus reducing a favorable outcome.
C. Modify the Modifiable
a. Most of the risk factors for heart disease are modifiable risk
factors and an individual can greatly reduce the chance of an
event by undergoing lifestyle modifications (Betsy, 2018).
V. Questions
VI. Outcome Evaluation Survey
VII. Teacher Performance Evaluation
ACTION PLAN AND PROPOSAL
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References
Andersen, H. R., Nielsen, T. T., Vesterlund, T., Grande, P., Abildgaard, U., Thayssen,
P., Pedersen, F., Mortensen, L. S., & DANAMI-2 Investigators (2013). Danish
multicenter randomized study on fibrinolytic therapy versus acute coronary
angioplasty in acute myocardial infarction: rationale and design of the Danish trial
in Acute Myocardial Infarction-2 (DANAMI-2). American heart journal, 146(2),
234–241. https://doi.org/10.1016/S0002-8703(03)00316-8
Betsy, S. (2018, October). Percutaneous coronary intervention. National Heart Lung
and Blood Institute. https://www.nhlbi.nih.gov/health-topics/percutaneous-
coronary-intervention.
Botts, J. (2021, September 27). About heart disease. Centers for Disease Control and
Prevention. https://www.cdc.gov/heartdisease/about.htm.
Keeley, E. C., Boura, J. A., & Grines, C. L. (2013). Primary angioplasty versus
intravenous thrombolytic therapy for acute myocardial infarction: a quantitative
review of 23 randomized trials. Lancet (London, England), 361(9351), 13–20.
https://doi.org/10.1016/S0140-6736(03)12113-7
Office of Disease Prevention and Health Promotion. (2020). Social determinants of
health. Healthy People 2030. U.S. Department of Health and Human Services.
https://health.gov/healthypeople/objectives-and-data/social- determinants-health.