Health education

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

· Asthma is a respiratory condition in which a person’s airways in the lungs become inflamed, narrow and swell, and produce extra mucus, which makes it difficult to breathe. Asthma can be minor, or it can interfere with daily activities, and in some cases may be life-threatening. This condition is characterized by inflammation, obstruction, and hyperresponsiveness.

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

· I will be reviewing this condition from John Hopkins Medicine article and database.

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

· List 3 barriers that healthcare professionals experience:

· Lack of time

· Poor communication

· Low interest from the patient

· List 3 strategies to overcome the barriers you identified:

· Working with the patient to schedule the time that works best.

· Avoiding too much use of technical words or medical terminologies. It is important to use easy to understand words, simply/explain any terminologies used in the teaching, and clarify understanding periodically.

· Use a scenario to draw attention and explain then explain the importance of getting educated on the topic.

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

· What is the difference between DOPE and HOPE?

· DOPE is disease-oriented patient education and is a traditional patient education model that was physician centered, while HOPE is health-oriented patient education and is a newer model that include empowerment strategies that place the patient rather than the physician at the center and sees the patient as a partner in decision making.

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

· Yes. The role of diabetes health educator has changed from “sage on stage” to “guide on the side.”

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

· Our education can be kept patient-centered by making the patient education to be customized to meet the individual’s needs and include the patient’s goals and desires.

· What is the benefit of patient-centered education?

· Patient-centered education strengthen the patient-healthcare team relationship and promote communication about things that are meaningful to the patient. It help patients learn more about their health and health conditions.

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

A: Analyze

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

· The elements to analyze include: the patient’s ethnicity, language ability, age, gender, learning styles, and food preferences.

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

· The basic learning styles are auditory, visual, read and write, kinesthetic.

· How can you assess learning styles in your client?

· Learning styles can be assessed in my client by asking how they prefer to learn new information.

S: State the Objectives

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

· SMART means specific, measurable, achievable, realistic, and timely. For all objectives to be SMART, it means that the objectives have to be outlined in a clear statement, the progress can be monitored, it is attainable, must be relevant and sensible, and must have a set period that the outcome of the objectives is expected to be achieved.

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

· What to teach could be decided by asking the client what he/she is interested in learning.

S: Select appropriate teaching method

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

· Audiovisual

· Reading

· Demonstration

U: Use effective instructional materials

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

· Short video

· Pamphlets

· Demonstration materials

R: Require learner performance

· What are the 4 domains of learning?

· Affective (Emotional)

· Behavioral (Ability to adopt new behaviors)

· Cognitive (Knowledge)

· Psychomotor (Physical ability)

R: Evaluate the learning

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

· Asking the client to do a repeat demonstration of your instruction, or state back to you what you said, will help to assess their learning and the effectiveness of the 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.

The following are the various learning theories:

· Humanistic learning theory: According to Maslow, this theory is of the believe that people’s action, including learning and behavior change, are driven on the basis of trying to fill the most urgent need at the time. This is demonstrated by his classic pyramid that the most primary human needs are survival, and only after having food, shelter, air, elimination of pain and waste, would our focus then be on higher level needs such safety and security, social belonging, love and affection, and ultimately self-actualization.

· Cognitive learning theory: This theory states that people can logically and by social example; but in eating we humans tend to be more emotional than rational. This can be observe when someone eats something that they know poses danger to their health but still consume it because it tastes so good.

· Adult learning theory: This theory identifies the way adults learn and helps anyone who teaches adults to understand what motivates them. There are various basic preferences of adult learners, and these are:

· Learning is voluntary

· Information is related to an immediate need

· Adults are problem- centered

· Adults are self-controlled and self-directed

· Learning is active

· Threat to self is minimized

· Learning is in a group

· Adults prefer a variety of learning activities

· Prompt feedback is given

Models of change

The models for change are as follows:

Health Belief Model: This model is a psychological model that can help you understand and predict health behaviors (J Pharm Prac, 2015). It identifies factors that can either help or prevent someone from likely engaging in health promoting behavior. The Health Believe Model is based on a patient’s perception and not necessarily on reality. By addressing patients’ perceptions of their diagnosis, potential or real consequences from the medical condition, and barriers to performing self-care behaviors, you will have greater success in teaching.

Transtheoretical Model: This model explains that when people try to change their behavior they move through a series of stages. Concepts from the other theories are applied to help us understand the various stages of modifying behavior. These stages include precontemplation, contemplation, and action stages.

Kubler-Ross Grieving Model: This model explains that each person diagnosed with diabetes experiences the loss of their former good health and goes through grief that is similar to those of death and dying. The stages vary in timing and duration and often follow the sequence of denial, anger, bargaining, depression, and acceptance.

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

Topic	Content	Time	Materials	Evaluation
Asthma	*What is it? *What are the symptoms? *How do people get the disease? *What causes an attack? *How to prevent an attack and complications of asthma? *Where can additional resources and information about asthma be found?	2 mins 2 mins 3 mins 2 mins 4 mins 2 mins	*Short videos to show the disease affect the body. *Pamphlets with step-by-stem instructions on how to use the inhaler with a spacer to administer medication.	Educate the patient first and ask the patient to do a repeat demonstration or state back what you said in order to check the level of understanding and effectiveness of the teaching.