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

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

· Sickle cell disease is an inherited blood disorder affecting red blood cells. Normal red blood cells contain hemoglobin A. People with sickle cell disease have red blood cells containing mostly hemoglobin S, an abnormal type of hemoglobin. These red blood cells become sickle-shaped (crescent-shaped), and have difficulty passing through small blood vessels. There are several different types of sickle cell disease; the most common types are homozygous sickle cell disease (SS disease), and sickle-cell beta thalassemia (Sß+ or Sß0 disease).

· I will be using Johns Hopkins Medicine article.

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

· List 3 barriers that healthcare professionals experience:

· Knowledge deficit

· Non-adherence to medications

· Communication barriers

· List 3 strategies to overcome the barriers you identified:

· Creating relationships of trust, non-judgment, and

emotional safety is the foundational for effective teaching.

· Education them about the importance of taking their medication regularly and setting a medication box up for them

· it is very vital to have a professional translator or use pamphlets and instructional material in the native tongue of the patient.

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

· What is the difference between DOPE and HOPE?

· DOPE is a traditional patient education models focused on disease-oriented patient education while HOPE is a newer models known as health-oriented patient education (HOPE) which includes empowerment strategies that place the patient rather than the physician at the center; and they are physician centered.

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

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

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

· The patient education must be customized to meet the individual’s needs and include the patient’s goals and desires.

· What is the benefit of patient-centered education?

· It helps their adherence towards treatment improve because the patients are working toward their own goals and not those dictated to them.

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 are as follows- the patient’s language ability, age, ethnicity, food preferences, gender, and learning style.

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

· The learning styles includes- Auditory, visual, Read and write, and kinesthetic

· How can you assess learning styles in your client?

· We can assess learning style by asking them what new information they would like to learn, and they prefer to learn it.

S: State the Objectives

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

· It means Before teaching a patient with sickle cell, clarify the goal of the learning session. The sentences should be focused on what the learner was going to be able to do at the end of the training, rather than what the teacher was going to do.

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

· One can best decide on what to teach by asking the patient what they need or want to learn first

S: Select appropriate teaching method

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

· Audiovisual

· One to one

· Reading

U: Use effective instructional materials

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

· Handouts

· Food Models

· videos

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?

· Is by asking them to state back what was said or requiring them to do a repeat demonstration after your instruction, and by asking patients to teach you is a good way to assess their understanding.

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 people can learn logically and by social example; however, in eating we humans tend to be more emotional than rational. This happens when a patient loves something so much but that thing is harmful to their health but still wants it anyway because they cant do without it.

-Humanistic learning theory- believes that what drives people to action, including learning and behavior change, is based on trying to fill the most urgent need at the time. His classic pyramid model demonstrates that the most primary human needs are survival, and only after having food, shelter, air, elimination of pain and waste, can we then focus on higher-level needs such as safety and security, social belonging, love and affection, and ultimately self-actualization.

- Adult learning theory identifies how adults learn and helps anyone who teaches adults to understand what motivates them. Adults have various learning preferences which are the Information is related to an immediate need, Learning is voluntary, adults are problem- centered, adults are self-controlled and self-directed, Learning is active, and threat to self is minimized.

Model for change

-The Health Belief Model- is based on the patient’s perception and not necessarily on reality. Many patients continue in denial and thus don’t take action toward positive behaviors that will support their health. 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 of change, concepts from the other theories are applied to help us understand the various stages of modifying behavior (Prochaska & Prochaska, 2011). Studies show that when people try to change their behavior they move through a series of stages.

- Grieving model-Each person diagnosed with a disease has experiences the loss of their former good health and goes through stages of grief similar to those of death and dying. Essentially, their old healthy self is now seen as lost. 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
Sickle cell Disease	-What is it? -What are the symptoms? -How do people get sickle cell disease? -Important facts about sickle cell disease? - How can I prevent some of the complications of sickle cell disease? -Where can I find additional resources and information about sickle cell disease? ·	2mins 2mins 2mins 4mins 6mins 2mins	-Handouts with healthy food model choices. -Laptop to show her some videos and pictures on how to better manage the disease	Educate the patient first and ask her to teach me back to better assess her level of understanding