GOOD, good

Note: This homework is for 2 students

First Student Topic: ASHMA

Second Student Topic: STRESS MANAGEMENT

(But if you think you would do better with different TOPIC please let me know thanks)

Health Education Teaching Activity

Purpose:

The purpose of this activity is to help you understand the process of health teaching of patients/clientsby 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).

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. 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.  

Part 1: 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 like visuals used, handouts, etc. can be appended to this paper

[Feel free to adjust column widths as needed]

B: Summarize your teaching plan in an APA formatted word document, 3-4-pages (not including the reference page and appendices)

Sections of the Paper (copy bolded titles here as subheadings in your paper to enhance organization and clarity).

· The Client:Describe the client (initials only), including:

· at least 3 demographics that are related to learning (e.g. age, language etc);

· any “red flags” for low health literacy (for this exercise, it will be useful to assume low healthliteracy for your client)

· any contributory/relevant health history (e.g. physical or cognitive limitations)

· Analysis of Learning Needs: Including:

· clearly identify the topic of focus for the plan

· barriers to learning that need to be considered (e.g. developmental stage, special learning needs)

· individual learning style(s)

· facilitators of learning (e.g. willingness to learn; education level etc)

· Teaching/Lesson Plan: This section will be written in narrative format as a summary of the teaching plan in table format (seeabove).

· Application of a Behavior Model/Theory. Select ONE “Behavior Model/Theory” cited in your textbook or the pre-briefing material. (An example would be the Health Belief Model or one of the Learning Theories). Consider how this model/theory may apply/did apply to this teaching activity? Comment in at least 2 paragraphs.

· Reference list. Format in APA. Include any class content you used.

· Appendices. Append any visuals you used during your teaching session (links are ok).

Hints for Success!

Teaching well takes time! Do NOT leave this assignment to the last minute!!

Choose a topic with your client that’s fairly simple, but not too simple-like hand hygiene! This activity is mostly about seeing how you engage in teaching based on thoughtful consideration, including application of class content pertaining to effective health education. Recall that health education is one of many significant primary or tertiary prevention strategies in Public Health. So, this is NOT about detailed content about a complex medical problem as much!

See grading rubric below:

Grading Rubric_Health Education Activity

Criteria graded on a 4-point scale reflect the following distribution: 0=no response provided; 1=poor response; 2 =adequate response; 3=good response; 4=excellent response..

Criteria	Potential Points*
Part 1: Preparation
	10
Part 2: A. Teaching Plan (Table Format)
Plan in Table Format · At least two objectives were noted. (2) · Objectives were specific and relevant to the topic chosen (2) · Content matched the objectives (2) · Content included some details to be covered during the videotaped session (2) · Active teaching-learning strategies were named and some detail about how they would be used during the teaching session was included (2) · An evaluation of whether each objective was met was noted (yes/no). Note that how each was met (or not)will be described in more detail in the narrative section of this paper. described. (2)	12
Part 2: B. Narrative Format
The CLIENT was described according to: · demographics that are related to learning (2) · any “red flags” for low health literacy (4) · any contributory/relevant health history (4)	10
The client’s LEARNING NEEDS were identified and analyzed in a comprehensive way, including assessment of his/her: · Developmental state/stage (2) · Special learning needs and/or other barriers to learning (4) · Dominant or preferred learning style (1) · Facilitators of learning (2) ONE health-care topic was clearly selected as the focus for the teaching plan and taping.(1)	10
The TEACHING/LESSON PLAN SUMMARY · All components of the tabular plan were well summarized (NOTE: This narrative should follow the tabular plan closely) · Objectives (2) · Content (4) · Teaching Materials/Methods (4) · Evaluation (4)	14
A BEHAVIOR MODEL/THEORY was Applied to the Teaching Activity. · In at least two paragraphs (2), a single model/theory was considered in terms of how it applied to this activity (2).	4
Part 3: B. Implementation of Teaching Plan (Videotape)
·	15
The REFERENCE LIST: · included at least two references other than the course textbook or Unit 2 ppt content (2) · Note that references must be written in proper APA format (2) and match in-text citations (1)	5
Your WRITING demonstrated: · organization according to the directions (2) · overall clarity of thought (2) · fewer than 2 unique errors of basic writing mechanics (including spelling, grammar, punctuation, sentence and paragraph structure) (one point deducted from six total for more than 2 unique writing errors) (6)	10
Parts 1-3 due by Sunday 8/2/2020
Part 4: Evaluation of the Teaching Plan
EVALUATION · In at least one paragraph (1) state whether objectives were met or unmet (2) · If unmet, suggest improvements (2)	5
SUMMARY	5
Part 4 due by Sunday 8/23/2020
Total	100

*Note that instructors have the option of embedding points/comments in the word doc instead.

Points may be given in fractions such as 0.5.

[This clinical activity is worth 20 clinical hours]

7/8/2020YC