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Community Teaching Work Plan Proposal

Planning and Topic

Primary Prevention/Health Promotion

Planning Before Teaching:

Name and Credentials of Teacher:

Rosemond Paulo (RNP)

Estimated Time Teaching Will Last: One hour

Location of Teaching:

Chestnut Woods Rehabilitation and Nursing Home

Supplies, Material, Equipment Needed:

Brochures, laptop, writing material, overhead screen.

Estimated Cost:

$35

Community and Target Aggregate:

Adult (35-65years)

Topic: Type 2 Diabetes , Risk factors and Prevention.

Identification of Focus for Community Teaching

Educating the patients on type 2 diabetes risk factors and prevention strategies.

Epidemiological Rationale for Topic:

Diabetes is ranked number 7 as the leading cause of death in the U. S. and with over more than 30 million people who have diabetes in this country (Zheng, Ley, & Hu, 2018). Diabetes is a state where the body is unable to process glucose due to insufficient insulin or the body does not properly respond to insulin, therefore, causing an imbalance between insulin and glucagon effects. Higher or lower hormone levels are a sign of endocrine system hitch. Diabetes affects the regulation of blood glucose in the body.

But, when it comes to removing waste products from the body, the urinary system does this through urine. It is also very important in aiding the removal of excess glucose from the blood. This system regulates glucose, salt, and water in the blood. In short term, high levels of blood glucose promote the growth of bacteria’s which raises the risk of urinary tract infections while in long term, diabetes damages the kidney as well as the nerves that control the bladder bringing about urinary incontinence.

If diabetes is poorly controlled or it is left untreated, a person has a great risk of leg or foot amputations, the patients may also lose their sight or have kidney damage. Untreated type 2 diabetes has highly been linked to the kidney damage.

Teaching Plan Criteria

Nursing Diagnosis:

Diabetes develops when the body does not produce enough insulin, or the body is unable to appropriately respond to insulin and this leads to high levels of sugar in the blood.

Readiness for Learning:

The first step is to assess the readiness of the patient to learn. I will do this through posing few questions to the participants (Richard, Evans, & Williams, 2018). The participants should then be asked regarding the various barriers and how they would like them addressed. Readability problems are one of the major barriers for this group. This barrier can be addressed through the use of seventh grade reading level.

Learning Theory to Be Utilized:

Cognitive learning theory is one of the most important theories to help when it comes to this group. This theory addresses the needs of the participants through mental representation building as the participants learn. Some things are to be “addressed” include letter size, the choice of words, and physical placement of instructional guides.

Goal:

Increasing the preventive behaviors in people who are at a higher risk of diabetes.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The Declaration of Alma-Ata encouraged coordinated efforts between various sectors, members of the community or civil society and healthcare workers to realize its vision of Health for All. It includes the existing inequality in between developed and developing countries about the health status of the people, is politically, socially, and economically unacceptable and is, therefore, of common concern to all countries. Global health is the main goal. Therefore, the goal should be educating people to reduce the high rate of type 2 diabetes.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain

Content

Strategies/Methods

Controlling diabetes depends on how well the patients can take the right diet and live a healthy lifestyle (Smethers, & Rolls, 2018). Food choices are therefore a big part of control program. The participants will be required to name some healthy food choices.

Some healthy food choices that will discuss includes fruits, vegetables, lean meat and avoidance of sugary and junk foods.

Apart from the simulated transmission illustrating the risk factors and causes to the audience, I will describe the risk factors of diabetes, causes and its effect on the body. Similarly, the snacks that will be presented to the participants will include both the health food choices such as fruits and unhealthy food choices such as sodas and cookies. Everybody will have to make their choice but explain their reason for the choice they made.

The participants will learn how physical exercises can be used in minimizing the risks of type 2 diabetes. The patients will offer some examples of the exercises they know and how this can help reduce the risk.

Participants will also learn how apart from minimizing the risks of diabetes, exercise also helps in reducing the risks of heart diseases and obesity which is a big contributor of diabetes (Hall, & Kahan, 2018).

Some two participants engage in an interactive piece and then offers facts and fictions regarding this condition.

The audience will have examples of the exercises that helps in leading a healthy lifestyle and the duration and intensity of each for best results.

I will encourage people who are “diagnosed” with this condition amongst the participants to give an account about their journey.

Diabetes monitoring is a very important aspect that must be addressed. The audience must know how they can track their blood sugar and what to do.

The audience will highlight the significance of ensuring that there is a constant monitoring of blood sugar, correct use of the measuring tools and equipment’s and the way that the tests should be taken.

Participants should understand the symptoms of diabetes 2 at the end of the presentation.

I will highlight and discuss the symptoms that are presented with a patient with diabetes. Early diagnosis is very important for better treatment efficiency.

I will use videos to illustrate some warning signs and recommendations.

Creativity:

The use of role-play was used in ensuring that the participants got the concepts and the teachings more easily. Similarly, the power point was used to reverse the role of the teacher as the students were playing the role-play.

Planned Evaluation of Objectives

At the end of the presentation, this writer will evaluate on how the participants have understood the overall topic. The open-ended questions to assess the level of understanding of the participants. This is a simple but thought-provoking, counter-intuitive way of engaging what they have learned (Adler, & Glymour, 2017). Open-ended questions allow one to get as much information as possible. The creation of meaningful conversations with participants requires open-ended questioning. This gives the participants an opportunity to provide more detailed responses using their reasoning skills, creativity, and curiosity.

Planned Evaluation of Goal:

Evaluating the effect of the education after 1 week through visiting the local health facility and get statistics on diabetes 2 through following the HIPAA rules and regulations.

Planned Evaluation of Lesson and Teacher:

The participants will fill some questionnaires to know their level of understanding. They will then get 15 minutes to ask the questions they might be having.

Barriers:

Some barriers include reading and writing because of the senior age of most of my audience. This barrier can be addressed through 7th level of reading level and colorful diagrams.

Therapeutic Communication:

This writer will start by introducing self and introducing the topic. Then, will engage the participants few questions to know their understanding on the topic. This writer will then go ahead demonstrating what causes this condition. Before the audience comes in, the room will be well arranged. The setting will be in a way that the audience will be able to interact with each other. As the writer will be concluding and reinstate how the risk factors, causes are significant to know by showing them a video and reminding them how they can protect themselves.

References

Adler, N. E., & Glymour, M. M. (2017). Why we need to know patients’ education. JAMA Internal Medicine, 177(8), 1172-1174. Retrieved from: https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2630751

Hall, K. D., & Kahan, S. (2018). Maintenance of lost weight and long-term management of obesity. Medical Clinics, 102(1), 183-197. Retrieved from: education helps in management of obesity - Google Scholar

Richard, E., Evans, T., & Williams, B. (2018). Nursing students’ perceptions of preparation to engage in patient education. Nurse education in practice, 28, 1-6. Retrieved from; https://www.sciencedirect.com/science/article/abs/pii/S1471595317306212

Smethers, A. D., & Rolls, B. J. (2018). Dietary management of obesity: cornerstones of healthy eating patterns. Medical Clinics, 102(1), 107-124. Retrieved from; Dietary Management of Obesity - Medical Clinics (theclinics.com)

Zheng, Y., Ley, S. H., & Hu, F. B. (2018). Global aetiology and epidemiology of type 2 diabetes mellitus and its complications. Nature Reviews Endocrinology, 14(2), 88. Retrieved from: https://www.researchgate.net/profile/Sylvia_Ley/publication/321674052_Global_aetiology_and_epidemiology_of_type_2_diabetes_mellitus_and_its_complications/links/5b3a37100f7e9b0df5e5b277/Global-aetiology-and-epidemiology-of-type-2-diabetes-mellitus-and-its-complications.pdf