assignment Heath

Running Head: HEALTH EDUCATION TEACHING ACTIVITY 1

HEALTH EDUCATION TEACHING ACTIVITY 6

Health Education Teaching Activity

Professor

Health Education Teaching Activity

Part 2: Teaching Module

A. Grid for the Education Session

Client: The client for this health education teaching activity is a 28 years old Nepalese female, who has been suffering from hypertension for 2 years.
Topic: Hypertension
Learning Style: Visual
Learning Theory: Health Belief Model (HBM)
Learning Objectives	Content Outline	Strategies and Materials	Evaluation
At the end of the learning activity, the patient should be able to differentiate and adopt a healthy diet.	Reduce sodium (salt) consumption. Reduce alcohol intake. Eat more fruit, vegetables, fiber, and fish. Reduce caffeine intake.	This objective's strategy is visualization using an interactive whiteboard, flip charts, audio-visual aids, and PowerPoint aids as the materials.	The objective was fully met. And I suggest increased water intake in the future for further improvement.
Upon the completion of the activity, the client should understand weight management strategies and maintain her weight.	Regular exercise and physical activities.	Demonstration and visualization represent the strategies for this objective. The materials include audio-visual materials, posters, flip charts, and experiment.	The objectives fully met: the client learned the weight management strategies, and she maintained a normal weight. However, I suggest setting an exercise scale and strictly following the scale in the future after every two days of the exercise.

B. Summary of the Teaching Plan: The Client

The client for this health education teaching activity is a 28 years old Nepalese female who has been suffering from hypertension for two years. Non-adherence to the medication time and assigned therapeutic programs is the prevalent red flag for low health literacy: missing physician appointments and slow follow-through with the referrals. Additionally, my client for this health education teaching activity has a problem coping with stressors, which makes her situation worse. Additionally, she also faces sociological hurdles, where she has problems with trusting others and mostly strangers.

Analysis of Learning Needs

The plan focuses on establishing a healthy diet and weight management and maintenance for a hypertension patient. Hypertension is associated with various complications such as heart attack, heart failure, stroke, and kidney damage if not properly managed or treated. Therefore, adopting healthy dietary procedures and maintain a healthy weight represents practical approaches for managing weight. Educating the patient on these approaches improves the quality of life and prolongs the patient's life. However, the barriers to learning in this scenario are sociological special learning needs due to the client's mistrust elements. It will require me to participate in in-depth decision-making and create a positive social relationship with the client, which could be time-consuming. The other barrier is the developmental stage, where at 28 years, the primary concern is on intimacy and changes that will lead to longer-term commitment. Therefore, personal development might not be significant since the primary concern is socializing with others and creating stronger bonds.

Additionally, the financial constraint is a limiting factor in that the patient is middle-class, but the materials needed for learning and maintaining a healthy lifestyle post-education are expensive. Furthermore, a previous bad experience is an inhibiting factor in understanding where the client had an accident during an exercise before this learning activity. However, to overcome these challenges like disbelief in self-ability to exercise, would require effective scheduling for physical activities. Besides, leveraging on cheaper methods would create a solution to financial constraints.

The individual learning styles to the client's needs are visual, auditory-musical. They are essential to integrate the spirit, body, and mind in the learning process. However, the spatial learning style is the most preferable for this learning program. High education level, perfect, quiet exercising environment, and the client's activeness in aerobic exercise are essential facilitators of learning in this scenario.

Teaching/Lesson Plan Objectives

Notably, hypertension is a leading cause of death due to the comprehensive complications associated with it. Additionally, adopting a healthy lifestyle on dietary processes and weight management would enable one to minimize this disorder's risks. Therefore, this teaching aims to help the client differentiate and adopt a healthy diet at the end of the training. Besides, this teaching seeks to help the client manage and maintain her weight and comprehend management strategies.

Content Outline

Adopting a healthy dietary lifestyle for a hypertension patient involves consuming no more than 1 gram of sodium or salt per day. Reducing alcohol consumption to two drinks per day can reduce blood pressure levels (Bloch & Basile, 2019). Shifting to fruits and vegetable consumption and less of meat can lower the dangerous levels of hypertension. Additionally, at least 20 grams of fiber, increase fish consumption and minimize the coffee consumption rate help reduce blood pressure levels (Bloch & Basile, 2019). Besides, maintaining healthy body weight is essential for managing calories and fats levels in the body. Regular exercise and physical activities for approximately 150 minutes for moderate activity and 75 minutes for strenuous activity per week would allow the blood pressure to remain low.

Teaching Materials and Methods

Interactive whiteboard, flip charts, audio-visual aids, and PowerPoint aids make the excellent materials for visualizing on a diet to adhere to in this learning process. Visualization makes the teaching method to ensure a straightforward presentation of information to the client. The demonstration will make an excellent approach for exhibiting various physical activities like walking up and down the stairs, road walk activities, and aerobic processes.

Evaluation

The plan's objectives were fully met, where the client learned the client was able to differentiate and adopt a healthy diet, and she was able to understand weight management strategies. She fully maintained her average weight as required. However, I suggest setting an exercise scale and strictly following the scale in the future after every two days of the exercise.

Application of a Behavior Model/Theory

The Health Belief Model is applied in this activity to evaluate the care and effectiveness of this program's educational activities. The Health Belief Model ascertains that desirable behavioral change is achievable if they successfully target the perceived barriers, benefits, self-efficacy, and threats (Jones, Jensen, Scherr, Brown, Christy, & Weaver, 2015). This model is applicable for this program to evaluate the training program's effectiveness in influencing change to the hypertensive patient.

Through the Health Belief Model, this activity evaluated the program's perceived benefits, such as prolonged life and health maintenance. Also, the barriers and their impact on change were assessed to establish solutions at the primary stages. For instance, I overcame its consequences on the sociological limitation issue by establishing a close and positive rapport with the client.

References

Bloch, M. J., & Basile, J. (2019). Patient education: High blood pressure, diet, and weight (Beyond the Basics). UpToDate. https://www.uptodate.com/contents/high-blood-pressure-diet-and-weight-beyond-the-basics#H3

Jones, C. L., Jensen, J. D., Scherr, C. L., Brown, N. R., Christy, K., & Weaver, J. (2015). The health belief model as an explanatory framework in communication research: exploring parallel, serial, and moderated mediation. Health communication, 30(6), 566-576.

Part 4

Evaluation of the Teaching Plan

Evaluation

To evaluate whether my client has learned anything, I confirm by asking the patient to

explain the program's content in her own words. Through observation and teach -back

method, I can ascertain that the objectives were fully achieved, where the client was able to

differentiate and adopt a healthy diet. She understood weight management strategies and

successfully maintained an average weight. Therefore, I suggest setting an exercise scal e

every two days and focusing strictly on the future scale.

Summary

The event was a success and fully achieved the objective of the learning program.

However, initially, the client was secretive and rarely shared her personal information

relating to her health. I devised constant and close communication approaches to maintain

excellent rapport to enable the program's success. Evaluating the motivating factors,

perceived benefits, and threats of the program helped me establish a collaborative process to

achieve a common objective.