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Epidemiological Rationale for Topic (statistics related to topic): According to U.S. Census statistics, as of 2007, there were 70.6 million adults in the U.S. over age 55 with individuals over age 65 expected to exceed 80 billion by 2030. Many issues affect whether or not an elderly person will obtain preventive screenings, especially secondary screenings. There are also cost issues to consider relative to Medicare benefits and out of pocket expenses at a time when many have less income. As people age, their risk factors increase for all diseases, even more for some.
Nursing Diagnosis: Willingness and readiness to play a role in health promotion of seniors.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Members of the group asked to be the group who received the presentation and seemed excited to learn they would be able to. Members of the group deal with the population addressed in the presentation daily.
Members of the group are all experienced nurses or social workers. Members of the group asked questions about the presentation before the day of the presentation arrived.
Learning Theory to Be Utilized: Explain how the theory will be applied.
Cognitive learning theory will be utilized, with learning as a quantitative increase in knowledge. By utilizing a PowerPoint presentation, both visual and auditory stimulation will be provided to promote learning and memory retention of what is presented. The presentation will provide ample opportunities for attendees to participate by observation, asking questions and sharing thoughts and comments.
Due to the attendees being comprised of experienced nurses and social workers, they will be able to appropriately reason, conceptualize and communicate concerns, how to apply the information in their daily work and their understanding of the information presented.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals. This applies to the Healthy People 2020 OA-2 objective to increase the proportion of older adults who are up to date on a core set of clinical preventive services. My rationale for using this objective is to increase awareness of case managers who work directly with patients and other health care providers on what preventive services are recommended, the frequency and which services actually have evidence to support performing them and which ones don’t or are questionable. This is also an effort to ensure quality health care for all older adults by increasing awareness of these health care workers.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? It addresses the call to action to promote and protect the health of all people. By using the format and health care provider group I presented to, it also addresses the call to primary care involvement because these case managers work with the patients and the primary care providers.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content (be specific)
Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. 1. Case managers will be state understanding of who the USTSF is and their purpose.
1. The USTSF is a panel of health care experts who research evidence based practices. 1. Explanation will be included in first or second slides of the presentations along with examples.
2. Case managers will verbalize understanding of which secondary screenings are important to them and why, even if there is insufficient evidence to support the screening.
2. The USTSF has identified a range of value for screenings from critical to insufficient evidence of benefit to risk in performing.
2. Explanation and examples of primary screenings will be provided, followed by secondary screenings along with the identification of which ones have insufficient evidence to support value.
3. Case managers will verbalize understanding of challenges in obtaining cooperation from seniors in receiving secondary screenings.
3. Challenges of having seniors comply with recommended screenings will be listed in the presentation on screens. 3. Itemized challenges will be listed along with colorful photos to engage the brain.
Creativity: How was creativity applied in the teaching methods/strategies?
I used pleasing colors on the slides as well as engaging pictures. I asked questions of the team during the presentation to gauge their comprehension as well as encourage open discussion.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Measure if the team could state who the USTSF is by using the Teach Back method.
Measure how well the team grasps the recommended screenings and those with insufficient evidence by asking how they might implement this in their interactions with their senior patients and listen to their answers.
Measure how well the team benefits from receiving information on challenges in dealing with the elderly in obtaining screenings by asking for feedback on what challenges they see in their day to day work and how it relates to this information.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
I will evaluate the effectiveness after I complete the presentation based on responses and feedback from the case management team. I will observe body language, facial expressions and verbal comments.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Observe responses during the presentation by team members, both verbal and non-verbal. Receive feedback from the team on what they liked and disliked about the presentation, ask for verbal and/or email feedback. Receive feedback from the manager, April Stutler, after the presentation on her observations and thoughts about the quality of the presentation in form and information.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
A potential barrier is not being perceived as an authority since I work with this group. It will be handled by educating myself, doing my research and performing my due diligence to prepare for any questions that may arise so I may answer knowledgeably. It will also be handled by delivering the presentation with confidence.
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
I will hook them in with the statistics on seniors and how being aware of what’s important and actually evidence based can help them better counsel their patients who may have questions about whether to do a screening or intervention for undesirable results. I will also deliver with enthusiasm.
I will provide them with stapled sheets of paper that contain the slides and room for notes.
I will end with a slide that has the most interesting challenges and a captivating picture.
Nonverbal techniques will be to sit with the team at or near the head of the table, be relaxed and comfortable.
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