Assignment: Hypertension Teaching Plan Essay

Assignment Hypertension Teaching Plan Essay

A Sample Answer For the Assignment: Assignment: Hypertension Teaching Plan Essay

Title: Assignment: Hypertension Teaching Plan Essay

Identification of Focus for Community Teaching:

Prevention of high blood pressure requires one to modify their lifestyle by eating healthier diets, engaging in exercise and quitting smoking (Zhang, Wang & Joo, 2017).
Epidemiological Rationale:
Blood pressure predisposes one to risk for stroke and heart disease which are ranked as leading causes of death in the United States. The disease affects approximately 75 million American adults which accounts for 32% of the entire population (Zhang, Wang & Joo, 2017). The translation of the statistic is that one in every three adults has high blood pressure. Additionally, only 54% of the affected population has managed to control its pressure. In 2014, hypertension resulted in 410, 000 deaths meaning that 1,100 people died each day (Ozemek et al., 2017). The annual cost linked to the high blood pressure is $48.6 billion each year contributed by missed days of work, medications and health care services.

Teaching Plan Criteria

Nursing Diagnosis:
Hypertension has six key nursing diagnoses which are a risk for decreased cardiac output, acute pain, knowledge deficit, imbalanced nutrition, ineffective coping and activity intolerance (Zhang, Wang & Joo, 2017).
Readiness for Learning:
Health education enhances one’s knowledge of disease and helps in taking a more positive role in managing health. The target audience is adults aged 40 to 75 years. The population is ready to learn because the risk of hypertension increases with age. Furthermore, the target community has a higher percentage of people who smoke, eat unhealthy diets, are overweight, excessively drink alcohol, do not engage in physical activity and live with chronic stress (Zhang, Wang & Joo, 2017). All these predispose the community to hypertension.

Learning Theory to Be Utilized:

The education program will adopt the theory of reasoned action/planned behavior. The theory will guide in the development of small-group classes and the use of teach-back methods.

HP2020 Objective

According to HDS 5.1, the Healthy People 2020 aims at reducing the proportion of adults with hypertension (Healthy People 2020). The objective aligns with the current education program since the target is to ensure that the target community adopts lifestyle measures that prevent the occurrence of hypertension.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives?
The relationship between HDS 5.1 and Alma Ata’s Health for All Global Initiatives is that it will improve hypertension control which will enhance the health and longevity of the U.S population.

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

The participants will be able to limit salt intake in their diet.

Reduction in salt intake reduces blood pressure by about 5 to 6 mmHg.

Sodium intake should be limited to 2,300 mg per day or less. PowerPoint slides on various ways to reduce salt intake.
After explaining ways to handle salt intake in diet participants should be able to list them. Examples are reading food labels, eating fewer processed foods, avoiding adding salt on already cooked food.
Participants should report increased exercise and better weight management.

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Regular exercise of about 30 minutes a day or 150 hours a week can lower the blood pressure by 5 to 8 mmHg.
Being overweight causes sleep apnea which increases blood pressure.
For each Kg lost the blood pressure reduces by 1mmHG Charts indicating various exercises one can engage in like walking, jogging, cycling, swimming or dancing.
Participants should be able to engage in regular exercises and monitor their weights.

Participants should be able to explain a DASH diet

Eating more fruits, vegetables, and low-fat dairy products, less saturated and total fat Interactive poster presentation showing a DASH diet.
Participants should be able to keep a food journal, increase sodium intake and read food labels.
Participants should be able to list the dangers of alcohol intake and cigarette smoking

Drinking alcohol raises blood pressure and reduces the effectiveness of the medication.
Smoking is the strongest risk factor for cardiovascular disease and increases blood pressure levels. Focus group discussion with the teacher as the moderator.
Participants should understand that
Limit alcohol intake to two drinks daily for men and one drink for women.

Creativity: How was creativity applied in the teaching methods/strategies?

To enhance the effectiveness of the teaching, beautiful and simple PowerPoint slides were used, interactive posters and charts displayed and focus group discussion used to discuss some of the issues learned during the sessions.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
1. The number of participants able to list various ways of reducing salt intake in food.
2. Participants who report engaging in exercise and working on the weight.
3. Participants who can comfortably explain a DASH diet and come up with recipes.
4. Participants who understand the dangers of excessive drinking and cigarette smoking.

Planned Evaluation of Goal:

A teach-back method will be used to evaluate the overall effectiveness of the teaching plan. After one week, participants will be called and asked to explain various things learned and prompted where they seem to have difficulties.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Self-evaluation will be used to answer questions like;
• What went well in this lesson? Why?
• What problems did I experience? Why?
• What could I have done differently?
• What did I learn from this experience that will help me in the future?
Barriers

Some of the barriers expected are low health literacy levels which will be covered by preparing teaching materials that can be easily understood. Unpredictable work hours may also affect the training which will be handled by asking the participants their availability to ensure that lessons are aligned with their availability. Lastly, the lack of access to physical activity options and healthy foods is an expected barrier that may reduce the impact of the training. The participants will be trained to use available resources.

Therapeutic Communication

To capture the interest of the audience, rhetorical questions, shocking headlines, gripping photos, and short videos will be used at the beginning of presentations. For active listening, tactics like provocative questions, sharing personal experiences and explaining what’s at stake will be used. The presentations will be concluded using compelling stories and interesting facts. Nonverbal communication techniques that will be employed are gestures, eye contact, and tone of voice, body language, and facial expressions.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the \”Community Teaching Work Plan Proposal\” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the \”Community Teaching Experience\” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Attachments
NRS-428VN-RS3-CommunityTeachingWorkPlanProposal.docx
Rubric
Attempt Start Date: 20-Jan-2020 at 12:00:00 AM
Due Date: 26-Jan-2020 at 11:59:59 PM
Maximum Points: 100.0

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource