Health education in the community-Discussion & Lesson Plan/Media Tool
Sample Answer for Health education in the community-Discussion & Lesson Plan/Media Tool Included After Question
Submitting a text entry box, a website url, or a file upload Available Mar 2 at 12am – Mar 30 at 11:59pm 29 days POINTS This assignment is worth 100 points. RUBRIC A rubric is used to grade each student assignment. A rubric provides specific information for how an assignment will be graded. To view the rubric for your assignment, look in the upper right corner of the page, click on the kabob with three dots, & select “view rubric”. EXAMPLE A student example of this assignment is located in the HPP Student Exemplar Module. PURPOSE There are two purposes for this assignment. The first purpose is to develop a specifically detailed teaching lesson plan for your presentation. This is done by creating educational goals, correctly writing behavioral objectives (including all 4 parts), and designating learning domains. The second purpose is to assess the worthiness of the media tool (PowerPoint, pamphlet, handout, or other tool) you have chosen to use in your presentation. This is done by analyzing the authenticity, breadth, consistency & readability of the media tool you have chosen. FORMAT There are two components to this assignment – a chart and an APA paper. The chart is the first portion of the assignment. The chart is worth 62 points. The chart is followed by the APA paper.
A Sample Answer For the Assignment: Health education in the community-Discussion & Lesson Plan/Media Tool
Title: Health education in the community-Discussion & Lesson Plan/Media Tool
The paper begins on a page separate from the chart, but both the chart and paper are included within one document. References are required (see assignment rubric for details) The second portion of the assignment involves writing an APA paper. The paper is worth 38 points. The APA headings for the paper are: authenticity, breadth, consistency, & readability. References are required. (see assignment rubric for specifics) Health Promotion Project Teaching Outline & Media Tool Assessment Criteria Basic Information Includes: Name, Healthy People Topic/Objective, Audience, Location, & Goal – 5 points Behavioral Objectives Behavioral Objectives: Minimum of 6 total written objectives using 4 part criteria – 10 points Learning Domain Correctly identify each Learning Domain. Create objectives from each specific Learning Domain type – Affective, Psychomotor, & Cognitive 10 points Outline Provides a detailed and thorough outline with cited, referenced content – 15 points Instructional Method Instructional method described and appropriate for content – 5 points Time Estimate Time estimation realistic – 3 points Resources Resource needs addressed thoroughly 3 points Objectives Evaluation plan of objectives is individually measurable and appropriate – 5 points References References – current, scholarly, minimum three, cited in content, APA 6 points Ratings 5.0 to >0.0 pts Full Marks Pts 0.0 pts No Marks 10.0 to >0.0 pts Full Marks 0.0 pts No Marks 10.0 to >0.0 pts Full Marks 0.0 pts No Marks 15.0 to >0.0 pts Full Marks 0.0 pts No Marks 5.0 to >0.0 pts Full Marks 0.0 pts No Marks 3.0 to >0.0 pts Full Marks 0.0 pts No Marks 3.0 to >0.0 pts Full Marks 0.0 pts No Marks 5.0 to >0.0 pts Full Marks 0.0 pts No Marks 16.0 to >0.0 pts Full Marks 0.0 pts No Marks 5.0 pts 10.0 pts 10.0 pts 15.0 pts 5.0 pts 3.0 pts 3.0 pts 5.0 pts 16.0 pts Criteria Authenticity Do facts, pictures and diagrams reflect current standards of practice? Is the content cited and referenced (where the reader can see them).
Is content presented objectively (i.e. without bias of product company)? Does content avoid unnecessary or inappropriate socioeconomic, ethnic, or sexual references? Watch for bias in relation to gender, sexual orientation, disability ethnicity, and so on. Is the material sensitive to readers’ cultural backgrounds? Are certain descriptive or medical terms likely to offend readers from certain cultures? Ratings 10.0 to >0.0 pts Full Marks Pts 0.0 pts No Marks 10.0 pts 10 points Breadth Are facts presented in a logical order? If the handout is long, is there a summary? Are major points emphasized or highlighted? Does content address major areas of concern (information needs and wants) of patients and their families? 5 points Consistency Is the information presented consistent with information provided by physicians? Is the language appropriate for the patient population? 3 points Readability Readability – What is the readability/literacy level of the publication? Describes the method used to assess it (SMOG Formula, Flesch-Kincaid Scale, Fry Graph, via Word, on-line calculator, manual count, etc….) and indicate grade level or score obtained.
Is the readability appropriate for your target audience? If not, what can you do about it? Is the font size large enough for your audience to read? (min 24 font for PowerPoint; larger needed for older audiences) 5 points Submission of Media Tool Upload the media tool you have designed or intend to distribute to participants. (Required for grading.) – 5 points 5.0 to >0.0 pts Full Marks 0.0 pts No Marks 5.0 pts 3.0 to >0.0 pts Full Marks 5.0 to >0.0 pts Full Marks 0.0 pts No Marks 3.0 pts 0.0 pts No Marks 5.0 pts 5.0 to >0.0 pts Full Marks 0.0 pts No Marks 5.0 pts Total Points: 100.0 This is a graded discussion: 25 points possible due Mar 30 Disc #4 – Motivation & Health Behavior Model Both the initial and response posts are due on the same day. – Suzanne Lefever From Health Education in the Community – 10755 NUR4895 202001 Discussion Guidelines: This discussion is worth 25 points, and requires an initial post and one response to a peer, with references. Both the initial and response posts are due on the same day. Reference all sources you’ve cited within your answers at the end of your narrative. Do not write a formal paper with title and reference pages. However, use headings to delineate sections of your narrative that speak to the question(s). Be brief, yet concise, when answering the questions and include citations to support your statements. The Canvas discussion platform does not lend itself to setting up your narrative to APA formatting in regards to margins and indentations.
However, you are required to comply with APA in regards to all other components, i.e., grammar, spelling, complete sentences, proper use of headings, correct citations and reference sequencing and use of capitalization and italics. Do not upload a document, if you do so this will not be graded. You may copy and paste a prepared written submission. Initial Posting: 500 word minimum 1. Select and describe at least one motivational axiom (Bastable, pp 205-207) and one health behavior model or theory (Bastable, pp 209-219). (3 points) 2. Discuss how you will implement both to maximize learning outcomes in your chosen education project. (3 points) 3. What barriers or advantages are there to using the Health Behavior Model or theory you have chosen? (3 points) 4. How will you utilize the strengths and reduce the weaknesses of your chosen model or theory? (3 points) 5. Use two scholarly references to cite your work – a nursing scholarly article and/or reputable internet site and/or textbook. (3 points) Response Posting: *200 word minimum 1. Thoughtfully and professionally contribute to one other student post by the deadline (see course Calendar) providing an objective assessment of their post and/or suggestions of (and rationales for) alternative axioms and models/theories that may also work for their target audiences/topic. (5 points) 2. Use two scholarly references to cite your work – a nursing scholarly article and/or reputable internet site and/or textbook. (5 points) *Reminder: Late discussion posts are not graded. 1. A posting will thoughtfully consider and respond to the question using sound argumentation and clear prose. 2.
A stellar posting will contain virtually no grammatical errors or typos. 3. Not only will such a post engage with the ongoing conversation in a Initial Post rhetorically suitable fashion, it will foster further discussion on the topic, 15 pts perhaps exploring new lines of argument or different perspectives; it’s proof that you are facilitating learning both for yourself and your fellow students. 4. Citation of two scholarly references – a nursing scholarly article and/or internet site and/or textbook. (3 points) 1. Post one professional response to a classmate. (5 points) Response post 10 pts 2. Citation of two scholarly references -a nursing scholarly article and/or reputable internet site and/or textbook. (5 points) Search entries or author Reply Unread Subscribe HPP Lesson Plan 1 Basic Information The chosen topic for the Health Promotion Project is the Healthy People 2020 Physical Activity with the objective to reduce the proportion of adults who engage in no leisure-time physical activity [PA-1] (HealthyPeople.gov, 2019). This topic was inspired by the target audience’s response to, and interest in the fitness journey of this writer’s spouse. Several church members, including leaders have inquired about the development of a possible fitness program. The intended target audience will include church members of all ages, genders, and backgrounds, with the goal of promoting physical activity for health and wellness in an environment that will encourage community, teamwork, fellowship, and accountability.
Even though this specific objective targets persons over 18 years of age, the presentation is extended to all ages, with the thought that implementing these behaviors at an earlier age will have a greater impact on future statistical data and participation percentages. Youth participation may also have a positive impact on adult participation and vice versa. With the approval and permission of Associate Pastor, Chuck Coburn, (who can be reached via email at [email protected], or by telephone at 850-728-7432) the presentation will take place on Saturday, July 27, 2019 from 11:00 am to 1:00 pm, at The River of Life Church in Crawfordville, Florida. The goal of this presentation is to provide education to stimulate interest and participation in the development of a spiritually-led physical activity focus group. Upon completion of this presentation, participants will form groups and devise friendly, competitive plans to increase physical activity, with the leaders offering weekly incentives and recognition to promote membership and retention. HPP Lesson Plan Objectives and Learning Domains 1. At the beginning of the group discussion, prior to education, participants will acknowledge, or admit (receiving) a need for increased physical activity. (Affective domain). (Bastable, 2011, p. 389). 2. At the beginning of group discussion, each participant will express (responding) at least two personal reasons for desiring to increase physical activity (i.e. weight loss and increased activity tolerance). (Affective Domain) (Bastable, 2011, p. 389) 2 Content Outline Method of Instruction Estimated Time Resources 1. Instructor will appeal to the affective domain of participants by acknowledging their willingness to participate and providing positive reinforcement.
The second stage of the Stages of Change Model is the contemplation stage where “individuals accept or realize that they have a problem and begin to think seriously about changing it.” (Bastable, 2011, p. 214) 1. Poll: show of hands if you feel like you need to be more physically active vs. if you feel like you are active enough. 3 minutes 1. Electricity, classroom computer screen, instructor laptop, projector screen 2. Presenters will share two personal reasons why they became more physically active According to healthypeople.gov, “More than 80% of adults and adolescents do not meet the guidelines for both aerobic and musclestrengthening activities” (healthypeople.gov, 2019). According to 2018 reported data from the CDC, 53.3% of adults over the age of 18 met physical activity guidelines for aerobics, which already shows improvement of 33.3% 2. Group discussion and Role modeling by sharing experience 10 minutes 2. Electricity, classroom computer screen, instructor laptop, projector screen. Proposed Method of Evaluation 1. Verbal participation at beginning of presentation 2. Verbal participation at beginning of presentation HPP Lesson Plan 3. Following the educational presentation, participants will collaboratively describe (comprehension) three benefits of increased physical activity in a group discussion forum. Some may share which personally appeals to them. (Cognitive Domain) (Bastable, 2011, p.389) (cdc.gov, 2018). 3. In adults physical activity lowers the risk of: –Early death -Heart disease -Stroke -High Blood pressure -Type 2 diabetes -Falls -Depression (& PostPartum) -Dementia & Alzheimer’s -8 types of cancers! (bladder, breast, colon, kidney, stomach, lung, endometrium, esophagus) In children and adolescents physical activity improves bone health, heart, lung, and muscular fitness, decreases body fat, reduces symptoms of depression, improves cognition, and improves ability to concentrate and pay attention. 3 3. PowerPoint provides information, in addition to handout. Group discussion elicits perceived benefits, positive, and negative factors that affect physical activity. 10 minutes 3. Electricity, classroom computer screen, instructor laptop, instructor and written tool (handout), crayons or markers, for decorative affirmations projector screen. 3. Evaluates participant’s ability to understand, retain, and personally apply information received. Powerpoint provides information, group discussion. 10 minutes Electricity, classroom computer screen, instructor laptop, instructor and written tool (handout), projector screen Evaluates participant’s readiness to plan, act, and set realistic goals. (health.gov, 2019) 4. Following the educational presentation, each participant will identify (knowledge) one short term and one long term goal they plan to achieve by increasing physical activity (i.e. ten 4. Health.gov recommends at least 150-300 minutes of moderate-intensity aerobic activity like brisk walking or fast dancing each week. They also recommend muscle-strengthening activities like lifting weights or doing push ups 2 days each week. HPP Lesson Plan pounds weight loss, participating in a marathon). (Cognitive domain) (Bastable, 2011, p. 389). 5. Participant will be able to tolerate physical activity throughout presentation. (Psychomotor domain) 6. Participant will complete brisk walk at the end of presentation. (psychomotor domain) 4 (health.gov, 2019) Activities in this presentation are at beginner level and achievable. Completion and tolerance will depend on participants motivation level and readiness to learn. (Bastable, 2011, p.205) This is the point where the presentation concludes and participants perform an optional brisk walk around the grounds. Completion of this final step will assess the participants position in the Stages of Change Model and if they have understood and accept the importance of physical activity. (Bastable, 2011, p. 214) Physical activity improves the ability to learn and retain information and promotes the goal of the presentation. This walk will be the physical activity portion of the presentation as the goal to increase physical activity. 5 minutes (1 minute for each activity slide). Electricity, classroom chair, instructor demonstrating activities, projector screen Demonstrates activities and evaluates tolerance. No longer than fifteen minutes Presenters, Participants, Outdoor trail, Bottled water, Towels Active wear. Perform the activity of the presentations focus. Determines if this will be a long term goal or focus group based on participation rate. HPP Lesson Plan 5 References Bastable, S.B., Gramet, P., Jacobs, K., Sopczyk, D. L. (2011). Health Professional as Educator: Principles of teaching and learning. Sudbury, MA: Jones & Bartlett Learning. Pages 389, 205, 214. Centers for Disease Control and Prevention. (2018). Exercise or physical activity. Retrieved from http://www.cdc.gov/nchs/fastats/exercise.htm Health.gov. (2019). Top 10 things to know about the second edition of the physical activity guidelines for Americans. Retrieved from https://health.gov/paguidelines/secondedition/10things/ HealthyPeople.gov. (2019). Physical activity; Overview; Objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physical-activity. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physicalactivity/objectivess. Running Head: MEDIA TOOL ASSESSMENT Healthy People 2020 Physical Activity Media Tool Assessment Health Promotion Plan Brittney Murray University of West Florida 1 MEDIA TOOL ASSESSMENT 2 Media Tool Assessment Authenticity The information provided in this presentation is generated directly from the Healthy People 2020 objectives and guidelines. According to healthypeople.gov, “More than 80% of adults and adolescents do not meet the guidelines for both aerobic and muscle-strengthening activities” (healthypeople.gov, 2019). However, the data provided by Healthy People 2020 is outdated greater than ten years as it reports the studies come from data reported in 2008. According to 2018 reported data from the CDC, 53.3% of adults over the age of 18 met physical activity guidelines for aerobics, which already shows improvement of 33.3% (cdc.gov, 2018). While there is a markedly small 3.2% increase to 23.2% of muscle-strengthening activity, it is also still reflective of progress. We will use that improvement to indicate that we are making a positive trend in our activity and can continue to improve.
The sources are clear in the presentation. The presentation encourages the inclusiveness of all ages, backgrounds, and walks of life within the congregation. The content avoids unnecessary or inappropriate socioeconomic, ethnic, or sexual references, despite their mention within the Healthy People 2020, which notes the factors that positively and negatively associate with physical activity such as low income, lack of time, etc. These disparities aren’t mentioned, as the participants have shown an interest to make time for this activity and we want to build on that positive aspect without focusing on the negative associations. That will be something to discuss, should the program become a reoccurring activity. The inclusivity does not reveal any obvious bias in relation to gender, sexual orientation, disability ethnicity, and so on. We encourage the participants to act at their MEDIA TOOL ASSESSMENT 3 own pace, be aware of their limitations, alert us with any concerns, and modify any activity to their comfort level. The only potential for perceived exclusivity is for those of the community who may wish to participate, but are not Christian or interested in the religious aspects of the program. While this educational presentation focuses on the health aspect of physical activity, it is equally important for us to incorporate the relationship of Christianity.
This assimilation will not only maximize the learning outcomes, but a spiritually based program will utilize the strengths of modeling by example and reduce any weaknesses as we can do all things through Christ who strengthens us. (Holy Bible, Phillipians 4:13). We found an amazing article by Cannon that utilizes scripture to emphasize the necessity for change and transformation. We plan to integrate these scriptures into our presentation to reinforce the education and motivation it will provide. The article explains, “As one person changes their behavior, thoughts, ideas, and actions, others who are in relationship with that individual also experience change. Family, friends, and the larger community must then choose how to respond to the changes they experience and observe in the transformed individual. Thus, as each of us pursues the ongoing process of transformation into the likeness of Christ, we also have the ability to influence and provoke change within our immediate and extensive relationships in the larger community around us… It is a great privilege to know that not only does God desire for us to experience personal change; he also desires to use us to be agents of change in the World.” (Musalaha.org, 2017). MEDIA TOOL ASSESSMENT 4 We still welcome anyone who is interested to participate without fear of judgment, ridicule, or fear that religion may be imposed upon them. The incorporation of Christianity into the presentation is to reinforce the positive motivational factors.
Breadth The PowerPoint presentation is cohesive and provides a balanced approach of education to group interaction, to physical activity. The handout will be used as a reflective tool to retain not only the education provided, but to recall the reasons for wanting to increase physical activity, the long and short term goals the presentation elicits, and promote the positive affirmations of encouragement. I believe the relevant information regarding physical activity was presented in an appropriate matter that retained the attention of the participants. Emphasis was focused on the benefits and information was minimal to promote retention and interest. Because this is an open forum group discussion any questions not already answered in this presentation will be researched at that time and be provided with evidence based scholarly data. Consistency Without a specific reference of physical activity promotion from physicians, the information provided in this presentation is congruent with verbal information witnessed as given by physicians to patients in the clinical setting. The language is appropriate for the audience and the presenter breaks down any terms into layman for better understanding. Readability I was able to determine my readability by copying my PowerPoint presentation into a word document. Using the readability statistics, the Flesch reading ease was found to be 62.6 which would seem moderately easy as it is closer to 100 which is the easiest to read. The FleschKincaid grade level was found to be 7.3, which is indicative of middle school grade level. I am MEDIA TOOL ASSESSMENT 5 satisfied with these results as the youngest participant fall into this academic range. Due to the fact that I will be reading and also explaining or further breaking down the information as I read and answering any questions will make this information more understandable. The PowerPoint presentation does not have any font less than the required 24, as older participants will be in attendance. Conclusion As this program develops and evolves it is creating excitement among the members. We are thrilled about the positive impact this presentation can have on our community. It is this writer’s hope that this presentation will be a catalyst for increased physical activity, having a positive and long-lasting impact on the community. It is the plan to promote fellowship and competition, offering incentives, which will extend and increase participation. Incorporating faith provides a holistic approach which targets the audience’s health, wellness, stress management, interaction, and spirituality. We hope it is the beginning of a great initiative for wellness of mind, body, and spirit. MEDIA TOOL ASSESSMENT 6 References Cannon, M. E. (2017). A Christian perspective on change: Personal and societal transformation. Retrieved from http://www/musalaha.org/articles/2017/5/28/a-christian-perspective-onchange-personal-and-societal-transformation Centers for Disease Control and Prevention. (2018). Exercise or physical activity. Retrieved from http://www.cdc.gov/nchs/fastats/exercise.htm HealthyPeople.gov. (2019). Physical activity; Overview; Objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physical-activity. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physicalactivity/objectivess. Holy Bible. Philippians 4:13. RUNNING HEAD: RESPIRATORY DISEASES 1 Respiratory diseases Student’s name Course Date RESPIRATORY DISEASE 2 Introduction Asthma is one of the respiratory diseases that affect the airways by narrowing the airways leading to swelling and excess production of the mucus. The result of this is difficulties in breathing which is characterized by coughing, shortness of breath and wheezing. The disease affects both the young people and the elderly but most severe among the elderly from the age of 65 years and older. The risks of asthma are mostly experienced by the elderly since they are likely to have respiratory failures which result in asthma, which even occurs at early stages of the signs and symptoms (Makra, 2015). Topic The chosen topic for Healthy People 2020 is respiratory diseases with two objectives; reduction of asthma deaths and hospitalization among adults aged 65 years and older (HealthyPeople.gov, 2019). The topic was inspired by a target audience at a desire to learn on better ways to control the cases of asthma at their age. Some of the elderly at the living facility has continued to inquire about the scheduled presentation on the management of asthma. Asthma disease is a respiratory disease that affects any person despite his or her age. However, the most affected are the adults, especially the elderly from the age of 65 years and older. Research indicates that around 15% of elderly aged more than 60 years are reported to have asthma. The risks of asthma are mostly experienced by the elderly since they are likely to have respiratory failures which result in asthma, which even occurs at early stages of the signs and symptoms (Makra, 2015). Presentation information RESPIRATORY DISEASE 3 With the approval and permission of Charmayne Brady (he can be reached via telephone at 954-975-6399 or email address at [email protected]), the presentation is scheduled on April 14, 2020, at the Assisted Living Facility. The presentation aims at reaching all the stakeholders in elderly care facilities, and therefore advertisement is necessary. Advertisement will be done via social media, print media, word of mouth and distribution of fliers around all the elderly home facilities. Target Audience The presentation on respiratory diseases target audience include all the stakeholders in elderly care from young people to all the elderly, all genders and ethnicity with the main objective of promoting the reduction of hospitalization and death of asthma among the elderly. The presentation will be conducted in an environment that will encourage the collaboration of community members and other key players in elderly healthcare. The main presentation target is the elderly. However, the invitation is extended to all persons from 18 years. Inclusion of the youth in the presentation is important in promoting good health practices from an early age. Therefore, this will have a positive impact on their future as they grow older while observing good health practices to prevent respiratory diseases (Mendoza, 2010). The disease affects individuals above the age of 65 years and has been linked to serious health issues when not treated. The first symptoms are mostly experienced at a young age but also experienced at the age of 60 years to 80 years (Mendoza, 2010). The symptoms are the same across all ages, whether on young age or older age. The causes of asthma have been linked to allergens, respiratory infections, air pollution and viruses. The effects of mild asthma in the elderly are the same as that of severe infection among the elderly, and therefore it is important to RESPIRATORY DISEASE 4 address this issue across all the ages. This presentation will be important to young people, the elderly, and caregivers for the elderly in understanding more about asthma and ways in which hospitalization and reduction of asthma can be done. This will help them in managing asthma among the elderly above 65 years. Goals The goal of the presentation is providing educational training on management of asthma to reduce the cases of hospitalization and death among the elderly. The presentation targets all the people involved in taking care of the elderly and the young people. On completion of the presentation, the participants will be grouped according to their ages and presented with discussion questions to further research on ways they can deal with cases of asthma. Also, follow up on their progress will be conducted to ensure they apply the training offered on asthma reduction methods. Learning domains and objectives Leaning will be conducted in a manner that motivates the learners through simple physical activities such as stretching and jogging during the presentation. This is important in the preparation of the brain to be alert and motivating the learners. The simple activities are essential in preparing the brain to grasp and retain the information presented hence making the learning process a success (Barile, 2017). Physical exercise is also important in promoting lung activities and circulation of oxygen in the body which is important for asthmatic. The affective domain is one of the learning that will be used in this presentation that focuses on interests, emotions, beliefs, attitudes, appreciations and values (Bastable et al., 2011). The first affective objective will be the recognition of the necessity to address the reduction of RESPIRATORY DISEASE 5 hospitalization and deaths of asthma among the elderly. The second objective is the expression of the desire of all the members present in asthma reduction among the elderly. Role-modeling is an effective learning method in addition to group discussion to group discussions where the members present will have an opportunity their personal opinions on ways to create awareness on asthma as respiratory disease (Bastable et al., 2011). Cognitive learning domain is the other learning domain that involves the application of knowledge and intellectual skills development (Bastable et al., 2011). One objective for the cognitive domain is, following the educational presentation, participants will collaboratively describe three benefits of increased physical activity in a group discussion forum. Another cognitive objective is, Following the educational presentation, each participant will identify one short term and one long term goal they plan to achieve in management of asthma among the elderly. The teaching method will include discussion among group members discussing the causes and best methods of preventing the causes of asthma hospitalization and death among the elderly. This is the foundation of the presentation (Bastable et al., 2011). Psychomotor domain is mostly applicable in physical exercise as it involves the movement of , use of motor skills and coordination. The first objective of this domain is physical activities that will be used in the presentation to enhance the learning process (Mendoza, 2010). The other objective is selection of partners in the learning process to develop the plan for simple physical exercise among the elderly people which is important to promote their health. It is important to exercise regularly to improve the lungs capacity hence circulation of oxygen in the body. The other objective will entail group exercise in the Living Care Facility after the presentation to promote blood flow in the body for improved oxygen supply (Bastable et al., 2011). RESPIRATORY DISEASE 6 The final session of the training will focus on educating the audience on the signs and symptoms associated with asthma and ways to reduce the cases of hospitalization of the patients. The young will be advised on best practices that will ensure they are diagnosed at an early stage to facilitate healing. Physical exercise is important to asthmatic since it improves on the lungs activity and oxygen flow to the body. This ensures that all the organs are supplied with enough oxygen. The last ten minutes of the presentation will focus on simple exercises that can be used to boost lung activity. Conclusion It is this writer’s hope that this presentation will be a catalyst for increased physical activity, having a positive and long-lasting impact on the community. It is the plan to promote fellowship and competition, offering incentives, which will extend and increase participation. Incorporating the elderly and the youth provides a holistic approach which targets the audience’s health, wellness, stress management, interaction, and long life. RESPIRATORY DISEASE 7 References Barile, N. (2017). Exercise and the brain: How fitness impacts learning.
Retrieved from https://www.wgu.edu/heyteach/article/exercises-and-brain-how-fitness-impactslearning1801.html HealthyPeople.gov. (2019). Physical activity; Overview; Objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physical-activity. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/physicalactivity/objectivess Mendoza, M. (2010). Prevalence of Late-Onset Asthma Among Elderly Patients: CommunityBased Study. Chest, 138(4), 169A. https://doi.org/10.1378/chest.10226 Makra, L. (2015). Risk Factors for Asthma Hospitalization among Adults and Elderly. Archives Of Otolaryngology And Rhinology, 012-022. https://doi.org/10.17352/2455-1759.000003