NSG 6002 Week 5 Assignment 2 Health Promotion Proposal Latest

NSG 6002 Week 5 Assignment 2 Health Promotion Proposal Latest

Sample Answer for NSG 6002 Week 5 Assignment 2 Health Promotion Proposal Latest Included After Question

Introduction

During health assessment and physical examination, the examiner should take a thorough patient history to identify the risky or healthy behavior that the patient engages in. The identified risks or behaviors should be used as the basis for providing health promotion and patient education to either limit the risky behaviors or encourage healthy behavior (Wittink & Oosterhaven, 2018). The purpose of this essay is to propose a health promotion teaching tool that will be used to promote self- management of diabetes by patients. The health promotion topic was selected based on a healthy behavior identified during a comprehensive assessment of a patient who had a history of diabetes.

Health Behavior Identified During the Assessment

The patient practiced self-management of diabetes that involved daily self-monitoring of blood glucose levels and adhering to the diabetes treatment regimen. My health promotion teaching topic will be on self- management intervention for diabetes. I chose this topic because teaching patients on the appropriate strategies to manage their diabetic condition is crucial in preventing diabetic complications.

Common diabetes complications that occur as a result of poor management of the condition include retinopathy, neuropathy, and nephropathy (American Diabetes Association [ADA]. 2019). The complications result in conditions such as cataracts, chronic kidney failure, and diabetic foot. Besides, neuropathy is the major cause of amputations of lower extremities in diabetic patients, which results in morbidity. Chronic kidney failure is also a major cause of mortality in diabetics (ADA, 2009).  Self-management plays a vital role in controlling blood glucose levels which lowers the risk of diabetic complications.

Health Promotion Teaching Tool Proposal

Goals and Objectives of the Proposed Teaching Tool

The overall goal of the teaching tool on self-management of diabetes is to lower morbidity and mortality levels that result from long-term diabetic complications, which are caused by inadequate self-management interventions. The specific objectives include the patient demonstrating knowledge and being able to perform preventive measures such as foot care, eye care, and general hygiene practices. She will also demonstrate knowledge in recognizing the symptoms of hypoglycemia and hyperglycemia and their self-management interventions. Furthermore, the patient will understand the importance of adhering to the medication regimen to facilitate adequate control of blood glucose levels.

Critical Information about the Topic Based On the Assessment Findings That I Would Include In the Teaching Tool

Assessment findings revealed signs of neuropathy in the lower extremities evidenced by the patient having a decreased sensation in the right and left foot. The patient also had signs of retinopathy that were revealed by mild retinopathic changes on the right eye on funduscopic examination. The signs of neuropathy and retinopathy put the patient at risk of long-term neurological and eye complications that eventually cause foot and leg problems and blindness (Forbes & Fotheringham, 2017). In the teaching tool, I would include patient education on long-term complications of diabetes and their symptoms. I would teach the patient the signs of retinopathy, such as reddening of the eye, cloudy or blurred vision, and advise her to consult an ophthalmologist if she recognizes the symptoms (Forbes & Fotheringham, 2017). The tool would also include symptoms of neuropathy such as tingling or burning sensation, especially in the toes of the lower extremities. Other signs include decreased sensation and skin discoloration in the lower extremities. The patient will be recommended to visit a physician for review and treatment if she develops the symptoms.

Specific Interventions for the Topic That Will Result In Improved Patient Outcomes or Will Promote Health Maintenance

Teaching the patient on diabetes self-management will include interventions on self-care, including foot care, to prevent foot complications and diabetic foot that lead to amputation of lower limbs and morbidity (ADA, 2019). The patient will be instructed to inspect the feet daily for signs of changes in temperature, skin color changes, fissures, blisters, calluses, and deformities such as bunions and hammertoes (Bonner, Foster & Spears-Lanoix, 2016). The patient can also use a mirror to inspect the bottom of the feet if she experiences joint immobility in the lower extremities.

The patient will also be advised to trim toenails, properly wash, dry, and lubricate the feet and ensure they are completely dry between the toes (Bonner, Foster & Spears-Lanoix, 2016). The patient will be instructed to wear absorbent socks with no fitted elastic bands and well-fitting closed shoes made of an absorbent inner sole material. She will be advised to avoid health-risk behaviors that may result in the development of foot ulcers, such as walking barefooted or wearing open-shoes. Patient education will be provided on risk factors for foot problems such as smoking and avoiding self-medicating or over-the-counter drugs to treat foot problems.

On self-care management, the patient will be taught how to recognize symptoms of hypoglycemia such as nervousness, sweating, tremor, heart palpitation, confusion, double vision, and extreme hunger (ADA, 2019). She will be taught on the management of hypoglycemia, for example, taking a high carbohydrate snack, glucose, or a sugared drink such as fruit juice. Preventive measures to be included will include having a consistent meal pattern and avoiding strenuous physical exercises. She will also be advised always to carry a snack or drink when she experiences hypoglycemic symptoms.

Most Appropriate Medium for Communicating Information about the Topic

The most appropriate communication medium will be the use of a brochure that will have the health education messages on self-management interventions for diabetes. A brochure will be the most suitable since it is written in simple language that can be easily understood by the general public. Since it is a written material, it will reinforce the verbal messages provided.  Brochures contain visual aids, such as drawings, pictures, and graphs that increase patients’ understanding, especially when communicating health risks.  The brochure will contain diagrams that explain to patients how to perform specific procedures such as self-monitoring of blood glucose and images of the symptoms that she should recognize. It will also have information on symptoms of hyperglycemia, hypoglycemia, and various diabetic complications. In addition, it will contain health education messages on foot care and eye care as well as contacts that the patient can use to contact a health care provider. Brochures are effective as the patient can carry home with them to read and refer to when she experiences symptoms or wants instructions on how to conduct an intervention.

Health Literacy Best Practices To Ensure the Teaching Tool Is Appropriate For Diverse Populations

I will adopt the teach-back method to confirm the patient’s understanding of the health education messages provided. The teach-back method evaluates the efficacy of the health provider communication rather than to assess the patient’s learning ability (Hersh, Salzman & Snyderman, 2015). It will involve asking patients to explain the information I have provided in their own words, and this will allow me to evaluate their understanding. Complex instructions are usually difficult to understand, memorize, and follow. Health messages and directives should be simplified into smaller and simple steps and should be specific (Hersh, Salzman & Snyderman, 2015). To ensure effective communication for individuals with low literacy levels, I will speak slowly and break down the health information into small, concrete, and understandable parts and steps. I will also repeat key points to promote understanding and memory.

Written materials should have short and simple sentences and limit the content to the most relevant information. The provider should refrain from using words that have more than two syllables, avoid using medical jargon, and define all medical terms used (Wittink & Oosterhaven, 2018). The information should be broken into clearly indicated sections with the use of bullets rather than blocks of sentences. The health provider should review the information with the patient and point out the key points by circling or underlining for the patient to note (Wittink & Oosterhaven, 2018). When using brochures, I will only include the relevant information on self-care management and explain medical terms such as retinopathy, neuropathy, and diabetic foot. The brochures will be written in simple sentences and plain language of a 5^th to 6^th grade. I will first review the brochure with the patient before handing it to her and mark the points that she should note.

Plan to Ensure Compliance of the Teaching Tool with Flesch-Kincaid Readability Guidelines

The Flesch-Kincaid readability guideline is a tool used to calculate the grade level of the reader based on the structure of the English language used. When calculating the readability score, the length of the sentences and length of words are considered (Richard, Richard, Johnston & Miyasaki, 2018). My teaching tool will have an easy readability ease score of 80-89.  The brochure will have sentences with an average of five words that will be on the key points on self-management. The words will have an average of two syllables with no use of semicolons, colons, and periods in the sentences. The teaching tool will use simple and understandable English words to ensure that a 5^th-grade reader can read it. It will be important that the tool is easily readable to ensure that people with low literacy levels can learn how to manage diabetes and prevent complications. Besides, having simple sentences will ensure that the patient understands the essential points in diabetes management and prevention.

 References

American Diabetes Association. (2019). 11. Microvascular complications and foot care: Standards of Medical Care in Diabetes—2019. Diabetes Care, 42(Supplement 1), S124-S138.

Bonner, T., Foster, M., & Spears-Lanoix, E. (2016). Type 2 diabetes-related foot care knowledge and foot self-care practice interventions in the United States: a systematic review of the literature. Diabetic foot & ankle, 7(1), 29758.

Forbes, J. M., & Fotheringham, A. K. (2017). Vascular complications in diabetes: old messages, new thoughts. Diabetologia, 60(11), 2129-2138.

Hersh, L., Salzman, B., & Snyderman, D. (2015). Health Literacy in Primary Care Practice. American family physician, 92(2).

Richard, A., Richard, J., Johnston, W., & Miyasaki, J. (2018). Readability of advance directive documentation in Canada: a cross-sectional study. CMAJ Open, 6(3), E406.

Wittink, H., & Oosterhaven, J. (2018). Patient education and health literacy. Musculoskeletal Science and Practice, 38, 120-127.

Lopes Write Policy

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.

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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