Diabetes And Blood Pressure Teaching DQ

Diabetes And Blood Pressure Teaching DQ

Diabetes And Blood Pressure Teaching DQ

This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

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Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin.

Directions: Develop an educational series proposal for your community using one of the following four topics:

1) Bioterrorism/Disaster

2) Environmental Issues

3) Primary Prevention/Health Promotion

4) Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:

Estimated Time Teaching Will Last: 50 hours

Location of Teaching: United states, Oklahoma

Supplies, Material, Equipment Needed: laptop, marker pens, board, papers, food chart and puzzle pieces.

Estimated Cost: $45.00

Community and Target Aggregate: School-aged children.

Topic: Prevention of Obesity

Epidemiological Rationale for Topic (statistics related to topic):

In the United states of America weight that is higher than what is considered as a healthy weight for a given height is defined as overweight or obese. Body Mass Index (BMI), is used as a screening tool for overweight or obesity.

In 2007, over 750,000 Americans died of diseases of the heart and stroke. More than 300 risk factors have been associated with cardiovascular disease, but in developed countries, over a third of cardiovascular disease can be attributed to five major risk factors: (1) tobacco use, (2) alcohol use, (3) high blood pressure, (4) high cholesterol level, and (5) obesity (Mackay & Mensah, 2004). Diabetes And Blood Pressure Teaching DQ

Nursing Diagnosis:

Imbalanced Nutrition: More Than Body Requirements: Intake of nutrients that exceeds metabolic needs. Accepting the duty of self-care, identification of progress and the elimination of the negative health care practice, initiating the program needed for stress reduction, being active for seeking knowledge regarding disease process or medical treatment (Stanhope & Lancaster, 2000).

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

The factors that would indicate the readiness includes person is ready to search for knowledge, ready for two-way communication, ready to change the behavior and lifestyle.

Learning Theory to Be Utilized: Explain how the theory will be applied.

For the efficiency of the education and the assessment done for the obese patients, the “show-me” would serve best and offer the benefits of being more patient centered. I will assess client’s level of knowledge and understanding, and I will re-educate if they have any query. I will use simple, clear and easily under stable language to explain. I will present in short time so that they don’t get bored.

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.

Reduce the proportion of children and adolescents who are considered obese (NWS 10).

Reduce consumption of calories from solid fats and added sugars in the population aged 2 years and older (NWS 17)

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

The concept of globalization of health recognizes that barriers between countries are blurring, that health issues cannot be isolated within one country, that large health disparities among countries are ultimately harmful to everyone, and that health for the world’s population should be the goal of every country. The WHO has made the elimination of health disparities its primary goal (Wagstaff, 2002). Although some progress has been made, much remains to be done. Even though the global strategy of Health for All was endorsed by 143 countries at Alma-Ata in 1978, it remains a statement of aspiration, not a reality (Novelli, 2005).

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Diabetes And Blood Pressure Teaching DQ

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. The third-grade students would vocalize one healthy choice among groups of five foods.

1. The food pyramid has five groups which include beans and Legumes, vegetables, pastas, artificial sugars, cakes. Unhealthy diets contain lot of fat and sugar causes health problems. Healthy foods are beans and legumes and vegetables.

1. After the presentation students were able to point out healthy foods on pyramid. They were also able to analyze what nutritious food they ate in lunch.

2. The students must know the cause of major sicknesses.

2. The choice of unhealthy food can lead to obesity, high blood pressure, heart stroke, high cholesterol and heart stroke in the individual.

Low in fat and high fiber diet are healthy choices to prevent obesity.

2. The presentation explains the cause of the disease and their indicators. Examining the fitness of the child and needs to improve it.

3. The students must study the importance of physical activity and sports in life.

3. The sports for example, football, cricket, basketball and activities such as cycling would help to prevent obesity.

3. The presentation explains the importance of activities and sports. Students were able to point out games that helps in prevention of obesity.


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

Learning strategies for the creativity should be applied before the end of each term. The activities include volubility, uniqueness, and elasticity was to be followed to implement the application of the nursing process tool (Dudek, 2006). A creative thinking course for the nursing was invented to improve the thinking skills in their later clinical practice to improve health and inhibit disease.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

The students can identify by observing their day by day meal plate that how it will affect their health.

The main objective of educating the students know the disease that results from obesity and they can classify their impression on health.

The main objective of educating the health benefits of outdoor games and physical activities.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. Diabetes And Blood Pressure Teaching DQ

The overall effectiveness can be measured during, before and after the presentation. The students are completely focused on the knowledge and the nursing skill practice.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Even though evaluation is the final step of the nursing process, it is also a step that starts at the beginning of the contact and occurs continually as the contract progresses. The key to evaluation is to determine the correct criteria that demonstrate the value of the nursing contact. I will use the feedback tool to know an honest opinion.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

The potential barrier arises during teaching would be the management of the activities and scheduled task in the timeline manner. The understanding level of students may differ. After the presentation, these barriers can be well handled.

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?

The primary action is the comfort level of the students. I will examine and eliminate any disturbances that distract my participants and make sure students are comfortable.

While winding-up the presentation, I will make the participants speak loudly some of the key points. I will additionally use the non-verbal techniques such as eye-contact, body language, hand movement to obtain the trust of students.


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