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Module 5- Promoting Healthy Lifestyles

Terms in this set (13)

Health Education:
-Combination of planned learning experiences designed to help individuals and communities improve their health
-Increase knowledge
-Influence attitudes
-Health promotion and disease prevention
-Educate and empower
-Avoid disease
-Lifestyle changes
-Health improvement
HP 2020 or 2030:
-Physical activity: increase employed adults who have access to and participate in employer-based exrcise programs
-Nutrition: increase number of worksites that offer nutrition and/or weight management or counseling
Steps of Teaching-Learning:
Step 1: Who is the learner?
Step 2: Determine learning needs
Step 3: Expected learning outcomes
Step 4: Developing a teaching plan
Step 5: Implementing teaching
Step 6: Evaluation for teaching-learning
Step 1: Who is the Learner?
-Learner Assessment: whose your audience, always assess first (background, age, ethnicity, developmental state, educational level), health beliefs and values

-Emotional readiness: learner's internal and external motivation, put forth effort, attitudes and beliefs (health-related behaviors)
-Sample questions: what sort of things do you currently do to keep healthy? What things make keeping healthy difficult?

-Experiential readiness: client's background (culture, home environment, socioeconomic status), skill level and ability to learn (process: step by step)
-Sample questions: tell me about yourself, family, and lifestyle. Would you say your culture has influenced your beliefs about health/illness?
Age Groups:
-Children: simplistic, present facts, concrete examples, hands on actitivities, avoid distractions, older children (logical reasoning)

-Young-middle age adults: life experiences, real-world problems, relate activities to the learner's goals, teach what they want to know first, listen and respect opinions, share resources, peer groups

-Older adults: shorter sessions, large print, good lighting, small flashlights, reduction of background noise, repetition, appropiate seating, familiarity of presenter
Step 2: Determine Learning Needs
-Determine what teaching is needed
-Validate with patient, family
-Consider if they are realistic
-Does your setting and time frame support meeting these?
-Health fair format (set-up, time, more impersonal interaction)
Step 3- Expected Learning Outcomes
-Primary questions: What are the learning goals? What the learner NEEDS to know, do, believe to progress
-Guide your teaching session
-Tells the learner what they will accomplish

-Learning goals: must contain 3 components for the learner
-Begin with an action verb
-List the conditions under which the task is to be performed
-Level of performance expected
-Only list ONE outcome per objective

-Example:
-Following a presentation (condition) on hypertension
-The learner will be able to STATE (action) two out of four causes (performance level) of high blood pressure

Objectives:
-Non-measureable: dan will understand the correct food choices for a diabetic diet
-Measureable: dan will correctly select 2 food choices based on his diabetic meal plan
Bloom's Taxonomy:
Cognitive domain (Thinking):
-Knowledge (intellectual), mental storage, recall, new facts or concepts
-Teaching strategies: lecture, one-on-one instruction, discussion, audiovisual or printed materials (handout)
-Verbs: define, know, describe, design, analyse, discuss, and identify

Psychomotor domain (Acting):
-Motor skills
-Development of physical skills
-Simple to complex
-Teaching strategies: demonstration, practice, mental imaging
-Verbs: demonstrate, show, perform, and conduct

Affective domain (Feeling):
-Attitudes
-Emotions
-Values
-Social attitudes
-Teaching strategies: role modeling, discussion, role playing, simulation gaming
-Verbs: defend, appreciate, value, and model
Step 4: Developing a Teaching Plan
Selecting and Prioritizing Content:
-Choose topic
-Create a bullet list of concepts (information obtained from literature review)
-Divide into 3 main categories:
1. Mandatory (needed for survival, heart attack, burn patient)
2. Desirable: not life-dependent, discuss their lifestyle and effect on cardiac disease
3. Fluff: the nice to know?

Designing Learning Strategies:
-Self-directed learning (learner an active participant)
-Learner characteristics (consider learner assessment early on)
-Simple to complex
-Known to lesser known (always start with what YOU know)
Health Literacy:
-The capacity to obtain, process, and understand basic health information and services needed to make appropriate health-care decisions
-Ability to read, write, speak, listen, compute, comprehend, apply skills learned
-43% of US adults have only basic or below basic health literacy
-Affects all ethnicities, sexualities, genders

What works?
1. Look for clues
2. Use audio-visuals
3. Use demonstration
4. Highlight take-home points
5. Use plain language (emphasize important points first)
6. Teach back (encourage patient partnerships)
7. Support network

Choosing Strategies and Activities:
-Public or private (health fair, lecture)
-Discussions (groups, entire class)
-Ausiovisuals (posters, display boards, models)
-Printed materials
-Role modeling/playing
-Gaming
-Online format
Step 5: Implementing Teaching
-Prepare the environment (consider logistics)
-Practice run
-Secure equipment, supplies in advance (check and double check)
-Deliver content to audience (keep sessions short and varied, relate to personal and life experiences)
-Stay connected

"TEACH"
-T: Tune in to the patient
-E: Edit patient information
-A: Act on every teaching moment
-C: Clarify often
-H: Honor the patient as a partner in the process
Step 6: Evaluation Plan for Teaching-Learning
-Develop evaluation strategy with SMART goals
-Pre and post test
-Consider type, how it will be used
-Quiz, interactive games, discussion

-Consider method to evaluate 2 SMART objectives
-What does the learner need to do? setting, time, personnel
-Written format (tur in answers to questions, post-test
-Verbal or nonverbal techniques (standard discussion questions, play a game, return demonstration)

-What must the learner do?
-Tell us whether objectives were met
-Numbers helpful to illustrate results (8/10 questions correct)
-What number needed to achieve this goal? (90% of the learners..., 2/3 of the learners...)

-Learners who don't meet criteria: reteaching through a variety of methods, focus on areas unclear/didn't meet criteria (handouts, summary questions, visual aides)
-Follow-up (referrals, counseling, need for additional assistance)
-Peer support
-Health services

Strategies for Success:
-Use basic language
-Variety of actitivites (visual aids, written format)
-Recommend and use technology (mobile apps, patient portals, telemedicine)
-Use of effective teaching strategies (open-ended questions, teach-back technique)
Learning Barriers:
Physical Impairments: inadequacies of the five senses; impaired mobility
• Cognitive: mental disability or impairment; dyslexia, phobias
• Language: aphasic; lack of fluency, reads at less than 8th grade level
• Emotional: fear/superstitions, anxiety, depression
• Religious/cultural: values differ, beliefs focus on healing from a higher power, dietary restrictions
• Financial: patient perception that they are unable financially to follow recommended plan of care
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