Columbus State Community College Community Based Educational Plan Discussion Instructor mateerial itle Community/Public Health Nursing Author Mary A. Nies

Columbus State Community College Community Based Educational Plan Discussion Instructor mateerial

itle Community/Public Health Nursing
Author Mary A. Nies; Melanie McEwen
ISBN 978-0-323-52894-8
Publisher Elsevier – Health Sciences Division
Publication Date October 1, 2018
Binding Trade Paper
Type Print

This assessment is aligned with the module objective “Discuss educational and community-based programs in Healthy People 2020.” As part of the written assignment, you will complete the following task:

Develop a community based educational plan on student identified goals while meeting the health literacy needs of the community.

Your educational proposal will be based on the data gathered in module 1 and the problems identified in modules 1 & 2. Only one teaching plan is required. You will be using the template provided to develop your teaching plan. You do not need to include a title page, introduction, or conclusion for this assignment. Type directly on the template. The cells expand as you type.

Points: 40

Due Date: Sun, May 31 by 11:59 p.m. Eastern Standard Time (EST) of the US.

References

Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.

Style

Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references. Click here to download the Microsoft Word APA template. Make sure you cross-reference the APA 7th edition book as well before submitting the assignment. Refer to the ‘LEARNER SUPPORT’ tab for more information regarding APA 7th edition with comparisons to 6th edition.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

Instructions Chapter 8
Community Health Education
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
Health Education …
… is any combination of learning experiences
designed to predispose, enable, and reinforce
voluntary behavior conducive to health in
individuals, groups or communities.
– Green and Kreuter, 2004
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
2
Health Education’s Goals


To understand health behavior and to
translate knowledge into relevant
interventions and strategies for health
enhancement, disease prevention, and
chronic illness management
To enhance wellness and decrease disability
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
3
Health Education’s Goals (Cont.)


Attempts to actualize the health potential of
individuals, families, communities, and
society
Includes a broad and varied set of strategies
aimed at influencing individuals within their
social environment for improved health and
well-being
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
4
Learning Theories



Humanistic theory helps individuals develop their
potential in a self-directing and holistic manner.
Cognitive theory recognizes the brain’s ability to
think, feel, learn, and solve problems; theorists in this
area train the brain to maximize these functions.
Social learning is based on behavior that explains
and enhances learning through the concepts of
efficacy, outcome expectation, and incentives.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
5
Adult Learners






Need to know
Concept of self
Experience
Readiness to learn
Orientation to learning
Motivation
– Knowles (1980, 1989)
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
6
Health Education Models
Health Belief Model (HBM)







Perceived susceptibility
Perceived severity
Perceived benefits
Perceived barriers
Self-efficacy
Demographics
Cues to action
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
7
Health Education Models (Cont.)
Health Promotion Model (HPM)

Individual characteristics and behaviors
➢

Behavior—specific cognitions and affect
➢

Prior behaviors, personal factors
Activity-related affect, interpersonal influences, situational
factors, commitment to plan of action, perceived self-efficacy,
immediate competing demands and preferences, perceived
benefits of health-promoting behaviors, perceived barriers to
health-promoting behaviors
Behavioral outcome
➢
Health-promoting behavior
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
8
Model of Health Education
Empowerment
… nurses cannot assign power and control to
the individual within the community but rather
… the “power” must be taken on by the
individual and community with the nurse guiding
this dynamic process.
– Van Wyk, 1999
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
9
Model of Health Education
Empowerment (Cont.)

Process includes examining
➢
Education
➢ Health literacy
➢ Gender
➢ Racism
➢ Class

Recognizes the structural and foundational
changes that are needed to elicit change for
socially and politically disenfranchised groups
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
10
Problem-Solving Education …

…centers on empowerment (Freire, 2005)
➢
Allows active participation and ongoing dialogue
➢ Encourages learners to be critical and reflective
about health issues
➢ Involves individuals as subjects, not objects
➢ Increases health knowledge through a
participatory group process

Involves activism on the part of the educator
➢
➢
Facilitator-educator is a resource person and is an
equal partner with the other group members
Leads to sustainable lateral relationships
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
11
Participatory Action Research (PAR)


Goal of PAR is social change
Embraces the use of community-based
participatory methods
➢
Participation and action from stakeholders and
knowledge about conditions and issues helps to
facilitate strategies reached collectively
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
12
Community Empowerment



Community members take on greater power
to create change
Based on community cultural strengths and
assets
Attention must be given to collective rather
than individual efforts to ensure that
outcomes reflect voices of the community and
truly make a difference in people’s lives
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
13
The Nurse’s Role in Health
Education






Become a partner with individuals and
communities
Serve as catalyst for change
Activate ideas
Offer appropriate interventions
Identify resources
Facilitate group empowerment
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
14
Framework for Developing
Health Communications
Figure 8-1
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
15
Health Education Model
Stage I: Planning and strategy selection

Questions to Ask
➢
Who is the intended audience?
➢ What is known about the audience and from what
sources?
➢ What are the communication and education
objectives and goals?
➢ What evaluation strategies will the nurse use?
➢ What are the issues of most concern?
➢ What is the health issue of interest?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
16
Health Education Model
Stage I: Planning and strategy selection (Cont.)

Collaborative Actions to Take
➢
Review the available data.
➢ Get community partners involved.
➢ Obtain new data.
➢ Determine perceptions of health problems.
➢ Determine the community’s assets and strengths.
➢ Identify underlying issues and knowledge gaps.
➢ Establish goals and objectives.
➢ Assess resources.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
17
Health Education Model
Stage II: Developing and pretesting concepts, messages, and
materials

Questions to Ask
➢
What channels are best?
➢ What formats should be used?
➢ Are there existing resources?
➢ How can the nurse present the message?
➢ How will the intended audience react to the
message?
➢ Will the audience understand, accept, and use the
message?
➢ What changes may improve the message?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
18
Health Education Model
Stage II: Developing and pretesting concepts, messages, and
materials (Cont.)

Collaborative Actions to Take
➢
Identify the messages and materials.
➢ Decide whether to use existing materials or
produce new ones.
➢ Select channels and formats.
➢ Develop relevant materials with the target
audience.
➢ Pretest the message and materials and obtain
audience feedback.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
19
Health Education Model
Stage III: Implementing the program

Questions to Ask
➢
➢
➢
➢
➢
➢
➢
➢
How should we launch the health education program?
How do we maintain interest and sustainability?
How can we use process evaluation?
What are the strengths of the health program?
How can we keep on track within timeline and budget?
How do we know if we have reached our intended audience?
How well did each step work (process evaluation)?
Are we maintaining good relationships with partners?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
20
Health Education Model
Stage III: Implementing the program (Cont.)

Collaborative Actions to Take
➢
Work with community organizations to enhance
effectiveness.
➢ Monitor and track progress.
➢ Establish process evaluation measures.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
21
Health Education Model
Stage IV: Assessing effectiveness and making refinements

Questions to Ask
➢
What was learned?
➢ How can outcome evaluation be used to assess
effectiveness?
➢ What worked well, and what did not work well?
➢ Has anything changed about the intended
audience?
➢ How can we refine methods, channels, and
formats?
➢ What lessons were learned? What modifications
could strengthen the health education activity?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
22
Health Education Model
Stage IV: Assessing effectiveness and making refinements
(Cont.)

Collaborative Actions to Take
➢
Conduct outcome evaluations.
➢ Reassess and revise goals and objectives.
➢ Modify unsuccessful strategies or activities.
➢ Generate continual support from community
groups.
➢ Provide justification for continuing/ending the
program.
➢ Summarize in an evaluation report.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
23
Health Literacy Definitions Evolved
Over Time

National Literacy Act (1991)
➢

Literacy is operationally defined as the ability to
read and write at the fifth-grade reading level in
any language and can be measured according to
a continuum.
IOM Report (2004)
➢
The capacity to obtain, interpret, and understand
basic health information and services and the
competence to use such information and services
to enhance health
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
24
Health Literacy
In 1999, the AMA’s Report of the Council on
Scientific Affairs reported that patients with the
most health care needs are often the least able
to read and understand information that would
enable them to function successfully within
the health care system.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
25
Health Literacy (Cont.)

Health literacy is about empowerment …
➢
➢
➢
Having access to information, knowledge, and
innovations
Increasingly important for social, economic, and
health development
A key public health issue in the delivery of safe,
effective care
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
26
Low Literacy







Increases the use of health care services
Decreases self-esteem; increases shame and
stigma
Adversely affects outcomes and treatment of
some medical conditions
Poses barriers to obtaining informed consent
Impacts participation in research
Leads to health care and linguistic isolation
Impedes patient-provider communication
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
27
Literacy Concerns



Serious mismatch exists between the reading
levels of materials and patient’s reading skills.
Materials often fail to incorporate the intended
audience’s cultural beliefs, values, languages,
and attitudes.
Low literacy prevents many from gaining the
full benefits of health care.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
28
Literacy Concerns (Cont.)


Inability to read and understand instructions
influences self-care abilities and health and
wellness.
Individuals with very low literacy skills are at
an increased risk for poor health, which
contributes to health disparities.
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
29
Levels for Interventions

Functional/basic literacy
➢

Communicative/interactive literacy
➢

Increasing basic reading/writing skills
Understanding and using information with
providers
Critical literacy*
➢
Analyzing and using information in life situations
*Most important because it increases empowerment and success
in everyday situations
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
30
Helpful Tips for Effective Teaching






Assess reading skills
Determine what client
needs to know
Identify motivating
factors
Stick with essentials
Set realistic goals and
objectives
Use clear and concise
language





Develop a glossary of
common words
Space teaching over
time
Personalize health
messages
Incorporate methods of
illustration,
demonstration, and
real-life examples
Give and get
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
31
Helpful Tips for Effective Teaching
(Cont.)








Summarize often
Be creative
Use appropriate
resources and materials
Put patients at ease
Praise patients
Be encouraging
Allow time for questions
Employ teach-back
methods



Remember that
comprehension and
understanding take time
and practice
Conduct learner
verification
Evaluate the teaching
plan
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
32
Assess Materials

Become a Wise Consumer and User
➢
Evaluate health materials, including websites,
before disseminating them
➢ Materials should strengthen previous teaching
➢ Materials should be used as an adjunct to health
instruction
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
33
Assessing the Relevancy of
Health Materials





Do materials match the intended audience?
Are materials appealing and culturally and
linguistically relevant?
Do they convey accurate and up-to-date information?
Are messages clear and understandable?
Do messages promote self-efficacy and motivation?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
34
Assessment of Reading Level

Assess reading levels of intended audience
➢
Rapid estimate of adult literacy in medicine
(REALM)
➢ Single Item Literacy Screener (SILS)
➢ Short Assessment of Health Literacy for SpanishSpeaking Adults (SAHLSA)

Assess readability of educational resources
➢
➢

SMOG readability formula
Flesch-Kincaid formula (on most computers)
Verify understanding of learner
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
35
Role of Social Media



Numerous platforms now available
May reach diverse community constituents
with important public health messages
Potential to…
➢
➢
➢

Facilitate interactive communication
Increase sharing of health information
Personalize and reinforce health messages
Can empower community members to make
informed health decisions
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
36
NRSE 4540 M3 A6 RUBRIC: WRITTEN ASSIGNMENT: COMMUNITY BASED EDUCATIONAL PLAN (40 pts)
Accomplished
5 to 5 Points
Levels of Achievement
Needs Improvement
2 to 4 Points
Not Acceptable
0 to 1 Point
Objectives
4 to 4 Points
2 to 3 Points
0 to 1 Point
Content Outlines
4 to 4 Points
2 to 3 Points
0 to 1 Point
Method of Instruction
4 to 4 Points
2 to 3 Points
0 to 1 Point
Time of Instruction
4 to 4 Points
2 to 3 Points
0 to 1 Point
Method of Evaluation
4 to 4 Points
2 to 3 Points
0 to 1 Point
Target population
demographics
2 to 2 Points
1 to 1 Point
0 to 0 Points
Explains how their literacy
levels affect the content used
to implement the teaching
plan
Explains what literacy
considerations the nurse
should take into account for
the target audience
5 to 5 Points
2 to 4 Points
0 to 1 Point
5 to 5 Points
2 to 4 Points
0 to 1 Point
3 to 3 Points
1 to 2 Points
0 to 0 Points
Criteria
Nursing Diagnosis/Target population/Long and
Short Term goal
Teaching Plan
Content
Literacy
Information
References
Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. –), professional organizations
(NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National Guideline Clearinghouse).
References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical
databases.
*All references must be no older than five years (unless making a specific point using a seminal piece of information)
Note: You will have three (3) attempts to submit a written assignment, only the final attempt will be graded. For each attempt you will receive a SafeAssign
originality report. This will give you a chance to correct the assignment based on the SafeAssign score. Click here to view instructions on how to interpret
SafeAssign originality report.
Last updated: 06/07/2017
© 2017 School of Nursing – Ohio University
Page 1 of 1

Purchase answer to see full
attachment