Health Promotion and Community Resource Teaching Project Paper Health Promotion and Community Resource Teaching Project Paper Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020. Refer to http://www.healthypeople.gov/ to open the Healthy People 2020 home page. Select the ?Topics & Objectives? tab to access the 2020 Topics & Objectives ? Objectives A-Z page. Select one of the Healthy People ?Topic Areas? for improving health. Submit the proposed area to the instructor for approval. No group may work on the same focus area as another group. Develop a PowerPoint presentation (15-20 slides) with accompanying speakers notes and citations. For help designing PowerPoint slides, refer to the ?Create Your First Presentation? PowerPoint tutorial, located on the Microsoft website: https://support.office.com/en-us/article/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US In the presentation, address the following: State the objective of the presentation. State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area. Explain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span. Identify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized. Address the health disparity among different segments of the population for the selected focus area. Provide a brief description of at least two community resources and at least two website resources for professionals and clients. Provide a brief profile of at least one health-related organization for the selected focus area. ORDER INSTRUCTIONS-COMPLIANT NURSING PAPERS Health Promotion and Community Resource Teaching Project Paper Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020. Refer to http://www.healthypeople.gov/ to open the Healthy People 2020 home page. Select the ?Topics & Objectives? tab to access the 2020 Topics & Objectives ? Objectives A-Z page. Select one of the Healthy People ?Topic Areas? for improving health. Submit the proposed area to the instructor for approval. No group may work on the same focus area as another group. Develop a PowerPoint presentation (15-20 slides) with accompanying speakers notes and citations. For help designing PowerPoint slides, refer to the ?Create Your First Presentation? PowerPoint tutorial, located on the Microsoft website: https://support.office.com/en-us/article/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US In the presentation, address the following: State the objective of the presentation. State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area. Explain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span. Identify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized. Address the health disparity among different segments of the population for the selected focus area. Provide a brief description of at least two community resources and at least two website resources for professionals and clients. Provide a brief profile of at least one health-related organization for the selected focus area. Order Now

 

ADDITIONAL INFORMATION 

Health Promotion and Community Resource Teaching

Introduction

The purpose of teaching is to ensure patient safety and optimal health outcomes. Teaching can be done by any member of your team, but it’s especially important for nurses who provide direct patient care. You’ll need to consider how you’ll evaluate your patients’ understanding of the information you’re providing and how you’ll use this knowledge to help them better manage their own health issues in the future.

The most important concepts that you want to teach your patients:

Your patients are the most important people in your life. They are the ones who will be affected by what you teach, and therefore they should have a say in how it’s presented.

In addition to teaching them about their health, you should also teach them about their illness and medication management. This way, patients can feel confident with their treatment plan after each visit with you as well as feel more empowered to manage their own conditions independently of medications or other treatments that may be available at home (e.g., physical activity).

How do you decide which concepts are the most important?

How do you decide which concepts are the most important?

The most important concepts are those that will have the greatest impact on your patients’ lives, health, and safety. The more impactful a concept is, the more likely it is to be taught in class. For example, if you teach about food safety (which is very important), then it would make sense for you to include some lesson plans about how to avoid making mistakes when preparing meals at home or buying food products from stores near where people live who don’t speak English as their first language or have limited accesses due to transportation issues resulting from illness or injury.”

What are some ways of thinking about this?

This can be done by taking a patient’s perspective, and considering how they might see their health situation. You should also consider cultural factors, such as religion or ethnicity. You may want to ask patients about previous knowledge of your practice, as well as what they know about the current problems at hand in their lives. And finally, you should consider future needs: how will this patient’s life be different when he or she has recovered from his condition?

How can you ensure that your teaching is effective and actually helps your patients?

The nursing process is a model for how to provide care. It includes five phases: assessment, planning, implementation and evaluation.

It’s important that you use the nursing process as your guide for teaching because it helps you plan your content effectively and ensure that it meets the needs of your patients. You can use this resource to find out more about how to implement effective classroom activities or make sure that you are using supportive materials during class time so students have an opportunity to practice skills on their own time.

You should also evaluate the effectiveness of what works well in each lesson so that next time around there will be even more opportunities for success!

Use the nursing process.

The nursing process is a model that helps you understand how to provide care to your patients. It involves five steps: assessment, planning, implementation, evaluation and feedback.

Think of the nursing process as a road map for providing excellent patient-centered care. The first step in using it is Assessment: What are their needs? How can I best meet those needs? This question will guide all other actions taken during each step of the process so that you know what kind of information you need to provide in order to best meet your patient’s needs. It also helps ensure that whatever plan or strategy you implement will actually work for them (and not against them!).

Next comes Planning: Where do my patients need help most now? What resources do I have access too right now? Will these resources allow me enough time/resources/resources available etc… Without this step being carried out properly there isn’t much point having multiple plans if none are fully implemented because nothing will ever get done!

Mental preparation.

• Preparation. The first step in teaching a patient is to prepare yourself for the session. This can be done by thinking about what you want to teach and how you will measure success.

• Patient’s level of knowledge (or lack thereof). Before starting any type of therapy, it is important to assess your patient’s current level of knowledge on the topic being discussed. You may also want to ask them questions about their experiences with similar topics so that there are no surprises during treatment sessions or homework assignments afterwards!

• Learning style preferences: Some people prefer visual presentations while others prefer auditory ones; some like hands-on practice while others prefer reading textbooks or taking notes during lectures; etc.. In addition, some people learn better from reading manuals/manuals than listening passively while others prefer watching videos instead…the list goes on!

Use of supportive materials.

In addition to using video, diagrams and other visual aids in your classroom, you may also want to consider using print materials such as pamphlets and booklets. Audio materials include podcasts and audio books that you can distribute through the school or through an online platform like iTunes or Spotify. Mobile apps can be used for health promotion education if they are designed for this purpose.

Ongoing evaluation.

In order to evaluate your teaching, you should have a plan for assessing how well it worked. You can use the following methods:

• Ask patients to tell you what they learned. Patients are often reluctant to give feedback and may not be able to articulate their experience with the program as effectively as you might hope. This is especially true if they’ve been through multiple health promotion and/or community resource programs in the past year or two; patients often feel like these experiences are old news and won’t be relevant anymore when discussing with their doctor (and there’s no way for them to know that these skills will still be useful). If possible, ask your patients about specific topics from each session—this will help ensure that you’re getting accurate responses from each participant during future discussions on those same topics.* Ask them if anything was difficult or confusing during class.* Ask them what questions came up during class sessions.* Let me point out here that asking patients about their learning experience after a few months isn’t enough: we want them telling us at every step along our journey together! That said…

Think about what you want your patient to know and how you’ll know if they understand it.

You want your patient to know and understand the information you’re giving them, but how do you know if they understand it?

The first thing to do is think through what you want your patient to know and then use the nursing process to plan your teaching. The nursing process involves four steps: evaluation (what), planning (how), implementation (action), evaluation again. This can be used as a framework for any type of teaching situation where there are two or more people involved in educating each other about a topic such as health promotion education or community resource teaching for older adults with disabilities

Conclusion

This is, of course, a very broad overview of some key concepts in health promotion and community resource teaching. It’s important to remember that each practice setting has its own unique set of circumstances, so it’s important to think about how your patients would best benefit from the information you’re trying to teach them. Another thing to keep in mind is that you don’t have to follow these steps exactly as they are laid out here: there are many ways in which a health educator can effectively teach patients about healthy lifestyle behaviors!