These are some links that am using on this teaching


Health Education Pre-Brief Activity_STUDENT VERSION

· Review Course Lecture PPTS and readings for Chapter 5: Frameworks for Health Promotion, Disease Prevention and Risk Reduction.

· Read the “Diabetes: Teaching Patients Self-Care” Module by Tracey Long RN, PhD, APRN (see attachment in Bright Space).

· NOTE: This module is to help you understand the process of

health education,

not to educate you about any specifics related to diabetes. Please keep this in mind. The principles of education that are covered in this module are essential for ALL educational topics (not just the one focused on here). You are encouraged to create an educational plan based on your “client’s” needs. (examples: weight loss, hypertension management, stress relief etc). Do NOT do a plan on diabetes management, because this is covered in full in this module.

· Using this module, answer the following questions:

1) Pages 4-9 provide a brief summary of this client’s conditions (in this example, Diabetes Mellitus). This demonstrates why it is important to have a good understanding of the client’s condition/disease before beginning a health education activity.

· For your client:

· Identify the disease/condition that you plan to address in this teaching plan

· What resource/s will you use to review this disease/condition, in preparation for teaching? (Remember, all resources should be current and evidence-based).

· Sickle cell disease is an inherited blood disorder affecting red blood cells. Normal red blood cells contain hemoglobin A. People with sickle cell disease have red blood cells containing mostly hemoglobin S, an abnormal type of hemoglobin. These red blood cells become sickle-shaped (crescent-shaped), and have difficulty passing through small blood vessels. There are several different types of sickle cell disease; the most common types are homozygous sickle cell disease (SS disease), and sickle-cell beta thalassemia (Sß+ or Sß0 disease).

· I will be using Johns Hopkins Medicine article.

2) Pages 9-12 discusses barriers to effective teaching.

· List 3 barriers that healthcare professionals experience:

· Knowledge deficit

· Non-adherence to medications

· Communication barriers

· List 3 strategies to overcome the barriers you identified:

· Creating relationships of trust, non-judgment, and

emotional safety is the foundational for effective teaching.

· Education them about the importance of taking their medication regularly and setting a medication box up for them

· it is very vital to have a professional translator or use pamphlets and instructional material in the native tongue of the patient.

3) Pages 12-13 discusses Patient Cente

Health Education Teaching Activity


The purpose of this activity is to help you understand the process of health teaching of patients/clients by engaging in effective assessment; identification of learning needs/issues associated with the learning experience; planning and implementing interventions and evaluating the effectiveness of interventions with a target client (using a family member or friend).

Note that this clinical activity is meant to facilitate the application of course content about health education/teaching—a common and significant Public Health intervention. Most clinical experiences in the Community/Population Health course typically involve some type of client contact which includes formal or informal teaching of minor to complex content.

Using course content sources at minimum, you will be able to:

1. Construct a health teaching/lesson plan for a single client, based on the following:

· a thorough assessment of a client’s learning needs and barriers/facilitators of their learning,

· appropriate selection of relevant and effective teaching/learning strategies, and

· application of concepts using a common health promotion model and/or learning theory.

2. Demonstrate implementation of the plan in video format.

3. Evaluate the success of implementing the plan.

4. Document this activity in a formal written paper.

Course Outcomes: 

This activity aligns with several of the course outcomes as stated below: 

1. Demonstrate critical thinking through analysis and interpretation of assessment data and the development of individualized health education solutions.  

2. Demonstrate the use of culturally appropriate and effective communication techniques.  

Directions for parts 1-4 of this assignment:

Part 1: Preparation:

· Review Course Lecture PPTS and readings for Chapter 5: Frameworks for Health Promotion, Disease Prevention and Risk Reduction.

· Review the “Diabetes: Teaching Patients Self-Care” Module by Tracey Long RN, PhD, APRN (see attachment in Bright Space).

· Complete the Pre-Brief activity questions

Part 2: Design a teaching module to help educate a client about a health-related topic. 

A. Complete this grid for your education session:

Client: Describe client (no names please): Age, gender, health risk-factors

This is my sister. She is 17 years old. Genetic factors and Ethnic background.

Topic: Sickle Cell Disease

Learning Style: One on one, Auditory, Visual, Reading, Food models

Learning The

Diabetes: Teaching Patients Self-Care

Author: Tracey Long, RN, PhD, APRN

Contact hours: 4

Expiration date: October 1, 2021

Course price: $29


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This course has been approved by The Commission for Case Manager Certification.

Course Summary

Healthcare professionals who are not diabetes educators are still often called upon to teach
diabetes patients techniques of self-care. This involves an understanding about how adults
learn and how to create an environment that supports their learning. It is essential to the
daily life and future of people with diabetes that they understand and practice self-care so
they can manage a disease that can be devastating if it is left unchecked.

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80% or higher on the post test, a completed evaluation form, and payment where required.
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