“Discuss educational and community-based programs in Healthy People 2030.” For this discussion you will review the learning theories discussed in your textbook beginning on page 125. Choose 1 theory that you believe would best fit the target population who are experiencing or at risk for a health problem you identified in module one.
As part of the discussion you will:
Review learning theories, principles and health education models (p.125), select one theory and apply to your diagnosis.
Define the learning theory and describe its major components.
- Discuss how you might apply it when addressing one of the health problem for a target population in your community. Narrow your population to a focused group, such as a classroom, church group or another reasonably sized group.
- List 2 – 3 teaching strategies you could use for your aggregate.
- For example, if you have chosen childhood obesity as your identified health problem in week one, describe the learning theory that would work best with children ages 8 – 10, and explain why you believe that learning theory would work best with it.
- Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
Initial Post: Minimum 200 words excluding references (approximately one (1) page
..
- QUESTION 2
- This assessment is aligned with the module objective “Discuss educational and community-based programs in Healthy People 2030.” 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.
1
Full Title of Paper Goes Here
First Name Last Name
Department, Name of University
Course Code XXXX: Course Name
Instructor’s Name
Due Date
2
Replace This With Full Title of Paper
Type your essay here. Remember to indent each paragraph using the ‘tab’. If you copy and pase
text from another source, you may have to reformat the template. The rest of the text is merely a
placeholder.
3
References
Type your references here. Remember that they need to have a hanging indent. Delete the list below.
Achterberg, J. (1985). Imagery in healing. Shambhala Publications.
American Psychological Association. (2017). Stress in America: The state of our nation.
https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf
Baider, L., Uziely, B., & Kaplan De-Nour, A. (1994). Progressive muscle relaxation and guided imagery in
cancer patients. General Hospital Psychiatry, 16(5), 340–347. https://doi.org/10.1016/01638343(94)90021-3
Ball, T. M., Shapiro, D. E., Monheim, C. J., & Weydert, J. A. (2003). A pilot study of the use of guided
imagery for the treatment of recurrent abdominal pain in children. Clinical Pediatrics, 42(6),
527–532. https://doi.org/10.1177/000992280304200607
Bernstein, D. A., & Borkovec, T. D. (1973). Progressive relaxation training: A manual for the helping
professions. Research Press.
Bottomley, A. (1996). Group cognitive behavioural therapy interventions with cancer patients: A review
of the literature. European Journal of Cancer Cure, 5(3), 143–146.
https://doi.org/10.1111/j.1365-2354.1996.tb00225.x
Cohen, M., & Fried, G. (2007). Comparing relaxation training and cognitive-behavioral group therapy for
women with breast cancer. Research on Social Work Practice, 17(3), 313–323.
https://doi.org/10.1177/1049731506293741
Cunningham, A. J., & Tocco, E. K. (1989). A randomized trial of group psychoeducational therapy for
cancer patients. Patient Education and Counseling, 14(2), 101–114.
https://doi.org/10.1016/0738-3991(89)90046-3
NRSE 4540 TEMPLATE: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN
Use the following form to complete your teaching plan. The fields will expand as you type.
Provide reference list on a separate page after the teaching plan template and below the
Literacy Considerations. Type in references (do not copy and paste).
Student Name:
Section Number:
Nursing Diagnosis:
Target Population (Needs to have a narrower focus then the entire community)
Long Term Goal:
Short Term Goal:
Objectives
(include 3 – 4
measurable
objectives using
below cells. One
objective for each
cell)
Content
Outline
Method of
Instruction
(include
content for
each objective)
(include
teaching
strategy for each
objective)
Time it
takes for
content
to be
presented
Method of
Evaluation
(include type of
method for each
objective to
determine if it was
met)
Literary Considerations – (see text, pp 140-144) Describe your target population
demographics (gender, age range, estimated educational preparation) and explain how
their literacy levels affect the content used to implement the teaching plan. Explain what
literacy considerations the nurse should take into account for the target audience.
Last updated: 02/28/2022
© 2022 School of Nursing Ohio University
Page 1 of 2
NRSE 4540 TEMPLATE: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN
References (use correct APA format)
Last updated: 02/28/2022
© 2022 School of Nursing Ohio University
Page 2 of 2
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
RUBRIC: DISCUSSION BOARD (30 pts)
Criteria
Characteristics
of initial post
Support for
initial post
Responses to
Peers
APA format*;
Spelling/
Grammar/
Punctuation
Meets Expectations
10 to 10 Points
• Provided response with rationale.
• The post is substantive and reflects careful
consideration of the literature.
• Examples from the student’s practice/experience are
provided to illustrate the discussion concepts.
• Addressed all required elements of the discussion
prompt.
• Well organized and easy to read.
5 to 5 Points
• Cited minimum of two references: at least one (1)
from required course materials to support rationale
AND one (1) from peer-reviewed* references from
supplemental materials or independent study on the
topic to support responses.
• The initial post is a minimum of 200 words excluding
references.
10 to 10 Points
• Responses to colleagues demonstrated insight and
critical review of the colleagues’ posts and stimulate
further discussion
• Responded to a minimum of two (2) peers and
included a minimum of one (1) peer-reviewed* or
course materials reference per response.
• Responses are a minimum of 100 words and are
posted on different days of the discussion period by
the due date.
5 to 5 Points
• APA format** is used for in-text citations and
reference list.
• Posts contain grammatically correct sentences
without any spelling errors.
Levels of Achievement
Needs Improvement
3 to 9 Points
• Provided response missing either
substantive rationale, consideration of the
literature, or examples from the student’s
practice/experience to illustrate the
discussion concepts.
• Addresses all or most of required elements.
• Somewhat organized, but may be difficult to
follow.
2 to 4 Points
• Missing one (1) required course reference
AND/OR one (1) peer-reviewed reference to
validate response.
• Post has at least 200 words.
4 to 9 Points
• Responses to colleagues are cursory, do not
stimulate further discussion and paragraph
could have been more substantial.
• Responses missing one of the following:
o insight/critical review of colleague’s
post,
o OR respond to at least two peers,
o OR a peer reviewed*or course materials
reference per response
•
Responses are a minimum or less than
100 words and posts were on the same
date as initial post.
2 to 4 Points
• APA format is missing either in-text or at
end of the reference list.
• Posts contain some grammatically correct
sentences with few spelling errors.
NOTE: No direct quotes are allowed in the discussion board posts.
Unsatisfactory
0 to 2 Points
• Provided response with minimal
rationale.
• Does not demonstrate thought
and provides no supporting
details or examples.
• Provides a general summary of
required elements.
0 to 1 Points
• Missing 1 or more of the correct
type (course or peer-reviewed)
or number of references to
support response.
• Post is less than 200 words or
there’s no post.
0 to 3 Points
• Responses to colleagues lack
critical, in depth thought and
do not add value to the
discussion.
• Responses are missing two or
more of the following:
o insight/critical review of
colleagues’ post
o AND/OR response to at least
two peers
o AND/OR a peer reviewed*
reference per response.
•
Responses are less than 100
words, posted same day as
initial post.
0 to 1 Points
• Not APA formatted OR APA
format of references has errors
both in-text and at end of
reference list.
• Post is grammatically incorrect.
*Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. – see library tab on how to access these from
database searches), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (ECRI Institute https://guidelines.ecri.org). All references must be no older than five years (unless making a specific point using a seminal piece of information) References not acceptable (not
inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
**Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area
and points will not be deducted because of format changes in spacing.
Last updated: 1/31/2020
© 2020 School of Nursing – Ohio University
Page 1 of 1
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
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