Health Education & Literacy (Promoting Healthy Lifestyles - Hennes)

Primary

health promotion and protection; intervene before health effects occur; NR: education

examples of primary prevention

immunization, clinics, family planning services, prevention education-nutrition, tobacco use

secondary prevention

early detection of disease; prompt teaching; NR: screening and teaching

examples of secondary prevention

growth and developmental assessment of children; mammography, bp screening, vision, dental

tertiary prevention

occurs after an illness is diagnosed/treated; maximize recovery; NR: providing resources & rehab - physical care, follow-up

examples of tertiary prevention

physical therapy, support groups, chemotherapy

Steps of teaching / learning

1. Determine who is the learner? (always ASSESS your audience first!)

2. Determine learning needs

3. Determine the expected learning outcomes

4. Develop a teaching plan

5. Implementing teaching

6. Evaluation of teaching/learning

What are the 3 components of a learning goal?

1. begins with action word

2. lists conditions under which condition is to be performed

3. performance level expected

(ie: Following a presentation (1) on hypertension; the learner will be able to state (2) two out of 4 causes (3) of high BP)

3 learning domains

Cognitive - thinking
Psychomotor - acting (motor skills)
Affective - feeling (attitudes, values)

cognitive domain

(strategies) lecture, discussion, handout
(verbs) define, design, analyze

(thinking)

psychomotor domain

(strategies) demonstration, practice
(verbs) demonstrate, perform

(acting)

affective domain

(strategies) discussion, role play, simulation games
(verbs) defend, model

(feeling)

Non-measurable

Dan will understand the correct food choices for following a diabetic diet.

Measurable

Dan will correctly select 2 food choices based on his diabetic meal plan.

Mandatory (S4)

Needed for survival

▪ Heart attack victim, burn patient

Desirable (S4)

Not life-dependent
▪ Discuss their lifestyle & effect on cardiac disease

Fluff (S4)

The nice to know?

Health Literacy

• Capacity to obtain, process & understand health information & services.

• 
   Ability to read, write, speak, listen, compute, comprehend, apply skills learned.

SMOG calculator

establishes readability level of a text (3rd grade level vs 12th grade level)

TEACH acronym

Tune into the patient

Edit patient info

Act on every teaching moment

Clarify often

Honor patient as partner in the process

teach-back method

"now you try"
patient shows understanding of what just learned

What are 2 effective teaching strategies to use in patient care?

1. open-ended questions
2. teach-back technique

What is a verb wheel? (specific to Bloom's taxonomy)

wheel using Bloom's categories to suggest verbs and associated activities for learning objectives

Name 3 commonly used vague & immeasurable terms that should be avoided when creating a learning objective

understand

know

learn

categories of Bloom's taxonomy

(a good teaching CEAAUR knows Blooms taxonomy!)

Creating (design, produce)

Evaluating (argue, test, critique)

Analysing (analyze, investigate)

Applying (calculate, solve)

Understanding (compare, discuss, explain)

Remembering

designing learning strategies (S4)

always start with “what YOU know”

Emotional Readiness

Learner’s Motivation

“What sort of things do you currently do to keep healthy?”

“What things make keeping healthy difficult?”

Experiential Readiness

client’s background

“Tell me about yourself, family & lifestyle”

“Would you say your culture has influenced your beliefs about health/ illness?”