Health Promotion Teaching Plan Name Lecturer Date Introduction Health Promotion Teaching Plan Health promotion is any attempt channeled towards enhancing the quality of health and well-being of families, individuals, groups, nations and communities (Riley, 2008)…
et al., 2000). This paper seeks to develop, perform, and evaluate a teaching plan centered on overall health and wellness through diet, exercise and stress reduction strategies for women, between the ages of 30-50, utilizing various different teaching strategies and techniques in a group setting. Assessment of Learning Needs ?The learning group, which consisted of five members, was taught as a one group due to their small number. The very first pretest was based on “Fact versus Fiction, What are the myths about overall health and wellness through diet, exercise and stress reduction strategies?” was completed by all the members in order to assess their knowledge before the commencement of the seminar. There was a median score was 49% which showed that the awareness of the study group was adequately lacking. The level of development of the group members showed 50% of the group at a high school diploma level, 25% at a Bachelor’s Degree level, and 25% at an Associate’s Degree level. Even though the majority of the participants had corrective vision, one particular member stated challenges in hearing. Gender, religion and race were diversity in the group, two younger members tended to have a more holistic viewpoint seeking alternatives to taking stress strategies. The others showed preference to a more medicinal interventions (Loyd, Lake, & Greenberg, 2004). The learning styles and strategies The strategies and styles of learning that was preferred by the group include: question and answer, explanation and demonstration, and group discussion. Learner Objectives ? The learning objectives for the health promotion teaching plan include:? Affective Domain: the group members are willing to listen actively to presentation given by their instructor on overall health and wellness through diet, exercise and stress reduction strategies as they engage in a group project; Cognitive Domain: every group member will be able to state five facts on overall health and wellness through diet, exercise and stress reduction strategies following the completion of the seminar; Psychomotor Domain: By the end of training, group members will be able to appropriately measure their own stress levels and document the possible stress strategies preferred. Teaching Plan The teaching instructor needs to exhibit flexibility always with respect to, not only the teaching plan in an effort to meet the individual needs of the learner, but also to the learning objectives. Teaching Plan The teaching plan that will be implemented will include the following aspects: Written Pretest “Fact versus Fiction, What are the myths about overall health and wellness through diet, exercise and stress reduction strategies?” guidelines on healthy lifestyle guidelines for all the participants relayed through explanation and answering questions, such as eat a healthy balanced diet rich in fruits and vegetables, whole grains and high fiber foods; eat fish at least twice per week; limit sodium intake; and drink no more than one alcoholic drink per day, and getting about 200 minutes of moderate intensity exercise per week. Evaluation of Teaching and Learning A critical evaluation of all the contents in the last phase of the health promotion teaching plan will be carried out. The teaching plan was precise, clear, and focused on the members in the targeted age group. All the registered nurse, who adheres to the format of the teaching plan, would have the ...
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According to Lynch and Hanson (2004), the Ottawa Charter identifies three basic strategies for health promotion which includes advocating for health to create the essential conditions for health; enabling all people to achieve potential; and mediating between the different interests in society in the pursuit of health.
..(and) as a process of increasing people’s control over their health and its determinants” (Kickbusch 294). In this appeal, it is important that the expanded model in health literacy is understood and applied to enhance learning. As described by Zarcadoolas, Pleasant, and Greer, this is multidimensional that encompasses more than basic learning levels in reading and writing, as it is at advanced phase where individuals communicate and integrate health-related feedback from media and cultural sources, for better understanding and active participation in activities that improve health in every aspect (197).
In the thought of WHO (1986), health promotion goes beyond the personal perceptions of different social interventions and environmental involvement. The author continues to argue that health promotion is a practice aimed at making individuals to take control of their individual health.
The spread of HIV/AIDS in the 21st century has led to increased concentration of nurse teachers on educating people about the causes and effects of HIV/AIDS infections (Prater, 2011). The nurses have produced varieties of materials, which provide excellent starting points when educating people.
Moreover, personal accessories should be left outside the laboratory, as they are not allowed during this nursing lesson. Above all, students are expected to observe the laid down laboratory rules at all times.
The nursing students will meet in the nursing lounge so
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theoretical model, social cognitive theory, Theory of planned behavior, Theory of reasoned action, Ecological approaches, Organizational change theory, Community organization model, and finally Diffusion of innovations theory (Alcalay & Bell 2000). The analysis of the theories
8 Pages(2000 words)Research Paper
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