Health-Related Quality of Life & Well-Being 2020

Research the question listed below and share the information with your classmates. • Please address all the points listed in the question. • Clearly present your perspective and well informed thoughts based on citations from your text and other sources, such as recent nursing journal articles. Post a draft of your teaching plan. MY DRAFT SHOULD LOOK LIKE THE SAMPLES BELOW THANKS Health-Related Quality of Life & Well-Being healthy people 2020 ONE PAGE EACH. TEMPLATES ARE INCLUDED FOR DRAFT AND FOR PEER REVIEW SEE ATTACHED FILES. Post a draft of your teaching plan. Next, Select two of your peers teaching plans and provide feedback regarding the relationship/alignment between goals, objectives, and content covered. Be sure to provide alternative ideas or strategies to convey the content and evaluate the learning. Used this link to access the template for the peer review . Each student must complete two forms and attach and submit to the peers you selected to provide feedback to. When you have completed your reading: • Research the question listed below and share the information with your classmates. • Please address all the points listed in the question. • Clearly present your perspective and well informed thoughts based on citations from your text and other sources, such as recent nursing journal articles. Post a draft of your teaching plan. MY DRAFT SHOULD LOOK LIKE THE SAMPLES BELOW THANKS Health-Related Quality of Life & Well-Being healthy people 2020 Next, Select two of your peers teaching plans and provide feedback regarding the relationship/alignment between goals, objectives, and content covered. Be sure to provide alternative ideas or strategies to convey the content and evaluate the learning. Used this link to access the template for the peer review . Each student must complete two forms and attach and submit to the peers you selected to provide feedback to. Sample of teaching plan drafts below please make sure feedbacks are given to two students below Reviewer Name: Review Date: Teaching Plan Title: Teaching Plan Developer: Answer the following questions based on the teaching plan development and design. Remember to be as thorough as possible to help your classmate produce the highest quality product. Provide an overall rating from 1 (poor) to 5 (excellent) for each of the following categories: Characteristic Rating Comments Organization 1. Identification of the purpose of the lesson (learning need).. 2. Description of the selected goal from Healthy People 2020. 3. Discussion of the primary or secondary cultural characteristics with specific consideration related to their client group to meet their learning needs. 4. Identification of 2-3 behavioral objectives that the client group will learn from the presentation. 5. Identification of the learning domain and provision of the rationale as to why and how it will be used. 6. Description of the content the teaching session will cover. 7. Teaching methods are congruent with the learning domain(s) and with the learning objectives. 8. Identification of evidence-base resources that will be used related to the selected topic. 9. The evaluation tool is clear, organized, measurable, and directly reflects the desired learning outcomes. Additional Comments: Provide any additional comment, suggestions, or corrections that you feel the author/designer should address in a revision of their project. Teaching Plan: Older Adults; Fall prevention in long term care Purpose: To encourage C.n.a.’s to help in the prevention of falls of the residents Goal of teaching/learning experience (HP 2020 goal statement): To explore ways of preventing falls in LTC Cultural Characteristics primary or secondary; Specific Considerations related to meet the learning needs of the client group. Objectives (minimum of two) Learning Domain (Cognitive, Affective, or Psychomotor) Learning Content Covered Instructional methods and time allotted Teaching Tools used to convey content Evidence Based resources used for this topic Methods Used to Evaluate Learning 1. Define what is a fall Cognitive According to LTCMDS a fall is defined as an unintentional change in position coming to rest on the ground, floor, or onto the next lower surface, It may be witnessed , or unwitnessed. lecture verbal Hill Post test -Identify residents at risk for falls -ACNH falling star program ACNH policy handout ACNH policy -how to prevent falls Monitor res at risk by bracelet and rounds 5 minuets ACNH policy 2. State ways you as a C.n.a. can prevent falls from occurring affective Hear me tips to help prevent falls the 4 ps Maslow’s hierarchy of needs Lecture 5 minuets Brochure/handouts www.ahrq.gov Bastable Hill Post test -express concern about resident safety -name barriers for successful openly communication Summarize concerns c.n.a.‘s have about speaking up to nurses in regards to resident safety (Feelings of not being validated or respected feel threatened ) Discussion (keep speaking up for your resident until someone listens) Case study As can be seen in the case study if the c.n.a. was listened to 6 months prior in regards to the patients oral status his fall would have been prevented Willy 5 minuets Post test and evaluation 5 minuets Total 20 minuets References Albany County Department of Residential Health Care Facilities Falls Program and “Falling Star Program” (ACNH) Initiated 11- 09, Revised 10-13 Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones and Bartlett Learning. Hill, E., & Fauerbach, L. A. (2014). Falls and Fall prevention in Older Adults. Journal Of Legal Nurse Consulting , 25(2), 24-29 6p. The Agency for Healthcare Research and Quality's (AHRQ) Module 3. Falls Prevention. October 2014. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/professionals/systems/long-term- care/resources/facilities/ptsafety/ltcgdmod3.html Willy, B., & Osterberg C. M. (2014). Strategies for Reducing Falls in Long-Term Care. Annals of long term care Volume 22 - Issue 1 January 2014 - Retrieved from http://www.annalsoflongtermcare.com/article/strategies-for-reducing-falls-long-term care Teaching Plan- Amy Stalnaker Purpose: To encourage adolescents and young adults to refrain from using any form of nicotine, therefore reducing illnesses from nicotine exposure. Goal of teaching/learning experience (HP 2020 goal statement): Under the Adolescent Health category of Healthy People 2020, the goal for Adolescent Health is to “Improve the healthy development, health, safety and well-being of adolescents and young adults. My goal is to minimize the use of nicotine by adolescents and young adults to reduce the number of chronic conditions related to nicotine use. Cultural Characteristics primary or secondary; Specific Considerations related to meet the learning needs of the client group. Variant characteristics to this age group include intellectual development, varying degrees of self-acceptance or self-identity, socio-economic status, and varying levels of social and emotional growth. Objectives (minimum of two) Learning Domain (Cognitive, Affective, or Psychomotor) Learning Content Covered Instructional methods and time allotted Teaching Tools used to convey content Evidence Based resources used for this topic Methods Used to Evaluate Learning The learner will identify 5 ways nicotine use can physically harm them. Cognitive Various diseases related to nicotine use. Lecture and open discussion with audience Total time for teaching-20min. PowerPoint Handout Discussion 18 Ways Smoking Affects Your Health article; American Lung Association website facts Multiple Choice Questionnaire at end of session The learner will identify 3 ways to keep stress under control Affective Ways to reduce stressful events geared to teens Lecture and open discussion with audience Total time-20min PowerPoint Handout Discussion Teen Stress article from Kids Health website Multiple Choice Questionnaire at end of session The learner will identify 5 ways to avoid peer pressure Affective Multiple things teens can do to avoid peer pressure Lecture and open discussion with audience PowerPoint Handout Discussion 20 ways to avoid peer pressure article Multiple Choice Questionnaire at end of session The learner will identify 3 ways to reduce teen smoking Cognitive Ways to reduce smoking in teens Lecture and open discussion with audience PowerPoint Handout Discussion Preventing Tobacco Use Among Youth and Young Adults; CDC Report Multiple Choice Questionnaire at end of session REFERENCES 18 Ways Smoking Affects Your Health, (n.d.). Retrieved November 23, 2015 from http://www.smokefree.gov/health-effects Bell, Alison, (2013 February 21). 20 Ways to Avoid Peer Pressure. Retrieved November 22, 2015 from http://www.yourlifecounts.org/blog/20-ways-avoid-peer-pressure Healthy People 2020. Retrieved November 2, 2015 from http://www.healthypeople.gov/2020-topics-objectives/topic/Adolescent-Health Preventing Tobacco Use Among Youth and Young Adults, (2012). Retrieved November 23, 2015 from http://www.cdc.gov/tobacco/data_statistics/sgr/2012/consumer_booklet/pdfs/consumer Teen Stress, (n.d.). Retrieved November 23, 2015 from http://kidshealth.org/teen/your_mind/emotions/stress.html What Causes Lung Cancer, (n.d.). Retrieved November 22, 2015 from http://www.lung.org/lung-health-and-diseases/lung-disease-lookup/lung-cancer/symtoms Teaching Plan Excelsior College Rachel Frease Teaching Plan Purpose: To increase the quality and quantity of sleep for night nurses. Goal of teaching/learning experience (HP 2020 goal statement): Increase public knowledge of how adequate sleep and treatment of sleep disorders improve health, productivity, wellness, quality of life, and safety on roads and in the workplace. Cultural Characteristics primary or secondary; Specific Considerations related to meet the learning needs of the client group. This group of nurses is used to sleeping in the morning to mid-afternoon; therefore, teaching should be done in the late afternoon to early evening time. Objectives (minimum of two) Learning Domain (Cognitive, Affective, or Psychomotor) Learning Content Covered Instructional methods and time allotted Teaching Tools used to convey content Evidence Based resources used for this topic Methods Used to Evaluate Learning After group discussion, staff nurses will be able to verbalize the amount of sleep recommended for adults in three age groups. Cognitive Learning will be used because the learner is acquiring information. Verbal, written, and visual tool are used. Adults 26-64 need 7-9 hrs, but as little as 6 hrs to as long as 10 hrs. Lecture, 2 minutes PowerPoint, Pamphlet, Handout of Power Point. These tools work best for cognitive learning. Pamphlet of recommended hours of sleep from newborns to age >65. Written evaluation at end of presentation. After group discussion, nurses will be able to list at least three foods and/or drinks to avoid before bed. Cognitive Learning will be used because the learner is acquiring information. Verbal, written, and visual tool are used. Cheeseburger, coffee, tea, energy drinks, alcohol, etc. Lecture, 5 minutes Power Point, Handout of Power Point. These tools work best for cognitive learning. Handout Written evaluation at end of presentation. After group discussion, nurse will be able to list at least three strategies to improve quality and quantity of sleep. Cognitive Learning will be used because the learner is acquiring information. Verbal, written, and visual tool are used. Temp of room, light in room, sounds, pharmacological interventions, wearing sunglasses on the commute home. Lecture, 10 minutes Power Point, Handout of Power Point. These tools work best for cognitive learning. Handout Written evaluation at end of presentation. References Bastable, S.B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones and Bartlett Learning. Neil-Sztramko, S., Pahwa, M., M.P.H., Demers, P. A., PhD., & Gotay, C. C., PhD. (2014). Health-related interventions among night shift workers: A critical review of the literature. Scandinavian Journal of Work, Environment & Health, 40(6), 543-56. Retrieved from http://search.proquest.com/docview/1625604760?accountid=134966 Office of disease prevention and health promotion. (n.d.). Healthy people 2020. Retrieved from Healthypeople.gov: www.healthypeople.gov/2020/topics-objectives/topic/sleep-health https://sleepfoundation.org/how-sleep-works/how-much-sleep-do-we-really-need