Create an educational series proposal for your community based on one of the four topics listed below:
Bioterrorism/Disaster
Environmental Concerns
Primary Prevention/Promotion of Health
Vulnerable Population Secondary Prevention/Screening
Before You Teach, Have a Plan:
Teacher's name and credentials:
Estimated Time 1 hour of instruction
Geriatric Clinic is the teaching location.
Main Hospital is a long-term care facility.
Materials, materials, and equipment required include an LCD projector and teaching notes.
$150 is the estimated cost.
Community and Target Aggregate: Elderly women over the age of 70, Elderly men over the age of 60
Environmental Concerns- UTI in Older Patients.
Subject Epidemiology Rationale (statistics relating to the topic):
UTI is 10 times more common in women than in males in the senior population. In men aged 60-65 years, 1-3% of the population is diagnosed for bacteuria with 5-10% of women aged 70 years of age.
UTI has been established to be a significant cause of morbidity and mortality with a mortality rate of approximately 10-30% in UTIs associated with bacteremia.
Nursing Diagnosis:
Impaired urinary elimination related to narrowed urethral sphincter due to pus accumulation as evidenced by urine leaks.
Infection related altered normal body functioning due to the disease condition as evidenced by increased body temperature and the presence of pus cell in urine upon urinalysis.
Acute pain relation to inflammation process to the visceral urinary structures evidenced by the patient verbalization pain during urination.
Disturbed sleep pattern related to increased frequency of urination as evidenced by increased times with urinating urge in the night.
Deficient knowledge related to the disease condition evidenced by lack of seeking early treatment options.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Establishing an environment of trust, acceptance and encouragement since the audience are adults and will thus need reassurance to be treated with respect and in confidence.
I will also captivate their interest in the topic by giving an overview of how the condition is prevalent in the elderly and its unwanted effects in case of inadequate preventive measures. This way, the topic will be of interest to them thus enabling their effective learning.
I will also ask about their previous experiences on the condition as well allow them to relate to the topic of discussion. The responses I get will be indicative of the readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
The learning theory I would choose for this topic will be the Cognitive Learning theory. This way, I will be able to lay down all the perceptional features of the topic since different persons view sexual health differently with others influenced by cultural practices and beliefs. I would organize by session by explaining the most basic concerns shared by majority of person on the topic as I go down to the complex that not everyone in the audience is aware of from the broad and common practices. I will then allow time for cognitive feedback from my audience as I establish what is faulty and affirm facts by informing on the consequences of faulty practices.
Afterwards I will challenge the audience to adopt the right sexual health practices for the prevention and early treatment of UTIs in the elderly by inducing convergent thinking and correct health practices.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
At the end of the lesson, the learners should be able to elaborately describe urinary tract infections in the elderly by definition, risk factors, preventive measures, treatment options and potential complications for the condition.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content (be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. Each group representative will describe their understanding on the subtopics; risk factors, signs and symptoms and the available treatment options
1. The risk factors for UTI include poor genital hygiene, dirty undergarments
Signs and symptoms of infection include; painful urination, increased urinary frequency, pus drainage from the genitals
1. Lecturing
2. Volunteers will each explain their cultural beliefs on sexual health
2. cultural beliefs like perceiving sexual issues as sacred and information on it as personal should be discouraged
2. Lecturing
3. Appoint an individual to explain the wrong traditional practices that may predispose one to UTI
3. visiting of traditional healers as opposed to seeking health care could complicate the condition if not attended in time
3. Lecturing
4. Ask a volunteer to talk about the preventive measures for UTI in the elderly
4. Use of dry under garments
Women should avoid contaminating their genitals after voiding
Frequent screening by urinalysis
4. Lecturing
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
I will measure knowledge on the subject by asking questions and listening to their responses
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
I will then assess their understanding by allowing responses from the group on whatever knowledge they have about the topic. This will be controlled as each student; by show of raising his/her hand will explain their understanding to the class. They will afterwards ask questions and raise their concerns on the topic. Upon this activity, I will note down areas that need more emphasis, allay their concerns, affirm whatever is true and correct/ criticize any wrong information and concepts about the topic.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
I will ask questions to the audience to evaluate their understanding
I will ask them to discuss the objectives in a groups diving each a task and present to the audience
I will follow up infected patients and evaluate their conditions after sometime
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Environmental/external noise
Internal noise in case of anxiety in an individual that affects concentration
Cultural beliefs/practices
Language barrier
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
I will introduce the topic to the audience, afterwards explain the risk factors of UTI in the elderly patients; signs and symptoms for the condition; treatment options and the modalities for prevention of the condition. I will also engage my audience before elaborating on the subtopics for the condition to access their knowledge level on the subject in order to know where to put more emphasis during the teaching session. I will then allow time for questioning as I probe them by asking questions and allowing them to discuss to ascertain their understanding of the session,
