NRS 428 Benchmark – Community Teaching Plan: Community Presentation

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Identification of Focus for Community Teaching (Topic Selection):

The topic of focus for community teaching is secondary prevention of osteoporosis in elderly patients admitted to long-term nursing homes. Osteoporosis is a public health concern among elderly patients, which predisposes them to adverse events such as fractures. According to the Centers for Disease Control and Prevention, osteoporosis occurs due to loss of bone density, which leads to the weakening of the bone structure, tissue, and strength. The changes increase the risk of fractures. Factors such as low bone mass, inadequate intake of dietary calcium, age, gender, body frame size, and having a family history predispose patients to osteoporosis (Shi et al., 2019).

A wealth of evidence on issues facing elderly patients in long-term nursing facilities has focused on the prevention of fractures and their associated morbidities. The studies largely ignore the fact that osteoporosis could be the leading factor contributing to fractures due to changes in bone density, structure, and tissue with the advancing age. As a result, implementing interventions that aim at improving bone health in elderly patients could reduce the risk and rate of fractures among them in long-term facilities. Secondary prevention is an effective approach to preventing fractures among this population since they are already affected or at risk of developing osteoporosis and its associated adverse effects. Secondary prevention promotes lifestyle and behavioral modification in the elderly population. It also increases their awareness of the causes, risks, effects, and prevention of osteoporosis in the elderly populations (Pflimlin et al., 2019). Therefore, it is anticipated that outcomes that include patient empowerment and sustained improvement in outcomes related to osteoporosis prevention will be achieved in the proposed educational plan.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Osteoporosis is a common problem among the elderly population in the USA. According to CDC, more than 10.2 million people aged above 50 years and above had osteoporosis while 43.3 million people had low bone density in 2010 in the USA. The age-adjusted prevalence for osteoporosis in 2017-2018 showed that its prevalence was higher in adults aged 65 years and above (17.7%) compared to 12.6% seen in those aged 50 years and above. Osteoporosis affects women more than men. For example, the observed prevalence in women aged 65 years and above was 27.1% versus 5.7% in men. Women also have a high low bone mass prevalence compared to men. The increased prevalence of osteoporosis in women is attributed to hormonal changes that occur during the post-menopausal period. The analysis of data on osteoporosis trends shows that the age-adjusted prevalence of osteoporosis in adults aged 50 years and above increased from 9.4% (2007-2008) to 12.6% (2017-2018) in women with no significant change in men 3.7%-4.4% in the same period. Osteoporosis predisposes elderly patients to adverse health outcomes. Its effects include fractures and perioperative complications in patients undergoing orthopedic surgery (CDC, 2021). In addition, its complications increase healthcare costs due to prolonged hospital stay for the affected populations.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 428 Benchmark – Community Teaching Plan: Community Presentation

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis: Deficient knowledge related to osteoporosis prevention as evidenced by the low utilization of osteoporosis prevention interventions by elderly patients in long-term nursing care homes.

The priority nursing diagnosis that guides the proposed teaching plan is deficient knowledge among the elderly patients affected and at risk of osteoporosis. Patients should be aware of the lifestyle and behavioral interventions that reduce the risk of osteoporosis and its associated complications. Enhanced awareness promotes lifestyle and behavioral modifications that enhance their health and wellbeing. Secondary prevention is an effective approach to osteoporosis among these patients. The focus is on preventing osteoporosis progression and the development of its associated complications. Lack of knowledge about osteoporosis predisposes elderly patients to behaviors that increase the risk of its worsening and complications (Porter et al., 2022). Therefore, interventions that raise their understanding of its causes, prevention, and management enhance the treatment outcomes in long-term care nursing homes.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

The elderly population should be ready to learn for them to benefit from the teaching plan. Several factors will be used as indicators of their readiness to learn. One of them is asking questions. The target audience demonstrates its readiness to learn by seeking clarifications and further insights into osteoporosis. Asking questions also enhances the adoption of the proposed interventions against osteoporosis. The other indicator of readiness to learn by the elderly patients is explaining issues related to osteoporosis and secondary prevention in their own words. This ability implies that the elderly patients can make connections between their experiences with the content of the teaching session. The other indicator is justifying their rationales. The elderly patients will be ready to learn if they can provide evidence to support their decisions (Kiberu et al., 2019). The implication will be their enhanced ability to use creative and critical thinking in making informed decisions on issues related to their health.

The other factor that will be used as an indicator of readiness to learn by elderly patients affected by and at risk of osteoporosis is implementing strategies related to the teaching session. The ability of the elderly patients to put into practice the recommended interventions translate into their readiness to learn. By doing so, they play a proactive role in addressing their health needs. Reflection is the other indicator that will be used to determine readiness to learn. Reflection entails the ability of the elderly patients to explore aspects of their lifestyle and behaviors and make informed decisions on ways of improving them. The target population will also be considered ready to learn if they hold discussions among themselves and other healthcare providers on issues related to osteoporosis. The use of discussions increases their understanding of osteoporosis and the required interventions to minimize its effects (Mather & Cummings, 2019). Therefore, the different types of indicators for readiness to learn will be used to inform the teaching session in this project.

I will adopt the teach-back theory in educating the elderly patients affected and at risk of osteoporosis in the long-term care nursing home. The teach-back method of patient education aims at ensuring understanding of the concepts by asking them to re-state in their own words about secondary prevention of osteoporosis. The method ensures that the educator uses approaches that the patient understands in the teaching process. The Teach-back method is appropriate for the proposed educational session because it improves adherence and understanding of the patients.  The use of patient-centered educational strategies increases understanding and promotes treatment adherence in the secondary prevention of osteoporosis (AHRQ, 2022). The intervention also improves patient satisfaction since the educational sessions are tailored to address their unique needs.

One of the ways in which the teach-back method will be used will be by educating the patients about osteoporosis and then asking them to restate concepts according to their understanding. I will use the information that they give to determine the effectiveness of the teaching session. The other intervention will be reinforcing their understanding. I will use their feedback to identify their strengths, weaknesses, and opportunities that should be explored to enhance their understanding. An example will be the adoption of culturally appropriate interventions to ensure the teaching session addresses the diverse cultural needs, values, and practices of elderly patients. The other strategy that will be adopted is ensuring consistency. I will repeat the most important concepts related to secondary prevention of osteoporosis to enhance the understanding of elderly patients. I will also demonstrate the aspects of health education to ensure patients adopt best practices for improving their health and outcomes (AHRQ, 2022). A mixture of learning strategies such as discussion, demonstration, and use of videos will be adopted to address the diverse learning needs of elderly patients.

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.

Secondary prevention of osteoporosis among elderly patients in long-term nursing homes relates to Healthy People 2020 objectives. It relates to the objective of ensuring the population attains high-quality lives by reducing their risk of osteoporosis which is associated with adverse outcomes. The promotion of lifestyle and behavioral modifications also contributes to high-quality, longer lives free from preventable diseases, injury, and disability for the elderly populations. The teaching session also promotes the realization of the Healthy People 2020 objective of achieving health equity. The teaching session aims at reducing the disproportionate access to high-quality care by the elderly populations in long-term nursing homes. Factors such as age and decline in physical performance often predispose the elderly to poor access to the care that they need. Teaching about secondary prevention of osteoporosis will enhance their access to and utilization of the best services in the community. The proposed teaching on secondary prevention of osteoporosis also improves the health of all the groups in society. The teaching promotes optimum health for the elderly patients affected and at risk of osteoporosis. It also eliminates the disease burden associated with osteoporosis and its complications to patients, their families, and society as a whole (CDC, 2018). Therefore, the intervention underpins the realization of Healthy People 2020 objectives.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The above Health People 2020 objectives are related to Alma Ata’s Health for All Global Initiatives. First, the promotion of the Healthy People 2020 objectives through the teaching plan promotes the optimum health of the elderly patients at risk and affected by osteoporosis. The teaching session ensures the patients’ right to access high-quality care to achieve their optimum health outcomes, hence, Alma Ata’s goal of promoting the highest possible health for all. Healthy People 2020 objectives also address inequalities in healthcare. By preventing secondary osteoporosis, the elderly are assured high-quality care that prevents any form of harm or injury, eliminating disparities due to age. The objectives also strengthen Alma Ata’s goal of ensuring patients participate in the planning and implementation of strategies that address their care needs. The teaching session will empower elderly patients with knowledge and skills in secondary prevention of osteoporosis (Hone et al., 2018). The patients will have the opportunity to explore how they can transform their lifestyles and practices to minimize the risks of osteoporosis and its complications.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Creativity: How was creativity applied in the teaching methods/strategies?

Creativity will be promoted in the teaching session using several strategies. One of them will be combining different teaching strategies. Methods such as lectures, presentations, and discussions will be used to enhance the understanding of the patients. The use of varied methods also addresses the diverse learning needs of healthcare providers. The other strategy that will be considered to promote creativity is encouraging patient participation. Patients will be actively involved in the teaching session to enhance their retention of the essential concepts and skills. Lastly, creativity will be promoted through brainstorming (Cho & Kim, 2018). Brainstorming will be used to ensure the patients retain the most crucial information related to secondary prevention of osteoporosis.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1. Patients’ understanding of the different approaches to calcium supplementation to prevent osteoporosis. The measures will include the ability of the patients to name and identify different dietary supplements for calcium. It will also include the incorporation of the supplements into their diets.
2. Patient’s understanding and ability to engage in different physical activities to prevent osteoporosis. The measures will include their ability to name, engage, and frequency of engaging in physical activities.
3. Patient’s understanding of the importance of treatment adherence to prevent and treat osteoporosis. The measures will include adherence to osteoporosis treatment.
4. The understanding of patients about the importance and frequency of medical checkups for bone-related problems. Measures will include the frequency of utilization of bone screening services.

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

The evaluation of the overall effectiveness of the teaching plan will be done at the end of the session. Questions will be asked to determine the understanding of the patients about secondary prevention of osteoporosis. Questionnaires will also be administered to obtain an objective and subjective assessment of the effectiveness of the teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Questionnaires aiming at determining the perceptions of the patients towards my effectiveness in teaching will be administered. The assessment by patients will enable me to have a better understanding of my effectiveness as a teacher. The lesson will be evaluated based on the coverage of the key concepts and their ability to address the needs of the target audience.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

One of the potential barriers that may arise during teaching is the lack of attention by the patients. Factors such as boredom and lack of preparedness may contribute to the participants not being willing to participate in the session. Interventions such as ensuring their active involvement, mixing different learning strategies, and asking focused questions will be used to address the barrier. The other barrier is inadequate time. Planning before the teaching session will be done to address this barrier. The last barrier is the language barrier (Du Plessis, 2019). Translators will be incorporated to address language barriers during the teaching session.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

I will begin my presentation with a hook statement to capture the interest of my audience. One of the activities that I will use with the audience to ensure active listening is the question-answer approach. I will ask questions related to the educational session after a specific interval to ensure the audience is attentive. I will conclude the presentation by summarizing the main points of the presentation (Harris & Panozzo, 2019). I will use nonverbal communication techniques such as gestures, eye contact, and body movements to enhance the effectiveness of the teaching session.

References

AHRQ. (2022). Use the Teach-Back Method: Tool #5. https://www.ahrq.gov/health-literacy/improve/precautions/tool5.html

CDC. (2018, October 31). Healthy People 2020|About DHDSP|DHDSP|CDC. https://www.cdc.gov/dhdsp/hp2020.htm

CDC. (2021, May 13). Products—Data Briefs—Number 405—March 2021. https://doi.org/10.15620/cdc:103477

Cho, H., & Kim, H. K. (2018). Promoting creativity through language play in EFL classrooms. Tesol Journal, 9(4), 1–9.

Du Plessis, A. E. (2019). Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research, 93, 136–152. https://doi.org/10.1016/j.ijer.2018.11.002

Harris, B. A., & Panozzo, G. (2019). Therapeutic alliance, relationship building, and communication strategies-for the schizophrenia population: An integrative review. Archives of Psychiatric Nursing, 33(1), 104–111. https://doi.org/10.1016/j.apnu.2018.08.003

Hone, T., Macinko, J., & Millett, C. (2018). Revisiting Alma-Ata: What is the role of primary health care in achieving the Sustainable Development Goals? The Lancet, 392(10156), 1461–1472.

Kiberu, V. M., Scott, R. E., & Mars, M. (2019). Assessing core, e-learning, clinical and technology readiness to integrate telemedicine at public health facilities in Uganda: A health facility – based survey. BMC Health Services Research, 19(1), 266. https://doi.org/10.1186/s12913-019-4057-6

Mather, C. A., & Cummings, E. (2019). Developing and sustaining digital professionalism: A model for assessing readiness of healthcare environments and capability of nurses. BMJ Health & Care Informatics, 26(1). https://doi.org/10.1136/bmjhci-2019-100062

Pflimlin, A., Gournay, A., Delabrière, I., Chantelot, C., Puisieux, F., Cortet, B., & Paccou, J. (2019). Secondary prevention of osteoporotic fractures: Evaluation of the Lille University Hospital’s Fracture Liaison Service between January 2016 and January 2018. Osteoporosis International, 30(9), 1779–1788. https://doi.org/10.1007/s00198-019-05036-0

Porter, J. L., Varacallo, M., & Castano, M. (2022). Osteoporosis (Nursing). In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK568781/

Shi, L., Min, N., Wang, F., & Xue, Q.-Y. (2019). Bisphosphonates for Secondary Prevention of Osteoporotic Fractures: A Bayesian Network Meta-Analysis of Randomized Controlled Trials. BioMed Research International, 2019, e2594149. https://doi.org/10.1155/2019/2594149

A Sample Answer 2 For the Assignment: NRS 428 Benchmark – Community Teaching Plan: Community Presentation

Title: NRS 428 Benchmark – Community Teaching Plan: Community Presentation

Your post was very well-written and informative. I especially liked how you highlighted the importance of recognizing the struggles and biases that African American women endure. I mentioned something similar in my own post, on the importance of recognizing the effect of systemic injustices on health disparities. Systemic injustices stem from this country’s history of racism and oppression. The result is deep-rooted issues that create adverse situations for people of color. “Racism is associated with poorer mental and physical health outcomes and negative patient experiences in the health care system” (Sexton, et. al., 2020). This is important to keep in mind as we talk about recognizing bias, stereotypes, and prejudices so that we may be the most culturally sensitive and effective healthcare providers as we help patients maneuver these obstacles that may stand in their way. Thanks for your response.

References

Sexton, S. M., Richardson, C. R., Schrager, S. B., Bowman, M. A., Hickner, J., Morley, C. P., Mott, T. F., Pimlott, N., Saultz, J. W., & Weiss, B. D. (2020, October 15). Systemic Racism and Health Disparities. Brand. Systemic Racism and Health Disparities | AAFP