The Prevalence of Atrial Fibrillation - Essay Example

Community Teaching Work Plan Proposal Directions: Develop an educational series proposal for your community using the following topic Primary Prevention/Health Promotion Planning Before Teaching: Name and Credentials of Teacher: Estimated Time Teaching Will Last: 15 minutes Location of Teaching: Swedish Heart and vascular medical center Supplies, Material, Equipment Needed: Power-point slides, projector, computer and plastic board Estimated Cost: $50 Community and Target Aggregate: 2 nurse students, 3 medical Assistance and one doctor. Topic: prevention and understanding of Cardiac related diseases with enfaces on understanding Atrial Fibrillation Epidemiological Rationale for Topic (statistics related to topic): The prevalence of Atrial fibrillation (AF) is increasing and, given the extremely high risk of stroke associated with AF, it is very worrying that this condition has previously not received as much attention. Over 2 million Americans suffer from atrial fibrillation, an erratic heartbeat occurring in a highly uneven pulse. It affects 5% of all individuals above the age of 70. Estimates show Caucasian men are more likely to be diagnosed with AF compared to any other demographic Nursing Diagnosis: Diagnosis involves several tests. When diagnosing, medical and family history must be examined. A nurse should Listen to the heartbeat to determine the rate and rhythm Take pulse and blood pressure Listen to the lungs Check for signs of heart muscle or valve problems An Electrocardiogram (ECG or EKG) is also used for diagnosis Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. There are several factors: i. An understanding of the condition and its consequences ii. A show of motivation to learn iii. Asking questions on the health conditions Learning Theory to Be Utilized: Explain how the theory will be applied. The learning theory is cognitive theory of multimedia learning. The theory states that learning occurs through separate channels; that is, the auditory and the visual channels. The multimedia principle explains that people learn deeply from words and pictures. Therefore, here learning will occur through teaching by word of mouth and will be supplemented by power-point slides that will have several pictures (Mayer, 2002). 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). Objective: HDS-24 -Reduce hospitalizations of older adults with heart failure as the principal diagnosis. The rationale for choosing this objective is that it targets adults especially those over 65 years of age. AF mostly affects this age group. Therefore, the objective will serve this teaching appropriately. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? The above HP2020 Objective relates to Alma Ata’s Health for All Global initiatives in that Alma Ata calls for the protection and promotion of all people around the world. This objective does so by targeting adults who are a risk age group in terms of their exposure to health related risks. 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. the audience should be able to discuss atrial fibrillation generally 1. atrial fibrillation is an abnormal heart rhythm (arrhythmia) that may or may not have symptoms. 1. oral definition of atrial fibrillation and supplemented by power-point slide. Allow the audience to ask questions and answer them 2.the audience should be able to discuss how to diagnose atrial fibrillation 2. atrial fibrillation can be diagnosed through i. An Electrocardiogram (ECG or EKG) The nurse should i. Listen to the heartbeat to determine the rate and rhythm ii. Take pulse and blood pressure iii. Listen to the lungs iv. Check for signs of heart muscle or valve problems 2. oral explanation of diagnosing atrial fibrillation and supplement by power-point slide showing the steps Allow the audience to ask questions and answer them 3. the audience should be able to identify a patient with atrial fibrillation based on diagnosis 3. a patient with atrial fibrillation has the following characteristics i. irregular heartrate and rhythm ii. Chest discomfort or pain. iii. Fainting or light-headedness. iv. Fatigue, shortness of breath, or weakness. 3. oral explanation of characteristics showed by patients atrial fibrillation and supplement by power-point slide showing the steps Ask rthe audience questions and allow them to answer 4.the audience should be able to explain how atrial fibrillation can be managed 4. atrial fibrillation can be controlled and managed through i. prevention of temporary circulatory instability through Control of heart rate and rhythm ii. prevention of stroke and other ischemic events through anticoagulation 4. oral explanation of ways and methods to control and manage atrial fibrillation and supplement by power-point slide showing the steps Ask rthe audience questions and allow them to answer Creativity: How was creativity applied in the teaching methods/strategies? Creativity was applied by use of power-point slides with pictures Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1) For objective one, I will measure the ability of the audience to define atrial fibrillation by asking questions 2) For objective two, I will measure the ability of the audience to discuss how to diagnose atrial fibrillation by asking questions on diagnosing 3) For objective one, I will measure the ability of the audience to identify a patient with atrial fibrillation based on diagnosis by asking questions and allowing the audience to ask questions too 4) For objective one, I will measure the ability of the audience to explain how atrial fibrillation can be managed by asking questions on how they can manage the condition Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. I will evaluate my teaching plan right from the beginning of the lesson. This will be done through questions and an the topic from the beginning of the lesson, as the lesson progresses and at the end of it Planned Evaluation of Lesson and Teacher (Process Evaluation): Question and answer session after the lesson will function as the evaluation where I will ask the audience questions on the lesson and evaluate from the feedback they give. Barriers: What are potential barriers that may arise during teaching and how will those be handled? i. Lack of understanding of the topic- This will be handled in the teaching and learning as the topic seeks to inform the audience ii. Time could be insufficient: The audience will be asked to read more on the topic of discussion 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 begin my presentation by greeting the audience and involve them in a 2 minutes question-answer session on the topic. I will end the session by giving a summary of the lesson and involve the audience in a question-answer session about the topic. Reference Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139. Read More