Health Education Project: Physical Activity - Assignment Example

Health education project The role of physical activity in the lives of human beings in preventing fatal illnesses has been established through researches. Physically active people have been found to have a longer life span than those who do not indulge in physical activity (Kujala et al, 1998). The perspective of physical activity with exercise, fitness, the transition from intensive vigorous exercise tohealth-enhancing physical activity have all been focused upon at various times from the 1990s to modern day. All people can benefit from moderate physical activity (US Dept. of Health and Human Services, 1996). The risks of developing and dying from coronary heart disease, diabetes, colon cancer and high blood pressure become greatly reduced through moderate physical activity as evidenced by research (US Dept. of Health and Human Services, 1996).Obesity is the physical condition that must be actively targeted to prevent the illnesses mentioned which are fatal. The belief that moderate physical activity can protect against low back ache and some cancers like breast cancer is being investigated; conclusive evidence has not been obtained(Frost et al, 1995). Physical activity has been included as the leading health indicator in Healthy People 2010 (Healthy People, US Department of Health and Human Services). Physical activity cannot be enforced through legislation similar to any health-related activity. The method of transferring the information and motivating the general public through education is just one of the many methods employed. Assessment The education about the significance of physical activity in our lives must be emphasized with respect to all sections of population including the children. If fatal illnesses are to be prevented, the preparation must start with the children as obesity of childhood is also a rampant problem. The proportion of obesity in children of ages 6-11 has risen from 6.5% in 1980 to 19.6% in 2008. In children from 12 to 19 years it has increased from 5.0% to 18.1% (Ogden et al, 2010). The leading cause of death and disability in the US is coronary heart disease (Healthy People 2010, US DHHS). Twice the number of physically inactive people is prone to the disease when compared to the regular physically active. The risk of illness due to inactivity is similar to that of smoking, hypertension and hypercholesterolemia. However it would bode well to remember that physical inactivity is more prevalent than the other risk factors. People with obesity and high blood pressure which can lead to coronary heart disease could also benefit from physical activity(Healthy People 2010, US DHHS).Obesity is caused due to caloric imbalance. It happens due to the consumption of too many calories much more than is necessary for the body expenditure or utilization (Daniels et al, 2005). Genetic, behavioral and environmental factors influence the consumption of calories. Immediate and long-term outcomes are possible. The obesity in children could be a predictor for hypercholesterolemia and hypertension. In a study of obese youth, 70 % of the children between 5 and 17 years had one risk for cardiovascular disease (Freedman, 2007). The risk for bone and joint disease, sleep apnea, social problems of stigmatization and low self-esteem are also present. Obese children are more likely to go on being obese adults with tendencies of developing adult problems of coronary heart disease, type 2 diabetes, stroke, several types of cancer, and osteoarthritis (US Surgeon-General, 2001). Healthy eating habits, lifestyles and physical activity can prevent obesity and the developing of related diseases. Physical activity improves “muscle function, cardiovascular function and physical performance” of those with bone and joint problems (Healthy People 2010, US DHHS). Twenty percent of the adults are arthritics and have lesser physical activity. Osteoporosis which affects 25 million people in the US is known to respond favorably to physical activity, especially weight-bearing activity like walking and when combined with drug therapy and appropriate calcium intake. Aerobic fitness, body composition and muscle strength have contributed to mineral density of bone (Healthy People 2010, US DHHS). The types of physical activity have varying influences on illnesses. Cardiorespiratory fitness is ensured by vigorous exercise. Moderate physical activity also produces beneficial outcomes. It has been noted that moderate rather than vigorous activity is better accepted by people. Inactive people who do even a small amount of physical activity are benefited. Soon there will come a time when individuals select the specific physical activity for selected health outcomes and according to their needs, preferences, risks and benefits. Taking that first step to physical activity is extremely important. Regular exercise is another significant decision. Some individuals exercise but are not regular. Only 23% in US have regular vigorous exercise involving large muscle groups for at least 20 minutes for three times or more a week (Healthy People 2010, US DHHS). Fifteen percent have 30 minutes or more for five days or more a week. About 40% do not have any physical activity. Disparities have been found in population groups. Leisure-time physical activity has been reported less among women, the older generation, the less affluent and the African-Americans (Healthy People 2010, DHHS). Barriers to physical activity must be identified in the populations and physical activity is to be modified to surmount them and efforts taken to remove them if necessary through interventions. The Healthy People 2010 has taken pains to identify barriers and taken corrective measures. Education about the necessity for physical activity and its impact on the incidences of significant illnesses like coronary heart disease, high blood pressure and high cholesterol are to be imparted to children and adults alike. Starting the educational process with my co-workers, I have conducted a teaching session at the cafeteria with physical activity as my topic. The study included an assessment, planning, implementation and evaluation of the teaching activity that focused on wellness and/or health promotion for a selected “essentially well” population group. Plan The physical activity education session was held at the cafeteria on Saturday, February the 13th, 2010. Twelve co-workers attended the programme. Tables and chairs were arranged as if for a round table conference. My co-workers assembled at the right time of 4 p.m. Our instructors were present. The goals of instruction were to impart the necessity of everyone indulging in some form of physical activity in their lives so as to keep away fatal illnesses, an understanding of the types of illnesses which determine our longevity, how to prevent them, the sequelae or outcomes of the illnesses and the types of physical activity for each group of people able and disabled. The pre-test was distributed and the answers collected within ten minutes. Basic information was provided first and then deeper subjects were discussed. The participants were able to understand the education class well. Obesity of childhood and adulthood were elaborated and how they could be reduced was explained. All three domains of learning were practiced. Cognitive 1. What is the definition for physical activity? 2. What are baseline activity and health enhancing activities? 3. What are the levels of physical activity? 4. What are the different physical activities for adults? 5. Types of activities for children and adolescents 6. Health benefits Affective 1. The benefits of physical activity. 2. Health-related fitness 3. Disease prevention focus 4. The lifespan approach 5. Relationship between health and physical activity Psychomotor 1. Individualized health goals. 2. Putting guidelines into practice 3. Benefits of physical activity in the co-workers Teaching materials Pamphlets, power point presentation, quiz (pretest and posttest), group discussion and hands-on “training”. Teaching/Learning principles Nine guidelines for teaching which are based on the learner’s response have been described by Blais (2006). These guidelines are useful for individuals and groups. One major factor which contributed to the success of the program was the scheduling and location of the session. All the participants appeared relaxed and comfortable. The program contained mainly essential features and was not presented in a hurried manner lest the participants lose their interest. In the context of the program planned, the cafeteria turned out to be an optimal position and very familiar to the participants. It had all the arrangements for the power point presentation, a blackboard for any impromptu writing and the gymnasium happened to be closeby for the demonstration of the different kinds of exercises. There was enough equipment for my co-workers to try out the exercises. They did not have to take turns. At the end of the program the participants completed a questionnaire similar to the pre-test with a few additional questions. This program proved that “learning is more effective when learners discover the content for themselves” (Blais, 2006). The teaching by the power point presentation and the discussion followed by the try-outs helped the participants to achieve the “learned status”. They also demonstrated a feeling of accomplishment. The time constraints did not affect the success of the program whose goals were realized: the participants understood all about physical activity and vowed to continue doing it and to transfer their knowledge to their families and patients they meet in the hospital and outpatient department. Since repetition reinforces learning, my co-workers expressed a desire to distribute pamphlets on the subject and encourage patients in the hospital to use the equipment at the gymnasium to do exercises within their limits and to continue them at home after they have left hospital. My co-workers could understand my language and there was no problem with medical jargon. They also were referring to their pamphlets at times; they could take them home. Matter was systematically presented from simple straightforward information about physical activity in general and the major illnesses that could be prevented. This went on to the different kinds of physical activity for different age groups and disability groups. The advantages of converting daily activities into physical activity sessions were received with enthusiasm. Press Release Headline: Physical activity education program Date: 13th February 2010 Time 4 p.m. Day Saturday Venue Cafetaria of the institution The human physical condition depends on the various systems of the body.The role of physical activity in the lives of human beings in preventing fatal illnesses has been established through researches. The risks of developing and dying from coronary heart disease, diabetes, colon cancer and high blood pressure become greatly reduced through moderate physical activity as evidenced by research. Obesity is the physical condition that must be actively targeted to prevent the illnesses mentioned. You are invited to participate in the education program. The various illnesses which will be warded off by physical activity and the possible transitions in lifestyle will be discussed. The leading health indicator in Healthy People 2010 is physical activity. Kindly attend: you will be exposed to the easy methods of physical activity and how you caninclude it in the stride of your normal daily activities. Implementation The education program was promoted by word of mouth, by placing an invitation on the hospital notice board and through the press release of the February newsletter. The interested participants signed in a register kept for it at the cafeteria. There were 12 participants. Refreshments were available at the start of the program. Their learning packets were available at the registration counter. These contained the pamphlets. Following the welcome and introduction, the pre-test questionnaire was distributed (Appendix A.). Individual answers were obtained to reduce the risk of internal validity. Evaluation of learning can then be done through a post test. A review of the pre-test was avoided. Health literacy was not a problem as the participants were all familiar with the medical language. The average American is believed to read at the level of fifth grade to eighth grade (Blais, 2006). A Flesch Reading Ease of 72.1 and a Flesch-Kincaid Grade Level of 6.4 was maintained for the quiz. The power point presentation followed the pre-test quiz (Appendix B). Copies were made available to the participants. The writer went through a slow pace through the PPP. The aim was to reduce any confusion. The proceedings could be stopped at any time at the request of the participants for further explanations. Discussion was encouraged even during the presentation so that all doubts could be cleared alongside. The significance of physical activity in prevention of fatal illnesses was discussed. The writer repeated the main points once again for the benefit of the attendees. Evaluation Twelve people attended the program. The participants were seated around a table. The atmosphere was informal and everyone was at ease. More interaction ensued due to this arrangement. A printed version of the PPT with notes was done. The participants could follow their own copies without the notes. The pamphlets were also reviewed. The discussion was lively and down-to-earth with a large number of questions. A slight deviation occurred in the time frame due to this. However this was allowed as the goal was to inform the participants. Learning was obviously taking place. After the discussion, all went to the gymnasium where an instructor was available. Vigorous, moderate and aerobic exercises were demonstrated. The physical activity suitable for pregnant ladies and disabled persons was also shown. The activities for children were also discussed. The best activities appeared to be moderate and a step-up of daily activities to simulate exercise; like walking when a vehicle was the usual resort, cycling to school instead of taking the bus, dancing for more time and similar other examples which the participants themselves contributed. The participants thoroughly enjoyed the workouts and new information. The goals and objectives used the three domains of cognitive, affective and psychomotor for the teaching process. Finally it was indicated that the objectives were met through the results of the pre-test and posttest. In the pre-test, 7 participants scored 50% while 3 scored 75% and 2 scored 100%. In the post test all scored 100%. The affective domain was marked by a commitment of the participants to spread the message of the physical activities and their benefits to patients and staff they come across. They volunteered their verbal affirmations and asked for more of programs in the direction of physical activity, diet, nutrition and obesity. In the psychomotor domain, they practiced on the equipment in the gymnasium and demonstrated their understanding of the importance of variations in physical activity. The objectives of the educational program were thus met. An evaluation also was completed by the participants to know whether the program achieved its goals (Appendix C). The handouts were considered useful by 6 participants as they could refer to it when they wanted. The clarity of presentation was agreed upon by 8 participants. Relevance of the materials was appreciated by 9 participants. Confidence in performing and advising the physical activities studied was exhibited by 8 participants. The answers for marking were strongly agree, agree, disagree, strongly disagree. Suggestions for improving were provided by 2 participants. Based on these, the program can be considered a successful one. The whole program took one and half hours, fifteen minutes more than expected. The educational objectives were achieved and the participants went back asking for more. References: 2008 Physical Activity Guidelines for Americans Retrieved on16/2/10 www.heath.gov/pageguidelines ODPHP Publication, Healthier US Gov. Blais, K.K., Hayes, J.S., Kozier, B., & Erb, G. (2006).Professional nursing practice:Concepts and perspectives (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Daniels SR, Arnett DK, Eckel RH, et al. Overweight in children and adolescents: pathophysiology, consequences, prevention, and treatment. Circulation. 2005;111;1999–2002.  Freedman DS, Zuguo M, Srinivasan SR, Berenson GS, Dietz WH. Cardiovascular risk factors and excess adiposity among overweight children and adolescents: the Bogalusa Heart Study. Journal of Pediatrics2007;150(1):12–17 Frost, H.; Moffett, J.A.K.; Moser, J.S.; et al. Randomized controlled trial for evaluation of fitness programme for patients with chronic low back pain. British Medical Journal 310:151-154, 1995. PubMed; PMID 7833752 Kujala, U.M.; Kaprio, J.; Sarna, S.; et al. Relationship of leisure-time physical activity and mortality: The Finnish twin cohort. Journal of the American Medical Association 279(6):440-444, 1998. PubMed; PMID 9466636 Ogden CL, Carroll MD, Curtin LR, Lamb MM, Flegal KM. Prevalence of high body mass index in US children and adolescents, 2007–2008. JAMA 2010;303(3):242–9 U.S. Department of Health and Human Services. Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: Centers for Disease Control and Prevention (CDC), National Center for Chronic Disease Prevention and Health Promotion, 1996. U.S. Surgeon General, (2001). Overweight and Obesity: Health Consequences. Rockville: MD. Appendix A Quiz 1. Does an activity have to get you out of breath to count as exercise? 2. What illnesses are possible due to physical inactivity? 3. What physical activity would you advise an adult going to work? 4. What varieties of physical activity do you know of? 5. What physical activity do you indulge in? 6. Are you able to advise your patients about physical activity? Appendix B. Power point presentation Benefits of physical activity 1. Reduces the risk of illnesses like Coronary artery disease, stroke, colon cancer, high blood pressure, high cholesterol level, osteoporosis, 2. Reduces obesity prone to all illnesses mentioned above 3. People with disabilities also benefit 4. Mental health is improved 5. Functional capacity or physical fitness improves 6. Reduces premature death 7. Risk of sudden heart attacks reduced. NB Benefits are much more than the adverse outcomes Types of physical activity For children 1. Aerobic exercise. This is endurance exercise 60 minutes or more /day Moderate or Vigorous exercise 3 days a week 2. Muscle strengthening 60 minutes/day 3 days a week 3. Bone strengthening 60 minutes/day 3 days a week Enjoyable activities for children Cycling Running cross country Swimming Boating. For adults Should avoid inactivity 150 minutes a week of Moderate exercise Or 75 minutes of vigorous exercise a week Or equal combination of both For additional health benefits more of aerobic exercise Muscle strengthening exercise also good. For older adults 1. If at risk of falling, do exercises for maintaining and improving balance 2, Check with a doctor to know whether physical activity would harm him General advice Physical activity should be safe and just sufficient . If more, may do harm For people with disabilities Do only what is possible. Remember to limit oneself when needed. Pregnant women Can exercise as adults but if not well, the advice of the doctor is necessary. Another classification of physical activity Baseline activity of light intensity Standing Walking Lifting lightweight objects Baseline activity of moderate or vigorous intensity Climbing stairs Health enhancing physical activity Brisk walking Jumping rope Dancing Weight lifting Yoga Overload The physical stress placed on the body when physical activity is greater in amount or intensity than usual . The body adapts Efficiency and capacity of lungs and heart improve Circulatory system improves Exercising muscles more efficient Muscle strengthening occurs Bone strengthening occurs Taken from 2008 Physical Activity Guidelines for Americans Retrieved on16/2/10 www.heath.gov/pageguidelines ODPHP Publication, Healthier US Gov. Appendix C Physical activity education programme Evaluation Index: SA Strongly agree A Agree D Diagree SD Strongly disagree Circle the appropriate answer 1. The presentation was very clear SA A D SD 2. The material was to the point and good SA A D SD 3. The pamphlets were informative SA A D SD 4. I am confident of advising physical activity appropriately SA A D SD 5 The program is successful, if not SA A D SD Make 2 suggestions for improvement Read More