Teaching Plans
As mentioned in the week 2 project, the first learner (patient) is a 69-year-old Hispanic woman with a long history of hypertension and is currently receiving home care. The second learner (family member) is a 17-year-old daughter of the patient and lastly, the third learner (staff) is a 32-year-old African American home health nurse who currently offers home care services to the first learner. This section outlines the instructional goals, objectives, content of the lesson, sequence for teaching activities, instructional methods and materials, allotted time for each learning activity and discusses how the learning will be evaluated.
Instructional Goals
Patient:
- The learner will gain an understanding of health maintenance interventions.
- The learner will monitor her blood pressure level at home.
Family member:
- The learner will gain an understanding of preventive health interventions.
- The learner will be equipped to assist her mother in managing her condition.
Staff:
- The learner will be conversant with various evidence-based health maintenance interventions to assist her hypertensive patients in managing their conditions.
- The learner will gain an understanding of the best available pharmacological therapies for managing hypertension.
Learning Objectives
Patient
Cognitive
- Knowledge: At the end of the teaching and learning sessions, the learner should be able to recall the health maintenance interventions for managing hypertension.
- Comprehension: At the end of the teaching and learning sessions, the learner should be able to explain the meaning of different blood pressure readings in her own words.
Affective
- Responding: During the teaching and learning sessions, the learner should participate by asking questions to seek clarity on topics that she has not understood well.
- Receiving: The learner should listen attentively during the teaching and learning sessions.
Psychomotor
- Mechanism: At the end of the presentation, the learner should be able to use a blood pressure cuff to monitor her blood pressure at home.
Family Member
Cognitive
- Knowledge: At the end of the teaching and learning sessions, the learner should be able to recall the preventive health interventions that can help reduce one’s risk of developing hypertension.
- Evaluation: At the end of the presentation, the learner should be able to differentiate and explain healthy and unhealthy lifestyles.
Affective
- Responding and Receiving: Should participate actively by listening with a feeling and asking questions during the presentation to seek clarity on topics that she has not understood well.
- Valuing: Should avail herself of the teaching and learning sessions always and on time.
Psychomotor
- Guided Response: Should be able to eat foods with low saturated fats and salts as a way of reducing her risk of developing hypertension.
Staff
Cognitive
- Knowledge: At the end of the teaching and learning sessions, the learner should be able to recall the evidence-based health maintenance interventions for managing hypertension in hypertensive patients.
- Application: Should be able to apply the knowledge she has gained from the teaching and learning sessions to treat her patients.
Affective
- Receiving and responding: Should listen attentively during the presentation and participate in the presentation by asking and responding to questions asked during the presentation.
Psychomotor
- Mechanism: Should be able to advise her hypertensive patients accordingly after learning about various evidence-based health maintenance interventions for managing hypertension.
Lesson Content
The first learner, the patient, will be taught about health maintenance measures such as the need of adhering to her medication regime, observing a healthy diet plan, managing her stress level, increasing her physical activity level, and obtaining and maintain a healthy weight. She will be exposed to various healthy foods such as low-fat dairy products, whole grains, fruits, and vegetables. Besides, she will be advised to limit or avoid unhealthy foods such as foods with high saturated fats and cholesterol, and other unhealthy lifestyles such as smoking and excessive drinking that are likely to worsen her condition. Also, she will be exposed to various aerobic physical exercises and stress management techniques such as meditation and yoga. Lastly, the patient will be taught how to measure her blood pressure level using a blood pressure cuff.
The second learner, the family member, will be taught various health preventative measures such as adhering to a healthy diet plan, increasing her physical activity level, and the need to check her weight to prevent conditions such as obesity that can increase her chances of developing hypertension. The health preventive measures for preventing the development of hypertension are relevant to this particular learner in the sense that she is at a high risk of developing hypertension due to her family history of hypertension. In addition to the health preventive measures, the learner will also be taught how she can assist her mother in managing her condition. One way that this will be achieved is by educating the learner on how to take blood pressure cuff readings and what different readings mean and the medications or dosage that the patient needs to be given depending on the blood pressure cuff readings. Lastly, the last learner, the staff, will be taught various evidence-based interventions for managing hypertension in addition to being enlightened on the best available pharmacological therapies for managing hypertension.
Sequence for Teaching Activities, Instructional Methods and Materials, Allotted Time for Each Learning Activity, and Learning Evaluation.
Patient
As mentioned in the previous project, the teaching approaches for the three learners are based on Piaget’s conceptual model.
|
Content
|
Instructional Methods |
Time Allotted |
Resources |
Evaluation |
| The first step will entail asking the learner to describe the strategies that she uses or thinks can be effective in managing hypertension. |
Question and answer, brainstorming |
10 mins |
Marker pen, whiteboard. |
Administering pre-and post-tests. |
| The next step will entail educating the learner on the available health maintenance measures. The first health maintenance measure will be the need to adhere to a healthy diet plan. This teaching and learning session will entail inquiring about the learner’s current diet plan and advising her on what she needs to add or remove from her diet plan. Besides, the learner will be advised to base her diet around low-fat dairy products, whole grains, fruits, and vegetables as these foods have proven effective in stabilizing one’s blood pressure (Kitt et al., 2019). In addition to the identified healthy foods, the learner will also be advised to avoid foods with high saturated salts and cholesterols. |
Discussion,
lecture, |
15 mins |
Marker pen, whiteboard, tape recorder |
By carrying out an impact evaluation by administering a post-test in conjunction with a pre-test. |
| The second health maintenance measure that will be taught is the need for regular physical exercise. This will entail enlightening the learner on the importance of regular physical exercise, and exposing her to various aerobic exercises that suit her advanced age. The recommended aerobic exercises for people in the late adulthood stage of growth and development include jogging, walking, and swimming (Gammack, 2017). |
Discussion,
lecture, |
15 mins |
Marker pen, whiteboard, tape recorder |
Pre- and post-tests |
| The last health maintenance measure that the learner will be taught is how to reduce her stress level. This will entail explaining to the learner how stress contributes to her elevated blood pressure readings in addition to teaching her some techniques that she can use to reduce her stress level. The techniques that she will be taught include yoga and meditation. She will also be advised to maintain her sense of humor, do things that she enjoys, and create some time for leisure activities as a way of reducing her stress level. |
Discussion,
lecture, |
15 mins |
Marker pen, whiteboard, tape recorder |
Outcome evaluation through Pre- and post-tests. |
| The last teaching activity will be educating the patient on how to use a blood pressure cuff to measure and monitor her blood pressure at home. |
Demonstration |
10 mins |
A blood pressure cuff and a tape recorder for future reference |
Outcome evaluation |
ORDER NOW
Family Member
|
Content
|
Instructional Methods |
Time Allotted |
Resources |
Evaluation |
| The first step will entail inquiring what the learner already knows about the prevention of hypertension so as to build the current knowledge on the pre-existing knowledge as per Piaget’s conceptual model which is the theoretical framework that guides the teaching approaches used in this teaching. |
Question and answer, brainstorming |
10 mins |
Marker pen, whiteboard |
Administering pre and post-tests. |
| The next learning activity will include educating the learner on the need to strictly observe a healthy diet, exercise regularly and manage stress. It will entail exposing the learner to an array of healthy foods, aerobic exercises, and techniques that she can utilize to reduce her stress level. |
Lecture, demonstration |
10 mins |
Laptop, projector, marker pen, whiteboard. |
By administering a post-test in conjunction with a pre-test. |
| The last learning activity will be educating the learner on how to measure blood pressure levels using a blood pressure cuff and when the blood pressure readings are considered low, high, or normal and the medication or dosage that a hypertensive patient needs to take in each case. |
Demonstration, discussion. |
15 mins |
Blood pressure cuff, marker pen, whiteboard. |
Outcome evaluation by administering pre-and post-tests. |
Staff
|
Content
|
Instructional Methods |
Time Allotted |
Resources |
Evaluation |
| The first step will entail gauging the knowledge of the learner regarding the prevention and management of hypertension before the presentation begins. This will be done by asking the learner to provide the health maintenance nursing interventions that she usually applies when treating or offering patient education to her hypertensive patients. |
|
|
|
Administering pre-and post-tests. |
| The second step will entail educating the learner on evidence-based nursing interventions that focus on behavioral modification, and stress management. |
Lecture, discussion |
20 mins |
A marker pen, whiteboard, tape recorder, charts, pictures, a laptop, and a projector. |
Pre – and post-tests. |
| The last step will be educating the learner on various available pharmacological therapies for managing hypertension. This will include advising the learner on the best available pharmacological therapies for managing hypertension together with their side effects and contraindications. Some of the best medications for managing hypertension according to Shah & Stafford (2017) that the learner will be taught include enalapril, lisinopril, and ramipril. |
YouTube videos, lectures, discussion |
10 mins |
A laptop, and a projector |
Pre- and post-tests. |
In conclusion, the teaching lessons are designed to enlighten hypertensive patients on various health maintenance health promotion strategies, the family member on health preventative strategies, and the staff on evidence-based health promotion interventions for preventing and managing hypertension. This group of learners is in different stages of growth and development and thus has different learning needs and different preferred methods of learning. It is for this particular reason that the teaching approaches for every learner are unique.
References
Gammack J. K. (2017). Physical Activity in Older Persons. Missouri medicine, 114(2), 105–109.
Kitt, J., Fox, R., Tucker, K. L., & McManus, R. J. (2019). New Approaches in Hypertension Management: a Review of Current and Developing Technologies and Their Potential Impact on Hypertension Care. Current hypertension reports, 21(6), 44. https://doi.org/10.1007/s11906-019-0949-4
Shah, S., & Stafford, R. (2017). Current Trends of Hypertension Treatment in the United States. American Journal Of Hypertension, 30(10), 1008-1014. DOI: 10.1093/ajh/hpx085
Instructional Unit: Goals, Objectives, and the Teaching Plans
In a Microsoft Word document of 6-7 pages formatted in APA style, submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.
Building on the work that you started in Week 2, for all three groups of learners:
Write two broad instructional goals for the educational experience for each group.
For each learner group, write at least one learning objective related to each of the domains of Bloom’s taxonomy:
Cognitive
Affective
Psychomotor
Describe the lesson content.
Provide a sequence for teaching activities.
Describe instructional methods.
Indicate the time allotted for each activity.
Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
Describe how the learning will be evaluated.
On a separate references page, cite all sources using APA format. Helpful APA guides and resources are available in the South University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the South University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references in APA Style.
We provide professional writing services to help you score straight A’s by submitting custom-written assignments that mirror your guidelines.
