Implementing Health Education Plan

Question 1

is totally dependent on others to meet basic needs

Answer 1

Infant

Question 2

The focus of instruction for health maintenance of children is geared toward the ________, who are considered the primary learners rather than the very young child.

Answer 2

parents

Question 3

_________ should not be excluded from healthcare teaching and can participate to some extent in the education process.

Answer 3

Older toddler

Question 4

____________ must focus on teaching the parents of very young children the importance of stimulation, nutrition, the practice of safety measures to prevent illness and injury, and health promotion (Polan & Taylor, 2015).

Answer 4

Patient education

Question 5

■ Read simple stories from books with lots of pictures.
■ Use dolls and puppets to act out feelings and behaviors.
■ Use simple audiotapes with music and videotapes with cartoon characters.
■ Role play to bring the child’s imagination closer to reality.
■ Give simple, concrete, nonthreatening explanations to accompany visual and tactile experiences
■ Perform procedures on a teddy bear or doll first to help the child anticipate what an experience will be like.
■ Allow the child something to do—squeeze your hand, hold a Band-Aid, sing a song, cry if it hurts—to channel his or her response to an unpleasant experience.

Answer 5

For Short-Term Learning (Infancy and Toddlerhood)

Question 6

How long should you keep teaching sessions for toddlers due to the child’s short attention span?

Answer 6

no longer than about 5 minutes each

Question 7

How should the teaching sessions be arranged for toddlers so that children can remember what they learned from one instructional encounter to another?

Answer 7

close together

Question 8

How should the pace of teaching be according to the child’s responses and level of attention?

Answer 8

individualized

Question 9

■ Focus on rituals, imitation, and repetition of information in the form of words and actions to hold the child’s attention.
■ Use reinforcement as an opportunity for children to achieve permanence of learning through practice.
■ Employ the teaching methods of gaming and modeling as a means by which children can learn about the world and test their ideas over time.
■ Encourage parents to act as role models, because their values and beliefs serve to reinforce healthy behaviors and significantly influence the child’s development of attitudes and behaviors.

Answer 9

For Long-Term Learning (Infancy and Toddlerhood)

Question 10

How long should we keep the teaching sessions for pre-schoolers?

Answer 10

no more than 15 minutes and scheduled sequentially at close intervals

Question 11

■ Relate information needs to activities and experiences familiar to the child.
■ Encourage the child to participate in selecting between a limited number of teaching-learning options
■ Arrange small-group sessions with peers
■ Give praise and approval
■ Give tangible rewards
■ Allow the child to manipulate equipment and play with replicas or dolls
■ Use storybooks to emphasize the humanity of healthcare personnel

Answer 11

For Short-Term Learning (Pre-School)

Question 12

■ Enlist the help of parents, who can play a vital role in modeling a variety of healthy habits
■ Reinforce positive health behaviors and the acquisition of specific skills.

Answer 12

For Long-Term Learning (Pre-School)

Question 13

How long should we keep teaching sessions for school age children?

Answer 13

up to 30 minutes

Question 14

■ Use diagrams, models, pictures, digital media, printed materials, and computer, tablet or smartphone applications.
■ Use analogies as an effective means of providing information in meaningful terms.

Answer 14

For Short-Term Learning (School Age)

Question 15

What method should we use to individualize learning relevant to the child’s own experiences and as a means of interpreting the results of nursing interventions specific to the child’s own condition for school age children?

Answer 15

one-to-one teaching

Question 16

■Help school-aged children acquire skills that they can use to assume self-care responsibility for carrying out therapeutic treatment regimens on an ongoing basis with minimal assistance.
■ Assist them in learning to maintain their own well-being and prevent illnesses from occurring.

Answer 16

For Long-Term Learning (School Age)

Question 17

What effective approach should we choose to deal with health topics such as smoking, alcohol and drug use, safety measures, obesity, and teenage sexuality for adolescents?

Answer 17

peer-group discussion

Question 18

What method should we use to clarify values and solve problems, which feed into the teenager’s need to belong and to be actively involved?

Answer 18

face-to-face or computer group discussion, role playing, and gaming

Question 19

Share decision making whenever possible, because _______ is an important issue for adolescents.

Answer 19

control

Question 20

■ Include adolescents in formulating teaching plans related to teaching strategies, expected outcomes, and determining what needs to be learned and how it can best be achieved to meet their needs for autonomy.
■ Suggest options so that they feel they have a choice about courses of action.
■ Give a rationale for all that is said and done to help adolescents feel a sense of control.
■ Approach them with respect, tact, openness, and flexibility to elicit their attention and encourage their responsiveness to teaching-learning situations.
■ Expect negative responses, which are common when their self-image and self-integrity are threatened.
■ Avoid confrontation and acting like an authority figure.

Answer 20

For Short-Term Learning (Adolscent)

Question 21

■ Accept personal fable and imaginary audience as valid, rather than challenging their feelings of uniqueness and invincibility.
■ Acknowledge that their feelings are very real because denying them their opinions simply will not work.

Answer 21

For Long-Term Learning (Adolescent)

Question 22

• Are generally very healthy and tend to have limited exposure to health professionals
• Their contact with the healthcare system is usually for preemployment, college, or physicals; for a minor episodic complaint; or for pregnancy and contraceptive care (Orshan, 2008).
• This stage is full of “teachable moment” opportunities

Answer 22

Young adult

Question 23

⇒ healthy eating habits
⇒regular exercise
⇒ avoiding drug abuse
⇒ reduce the incidence of high blood pressure, elevated cholesterol, obesity, smoking, and overuse of alcohol and drugs
⇒health promotion and disease prevention measures

Answer 23

The major factors that need to be addressed in young adults

Question 24

• The nurse must be aware of their potential sources of stress, the health risk factors associated with this stage of life, and the concerns typical of midlife.
• Misconceptions regarding physical changes such as menopause are common.
• Many need and want information related to chronic illnesses that can arise at this phase of life.
• need to be reassured or complimented on their learning competencies
• Reinforcement for learning is internalized and serves to reward them for their efforts.

Answer 24

Middle Aged Adults

Question 25

_______ may interfere with middle-aged adults’ ability to learn or may be a motivational force for learning in Middle Aged Adults

Answer 25

Stress

Question 26

• May delay medical attention
• Decreased cognitive functioning, sensory deficits, lower energy levels, and other factors may prevent early disease detection and intervention.
• A decline in psychomotor performance affects older adults’ reflex responses and their ability to handle stress.
• Coping with simple tasks becomes more difficult.

Answer 26

Older Adult

Question 27

In working with older adults, ________ is a beneficial approach to use to establish a therapeutic relationship. Memories can be quite powerful.

Answer 27

reminiscing

Question 28

• The process or the teaching method or the conditions of your learners for you to be able to implement your health education plan
• Determines what the learner needs to know when and under what conditions the learner is most receptive to learning and how the learner actually learns best.

Answer 28

Assessment

Question 29

“What are the trainings that they want to know more about”

Answer 29

Identify the learning needs

Question 30

You have to know what are the weaknesses of this staff on that particular procedure

Answer 30

Competency gap

Question 31

used to identify the intended outcomes of the education process, whether in reference to an aspect of a program or a total program of study, that guide the design of curriculum units.

Answer 31

Goals and Objectives

Question 32

Describes what the lamer is expected to be able to do or perform to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved. Activities performed by the learner may be visible, such as writing or listing, or invisible, such as identifying or recalling.

Answer 32

Performance

Question 33

Describes the testing situation, resources, assistance, or constraints under which the behavior will occur, will be observed, or will be completed.

Answer 33

Condition

Question 34

Describes how well, with which level of accuracy, or within which time frame the learner must be able to perform for the behavior to be considered acceptable; the standard, quality level, or amount of performance defined as satisfactorily demonstrating mastery. It is the level of competence that a learner must achieve.

Answer 34

Criterion