A 65-year-old female comes to the clinic with a complaint of abdominal pain in the epigastric area. The pain has been persistent for two weeks.  The pain described as burning, non-radiating and worse after meals. Denies N&V, weight loss or obvious bleeding. She admits to frequent belching with bloating.

PMH:  seasonal allergies with Chronic Sinusitis, positive for osteoarthritis,

Meds: Claritin 10 mg po daily, ibuprofen 400-600 mg po prn pain

Family Hx-non contributary

Social history: Separated recently pending divorce; stressful situation with trying to manage two homes. Works as a Legal Assistant at a local law firm. She has 35 PPY of smoking, drinks 1-2 glasses of wine a day, and 6-7 cups of coffee per day. She denies illicit drug use, vaping or unprotected sexual encounters.

Breath test in the office revealed + urease.

The healthcare provider suspects the client has peptic ulcer disease.

Questions:

1.     Explain what contributed to the development from this patient’s history of PUD?

The nurses is caring for a client who sustained a gunshot wound in a drive-by shooting. The client is fearful of harm from unwanted visitors. Which safety intervention will the nurse implement to prevent client and staff injury? Select all that apply. One, some, or all responses may be correct.

Wellness Teaching Project Phase A1: Proposed Population Group for Interaction. You will practice the phases of population group assessment and primary prevention education. To do so, you need to identify and research 3 groups of people from the community who might be interested in learning about a wellness topic.

For each group selected, answer the following questions:

1. What is your main health concern? Note: Do not commit to teaching any topic yet.
2. What is your preferred learning style? How do you prefer to learn (e.g., demonstration, participation, handouts with pictures, articles)?

 

Participant Group	Main Concern	Preferred Learning Style
1. Group that meets regularly at a local gym 24hour Fitness.	Risk of illicit drug use	Face to face presentation. Online. Other forms of visuals (video, poster, handouts, booklets, Power Point). Questions and Answers. Listen to Feedbacks.
2. Group that meets regularly at a local park.	Risk of STIs	Face to face presentation. Online. Other forms of visuals (video, poster, handouts, booklets, Power Point). Questions and Answers. Listen to Feedbacks.
3. Group that meets regularly at a local Temple	Risk of opioid abuse	Face to face presentation. Online. Other forms of visuals (video, poster, handouts, booklets, Power Point). Questions and Answers. Listen to Feedbacks.

Phase A2: Group Identification

answer this table for your selected group.

Group name:	Data (Enter your answers in this column)
Size How many participants do you expect will participate?
Population In public health terms, what population or aggregate defines this group? If mixed ages, identify by all pertinent age ranges (e.g., teens, adults, seniors).
Developmental Stage According to Eriksen, in which developmental stage is the group?
Data availability for this population Identify available regional data AND national data that describe common health concerns for this age group.	Regional data: National data:
Where does the data show room for improvement?
How does the official data match the group’s self-identified main concerns?

Phase B: RN Identification of Tentative Main Concern & Data Appraisal

Assess the aggregate using available data.

Review the pertinent chapter(s) on aggregate health in Nies & McEwen to identify common health concerns (e.g., Ch.16 – Children and Adolescent Health, Ch.17 – Women’s Health, Ch.18 – Men’s Health, Ch.19 – Senior Health).

Identify 3 different health promotion topics for this group as determined by reviewing chapters in the text, during Phase A1, or during Phase A2. Document your appraisal of each selected topic below.

For all 3 topics, list its goal and one specific objective and target (copy and paste verbatim from the indicated website). Select one from Healthy People (HP), the second from Let’s Get Healthy California (LGHC), and the third from either HP or LGHC.

Add the reference for each objective to your References page at the end of this Teaching Plan.

Example: Population Group – Teens

HP2030 Topic: Sleep Health (SH)

HP2030 Goal: Improve health, productivity, well-being, quality of life, and safety by helping people get enough sleep.

HP2030 Objective: SH-4 Increase the proportion of students in grades 9 through 12 who get sufficient sleep

HP2030 Target: 27.4 percent

Reference: U.S. Department of Health and Human Services. (2020). Increase the proportion of high school students who get enough sleep – SH-04. Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

Healthy People 2030

HP2030 Topic:

HP2030 Goal:

HP2030 Objective:

HP2030 Target:

Reference:

Phase C: Group Needs Assessment

Use assessment tools from Nies & McEwen or online public health websites. See Box 7.1, “Health Planning Project Objectives” (p. 289), and “Assessment” (pp. 290-296) in Nies & McEwen.

State how you will perform the needs assessment (by phone, email, or online survey):

Name which needs assessment tool or approach you will use and explain how you will use it:

Identify the wellness teaching topic:

the following population nursing diagnosis for the Wellness Teaching Project. See Nies & McEwen, Fig. 6.3, “Format for community health diagnosis” (p. 274). Replace the bracketed text with facts from your diagnosis.

Increased risk of [disability, disease, etc.]

among [community or population]

related to [etiological statement]

as demonstrated in [health indicators, with supportive data].

Evaluate the group’s initial SSOC (situational sense of coherence) by scoring their readiness to change a health behavior.

Score on SSOC  (high=3, medium=2, or low=1)	Score	Comments
Comprehensibility In relation to what the community needs to know about the main concern, how much do they know?
Meaningfulness In relation to motivation, how much effort is the community willing to put into resolving the main concern?
Manageability In relation to the community’s resources, what is available to manage the main concern?
Total SSOC Score

From West, K. (2012). Using the Artinian Intersystem Model (AIM) of professional nursing to guide community assessment and wellness promotion in an undergraduate public health nursing course [Paper presentation]. American Public Health Association 140th meeting. 

Phase D1: Brochure Selection

Read the “Health Literacy” section (pp. 376-397) of Nies & McEwen. Review the corresponding chapter (Ch. 16-19) for the aggregate population as needed.

Topic, Goal, Objective, and Target

The final topic, goal, and objective and target selected is:

• Topic:
• Goal:
• Objective (include topic abbreviation and number):
• Target:

Levels of Prevention

Identify at least 1 goal-specific intervention for this topic at each level of prevention:

1. Primary prevention:
2. Secondary prevention:
3. Tertiary prevention:

Published Brochures

Identify and list below at least 2 public-domain (copyright-free) brochures that could be used to implement your project.

• Most government resources are copyright-free.
• You may use a copyrighted brochure, but you must obtain and submit permission from the publisher to use the material in this context.
• Common sources for client educational resources:
  • CDC (Look for resources under each health topic.)
  • MyHealthfinder (Client materials in English and Spanish)
  • National health organizations, such as the American Diabetes Association, American Heart Association, and others. Verify copyright permission with these organizations.

Phase D2: Brochure Evaluation

Evaluate at least 2 brochures using the Patient Education Materials Assessment Tool (PEMAT) from the Agency for Healthcare Research and Quality (AHRQ).

• Download the PEMAT Auto-Scoring Form from the above website. Note: Accept all macros.
• Complete the third spreadsheet, “PEMAT for Printable Materials,” in the PEMAT Auto-Scoring Form.

1.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video)?

2.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video)?

Other Materials

Are there any other materials you might use?

Phase E1: Lesson Plan Teaching Methods

Review the following sections of Nies & McEwen:

• Clinical Example 8.1, “Application of Characteristics of Adult Learners to the Development of a Community Support Group” (p. 332)
• Table 8.1, “Characteristics of Adult Learners” (p. 335)
• “Knowles’ Assumptions About Adult Learners” through “Models of Individual Behavior” (pp. 335-340)
• “Framework for Developing Health Communications” Stages I-IV (pp. 359-368)

 

questions A & B below in first-person narrative (your personal account), short answer format (1 paragraph per question). Do not write with an academic tone.

• Finalize your Lesson Plan/Teaching Outline in the table below.
• Apply APA style as appropriate.
• Continue to add to your References at the end of this document.

 

1. Expert Consultation: Did you consult with an expert in the area you are teaching (e.g., clinical nurse educator, peers, faculty, health care providers, public health resources in the community)? What did the expert tell you and how will that information guide your planning and presentation?
2. Learning Strategies: The 3Ms: Method, Materials, & Media
   Complete the table below by identifying any 3 teaching-learning formats (methods) from Nies & McEwen (Table 8.5, p. 362) that could be used to implement your project.

 

Teaching format (strategy)	Why this format?	Will you use this? Why or why not?

 

Complete the table below by identifying 1-3 possible teaching-learning materials and media from Nies & McEwen (Table 8.6, p. 364) that could be used to implement your project.

 

Material or media	Why this format?	Will you use this? Why or why not?

Phase E2: Lesson Plan Learning Objectives

Develop 2 SMART behavioral learning objectives for your group.

Review the Develop SMART Objectives tutorial from the CDC. Complete 1 impact and 1 outcome objective below. An impact objective describes how you’ll change how someone feels about something, what they know about something, or how they act regarding something in the short term and what level of change you expect to see. An outcome objective focuses on the long-term ramifications of your program and describes what the outcomes should be for the entire community.

SMART Impact Objective:

By [mm/dd/yyyy],

[replace this text with the group name – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

SMART Outcome Objective:

By [mm/dd/yyyy],

[replace this text with the group – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

Which wellness theory or model will you use to guide your teaching? Select an appropriate theory or model from Nies & McEwen, Ch. 4.

List the wellness theory or model and explain how it will be used to guide your teaching.

Phase E3: Lesson Plan

Create a brief lesson plan (an outline) of your proposed teaching content using the table below.

• Steps common to all client education are pre-filled.
• Complete the remaining cells according to your preparation.
• Use this plan to guide your teaching on the day you present the wellness topic to your group.

 

Lesson title (make it catchy!):

Share virtual meeting invitation with all group participants.

How will you pretest the message and materials before teaching?

What supplies or materials will you prepare?

How will you distribute any materials or handouts to the participants?

Complete the lesson plan using this table. Allow approximately 10-15 minutes per topic. Adjust to the time allowed, as needed.

Time (minutes)	Topics	The student will learn	Teaching method (Include the name of any handouts, if applicable)
5	Get acquainted with the topic	Why this is important	Q&A with group
5	Pre-test	What they already know about the topic	Chat. Off-mute Q&A. This info evaluates the outcome SMART objective.
5	Call to action (CTA)	How to practice the new behavior in the coming week
15	Post-lesson review		Final Q&A. This info evaluates the outcome SMART objective.

Total minutes (60-75 max):

Phase F1: Lesson Plan for Follow-Up Session With Participants

Insert follow-up virtual meeting invitation information here: Share follow-up virtual meeting invitation with all group participants.

Develop a follow-up session agenda and topics to cover. Plan time according to number of participants who attend. Adjust to the time allowed as needed.

Time (minutes)	Topics	The student will learn	Teaching method (Include the name of any handouts, if applicable)
5	Meet and greet	They are welcome and accepted	Greeting
5	Quick review of topic and CTA (call to action)	Key points of the topic
	How did you do?	Reinforcement for small steps	Taking turns Listening Note areas to commend & areas to reinforce
5	Call to action (CTA)	How to continue the new behavior
15	Final review		Final Q&A. Select questions that will evaluate the outcome SMART objective.

Total minutes (60-75 max):

To add additional rows: Right-click on a row in the table > Insert > Insert Row Above or Below.

References

List all references used in the development of all phases of your teaching project in APA format.

U.S. Department of Health and Human Services. (2020). Increase the proportion of high school students who get enough sleep – SH-04. Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

Mike is a 23-year-old white male admitted for severe depression. He has a history of bipolar disorder and is currently taking valproate (Depakote) 500 mg XR daily. His psychiatrist ordered LFT’s to follow the valproate therapy. LFT’s were abnormal: ALT 1178 u/L, AST 746 u/L. the patient was asymptomatic.

He denies fever, abdominal pain, nausea, vomiting or jaundice. He denies using other medication or alcohol but admits using illicit IV drugs starting about 8 weeks ago and continuing to present. He never had a blood transfusion. Aside from Depakote he is presently taking clonazepam 1 mg prn and fluoxetine (Prozac) 40 mg qd.
Other blood work: Direct bili 1 mg/dL, alk phos 188 u/L, anti-HCV negative on hospital day 1, positive on day 3. HCV-RNA PCR positive. Hep A, B, and D markers negative.

Patient diagnosis: Acute Hepatitis C.

1. List some clinical manifestations typically seen in Hepatitis C and major treatment strategies.

People involved in the provision of disability Role Responsibility support Represent the client in decisionrmaking activities Husband and friends Carer relevant to the client’s support Provide emotional and social support to the client. i. Carer(s) and family ii. Person being supported iii. c) Health professional iv. Support worker v. Supervisor