Public Health and American Red Cross Essay Example

Public Health and American Red Cross Essay Example Public Health and American Red Cross Paper Public Health and American Red Cross Paper Community Teaching Work Plan Proposal Directions: Develop an educational series proposal for your community using one of the following four topics: 1) Bioterrorism/Disaster 2) Environmental Issues 3) Primary Prevention/Health Promotion 4) Secondary Prevention/Screenings for a Vulnerable Population Planning Before Teaching: Name and Credentials of Teacher: Sheila Sue Erickson RN House Supervisor Estimated Time Teaching Will Last: 20 minutes of speech, 20 minutes of practice, 20 minutes of questions. Location of Teaching: Classroom of Adolescent Unit Research Psychiatric Center 2323 EAST 63RD ST KANSAS CITY, MISSOURI Supplies, Material, Equipment Needed: Printed information and facts about earthquakes and survival from American Red Cross Estimated Cost: $2. 50 for reproduced paper on education Community and Target Aggregate: Adolescent Population of Research Psychiatric Center (13 patients) ages from 14 to 17. Topic: Earthquake Survival and Safety in case of a Disaster Epidemiological Rationale for Topic (statistics related to topic):  © 2014. Grand Canyon University. All Rights Reserved. From the website: Missouri Dept. of Public Safety SEMA State Emergency Management Agency From Dec. 16, 1811 to Feb. 7, 1812, at least three of the largest earthquakes to hit the continental United States rocked Missouri. With fracking going on so close to us it is imperative to educate all on earthquake preparedness. Nursing Diagnosis: Risk for Trauma Knowledge deficit related to environmental safety during an earthquake situation. Alteration in self-care related to trauma of family and the person involved in the situation. Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. This group is in the preplanning stage of readiness to learn. The research performed by the teacher was an assessment of what this population knew prior to any education about the event, the maturity level of the students, the situational factor that they are patients in a mental hospital and the ability to teach this age group without providing further trauma to their lives. Possible issues that could present are children leaving the room, disinterest in the subject, side effects from medication making the children tired and non-responsive. Asking this group to participate in demonstrations will be challenging due to some of the diagnosis that they are experiencing. Children who are attention seeking will dominate the conversation and the teacher needs to be able to redirect the conversation back to topic and give all a chance to learn. Learning Theory to Be Utilized: Explain how the theory will be applied. Teacher will ask who wants to be part of a presentation and learn something new. Teacher will assess with simple questions about what is an Earthquake. Has anyone experienced and earthquake, and who knows what to do in case of such a disaster. Presentation of information that is about the topic from the American Red Cross.  © 2014. Grand Canyon University. All Rights Reserved. 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). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals. Healthy People 2020 section IV Goal 1: WHAT? Address All Hazards Preparedness as a Public Health Issue. Most emergencies have the potential for serious adverse effects on the health of the public. Being  prepared by educating the public in what to do in case of a specific emergency in order to spare their own life and what to do post event. Training and exercises improve the ability of the public health workforce to respond to emergencies and save their own life. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? Alma Ata’s globalization of health recognizes that barriers between countries are blurring, that health issues cannot be isolated to one county. Page 114, 128, and page 131 discusses and speaks of the work of the community health nurse that involves  planning and providing health care services to all populations plus education. 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.  © 2014. Grand Canyon University. All Rights Reserved. 1. After the discussion about earthquakes, children will be able to demonstrate how to remain safe during the episode. 1. Discussion about what happens during the earthquake. Preparation for aftershocks. Lack of communication and safety during the critical  period. 1. Information from American Red Cross given as a format for discussion. 2. What to do when you are injured. 2. What to do in the case of aftershocks. 2. Preparation for an earthquake. 3. 3. Lack of communication 3. Storing of essential resources such as food and water. 4. 4. How to be prepared for an earthquake, storage of food and water. 4. Creativity: How was creativity applied in the teaching methods/strategies? The children were allowed to participate with falling boxes as to how they would react to glass breaking and shaking and how they would find a way or place to be safe. Creative discussion  was allowed and the children discussed where they would store food and what food would be considered safe. Question and answer time was allowed as well. Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1) Ability to choose a safe place in case of a disaster. Practice allowed. Fake drill to see what reaction is. 2) How to stay safe post-earthquake. 3) Safe food and water storage.  © 2014. Grand Canyon University. All Rights Reserved. 4) Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. Come back to the group later in the evening and see how much was retained by the groups. Planned Evaluation of Lesson and Teacher (Process Evaluation): 2 groups will discuss what answers they chose and what would be primary as far as safety. Barriers: What are potential barriers that may arise during teaching and how will those be handled? Children who are certain medication that will be too tired to participate will not be forced. Children that are autistic or do not wish to participate will just observe if they wish. 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? Time the reaction times and see if we can beat the one before us by using 2 groups. Information provided by American Red Cross. Ask who would like to participate in a class project that the House Supervisor is studying in school, peaking interest of children that are curious as to why House Supervisor is still in school. Letting children discuss and demonstrate what would save their life or a life of someone close to them.  © 2014. Grand Canyon University. All Rights Reserved.