NRS 428VN Risks and Prevention of Hypertension Teaching Experience Summary

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Running Head: COMMUNITY TEACHING WORK PLAN PROPOSAL 1 Community Teaching Work Plan Proposal Planning Before Teaching: Name and Credentials of Teacher: Estimated Time Teaching Will Last: Location of Teaching 30 minutes Supplies, Material, Equipment Needed: Estimated Cost: Booklets and Snacks Provided $ 30.00 Community and Target Aggregate: Adults (20-35 years old) Topic: Risks and Prevention of hypertension Epidemiological Rationale for Topic (statistics related to the topic): The statistical data has been collected from the Center for Disease Prevention. Hypertension is a very serious condition that greatly causes rises in risks of kidney, heart, brain along with other diseases. Worldwide, the number of people estimated to have hypertension is 1.13 billion. According to the statistics given, the majority of people having hypertension are living in middle and low-income nations. Statistics show that in 2015, the one with hypertension COMMUNITY TEACHING WORK PLAN PROPOSAL 2 is 1 in 5 women along with 1 in 4 men. Less than 1 in 5 people having hypertension. Usually, their problem is under control. Premature death is worldwide has been caused by hypertension. According to the statistics given, the worldwide objective for non-communicable diseases is lessening the occurrence of hypertension in 2025 by 25%. Nursing Diagnosis: Imbalanced nutrition: Intake of nutrients surpasses metabolic requirements. The risk factors for hypertension, along with control of blood pressure, are obesity, hyperlipidemia, and endocrine disorders (Leung, 2017). Readiness for Learning: Those in the age groups between 20 and 35 years will have their feelings as well as emotions expressed in the prevention of the occurrence of hypertension. There will various suitable questions that will be asked regarding the hypertension risk factors to them. The group will participate in the conversation, and they will be able to express verbal and non-verbal expressions in understanding the topic Learning Theory to Be Utilized: The learning theory to be used by this program is the Teach-Back Theory. This allows facilitating the gap of communication to reduce among the patients along with the instructor. With Teach-Back Theory I will be utilizing materials along with methods that are addressed in a language that is simple for all to understand easily. The material provided will not be utilizing terminology that is higher. What will be read in material pamphlets will be repeated by patients as I summarize their understanding of the material provided (Dinh, 2016). This will be linked with the strategy of direct educational combined tin the changing contact degrees utilizing COMMUNITY TEACHING WORK PLAN PROPOSAL 3 repetition, body language, and eye contact. The strategy will be repetitive until the patient has suitable knowledge of what is addressed given the outcome of the theory. Goal: In relations to the Healthy People 2020 (2016), people who are above 18 years become at higher risks for developing hypertension. Many have explained their techniques of exercising that they have done over the years. The population of individuals above 18 years will be incorporated with no self-report stating occurrence of hypertension to fasting glucose, which is equivalent to 100 although lower than135mg/dl. People above 18 years are likely to have higher risks of developing hypertension that has stated they have decreased the calories along with fat in their diets. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? Alma Ata’s global initiatives identified that there is a hindrance to the health problems that cannot be assumed or isolated in one nation. The greater the health differences persevere in other nations, the harm may be done to every nation involved. Health must be initiated worldwide, but not in one country that is affected by the health effects. Due to the reason that the occurrence of hypertension is stated in one of the ten health interventions, there educational hindrances concerning this issue of health worldwide relating to the control along with disease prevention (Whelton, 2012). Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: COMMUNITY TEACHING WORK PLAN PROPOSAL Behavioral Objective 4 Content Strategies/Methods The students will give out The students will be The cooperative the name of the healthy Presented will food pyramid presentation with every and Domain food of their choice in every comprising of all 5 groups group presented. food group that represents 5 foods that are healthy and in unhealthy along with 5 every group, there will be healthy foods should be another 5 unhealthy foods presented in a structure of for the student to select the the animated pyramid. best healthy mixtures from every group. 1. 1. Students will be able to 1. The pamphlet offered to the determine the healthy foods Addressing to students that students will show the that will assist them in unhealthy foods include fast effects that hypertension reducing their chances of foods and most of the time has on the body. Other developing hypertension people consume more challenges will also be risks. carbohydrates than what is shown. required. COMMUNITY TEACHING WORK PLAN PROPOSAL 5 2. 2. 2. Through the exercise is The exercising behaviors The pamphlet given will given, the students will be along habits will assist in present the appropriate in apposition to properly lessening risks related to times required in attaining determine appropriate heart disease along with the exercising objectives. techniques of lessening obesity risks of developing hypertension in the exercise given. 3. 3. 3. They will allow students to Addressing the techniques The pamphlet handed out to determine people already of monitoring the blood the students will contain diagnosed with sugar levels along with information on how blood hypertension. ways of checking the levels levels may be checked, regularly and properly. checking the levels of sugar and ways of having proper hygiene. COMMUNITY TEACHING WORK PLAN PROPOSAL 6 4. 4. 4. This will allow the student Throughout the introduction After the introduction, to determine at least two and rundown of volunteers were providing symptoms of hypertension. manifestations of some side effects. hypertension along with catching up with important consideration doctor. Creativity: The teaching method of creativity will be applied during the impacts of visuals along with skills of listening. Students will be given direct along with indirect drop-down menus to select from both healthy and unhealthy foods. Planned Evaluation of Objective 1) Enhancing health outcomes by selecting healthier foods. 2) Addressing students on ways of changing their lifestyle in treating along with preventing further occurrence of hypertension. 3) Addressing on better ways to treat blood along with sugar levels to detect the hypertension risks earlier (Whelton, 2012). COMMUNITY TEACHING WORK PLAN PROPOSAL 7 4) Addressing on the techniques of determining the signs and symptoms in relations to the hypertension disease Planned Evaluation of Goal: After the three months of the session ends, follow up with the students to check if they have learned the suitable techniques addressed to them during the presentation along with pamphlets provide during meeting sessions. Planned Evaluation of Lesson and Teacher (Process Evaluation): At the end of the sessions, I will give out the evaluations to adults created through the questions that were presented to them. Also, at the end of the presentation method. Few of the items presented to the students will be based on the following: · What methods would you change to make the presentation better? · Were the materials along with the presentation simple for you to comprehend? · How would you rate the presentation utilized in the session? Every question will include either a numerical or direct response. Barriers: If there are any feelings or emotions portrayed to be insufficient, or if a student presents the behaviors to reluctant to change their lifestyles for better well-being. If the cognitive deficient are present in portraying the barriers that are possible in discouraging their behavior changes. Communication therapeutically with patients COMMUNITY TEACHING WORK PLAN PROPOSAL 8 I would start the session by introducing myself along with meeting objectives concerning the two knowledge be gained by students. I will present healthy and unhealthy snacks to be eaten by participants. Then, I will ask every individual why they selected a particular snack when the session ends to collect some information regarding behavior choices. I will also ask them to present what contributes to hypertension in the group method. When participants are listening to other responses given by other participants, it enables them to start thinking critically regarding their behaviors that may contribute to higher risks of developing hypertension. References COMMUNITY TEACHING WORK PLAN PROPOSAL 9 Leung, A. A., Daskalopoulou, S. S., Dasgupta, K., McBrien, K., Butalia, S., Zarnke, K. B., ... & Gelfer, M. (2017). Hypertension Canada's 2017 guidelines for diagnosis, risk assessment, prevention, and treatment of hypertension in adults. Canadian Journal of Cardiology, 33(5), 557-576. Whelton, P. K., He, J., Appel, L. J., Cutler, J. A., Havas, S., Kotchen, T. A., ... & Karimbakas, J. (2012). Primary prevention of hypertension: clinical and public health advisory from The National High Blood Pressure Education Program. Jama, 288(15), 1882-1888. Dinh, T. T. H., Bonner, A., Clark, R., Ramsbotham, J., & Hines, S. (2016). The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review. JBI database of systematic reviews and implementation reports, 14(1), 210-247. COMMUNITY TEACHING WORK PLAN PROPOSAL 10 Course Code NRS-428VN Class Code NRS-428VN-O504 Criteria Content Percentage 80.0% Comprehensive Summary of Teaching Plan 15.0% Epidemiological Rationale for Topic 15.0% Evaluation of Teaching Experience 20.0% Community Response to Teaching Provided 15.0% Areas of Strength and Improvement 15.0% Organization, Effectiveness, and Format 20.0% Thesis Development and Purpose 5.0% Argument Logic and Construction 5.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Paper Format (use of appropriate style for the major and assignment) 2.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Total Weightage 100% Assignment Title Community Teaching Plan: Teaching Experience Paper Unsatisfactory (0.00%) Summary of community teaching plan is omitted. Epidemiological rationale for the topic is omitted. Evaluation of teaching experience is omitted or incomplete. Community response to teaching is omitted. Areas of strength and improvement are omitted. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Template is not used appropriately, or documentation format is rarely followed correctly. Sources are not documented. Total Points 100.0 Less Than Satisfactory (65.00%) Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Epidemiological rationale is unclear or incorrect. Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Community response to teaching is partially summarized. More information is needed. Areas of strength and improvement are partially discussed. Thesis is insufficiently developed or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (75.00%) Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support. Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience. A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity. Areas of strength and improvement are generally discussed. Thesis is apparent and appropriate to purpose. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Appropriate template is used. Formatting is correct, although some minor errors may be present. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (85.00%) Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support. Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity. Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A description of community response to teaching is generally presented. Some information is needed for support or clarity. Areas of strength and improvement are discussed. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Appropriate template is fully used. There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population. Strong epidemiological rationale is provided and demonstrates support for the topic presented. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated. A detailed description of community response to teaching is presented. Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned RUNNING HEAD: PREVENTION AND HEALTH PROMOTION OF HYPERTENSION Primary prevention and health promotion of hypertension in the community Student name Institution Date PREVENTION AND HEALTH PROMOTION OF HYPERTENSION 2 Primary prevention and health promotion of hypertension in the community The prevention and health promotion of hypertension are the main public health issues globally. If an increase in blood pressure with age may be prevented, much of hypertension could be prevented. When hypertension is controlled poorly, it contributes to several health problems that kidney disease, stress, high salt diet, obesity, thyroid disorders, smoking, lack of exercise, and sleep apnea (Program, 2020). The occurrence of hypertension increases globally. Some studies show that lifestyle-changing is among the factors related to the occurrence of hypertension. Hypertension is considered to be the main issue of health worldwide. Some studies show that the majority of people having hypertension are living in middle and low-income nations. Premature death is worldwide has been caused by hypertension. The health care nurses are trying hard to promote good health for preventing hypertension. This paper explains the health promotion in the community primary health care setting regarding community nursing and a health care priority of hypertension. It also gives the risk factors related to hypertension and nursing diagnosis. Risk factors The community should be addressed regarding the risk factors related to hypertension. There are various factors that increase the risk of hypertension. The first factor is age. People who are 60 years and above are likely to get hypertension. Another factor is ethnicity. There are some ethnic groups that are more likely to get hypertension compared to another ethnic groups. For instance, African Americans are more prone to a higher risk of hypertension compared to other ethnic group. Consumption of tobacco and alcohol is another factor (Whelton, 2012). Consuming alcohol and tobacco in large quantities increases the risk of hypertension. Existing health conditions are another factor (Whelton, 2012). Having health conditions like diabetes, high levels of cholesterol, kidney disease, and cardiovascular disease may lead to hypertension. Sex is also a PREVENTION AND HEALTH PROMOTION OF HYPERTENSION 3 risk factor for hypertension. According to studies, males are likely to develop a higher risk for hypertension compared to females. Nursing Diagnosis The community should be given adequate information regarding the nursing diagnosis for hypertension. One of the nursing diagnosis is activity Intolerance. This is where insufficient physiological energy to complete the needed daily activities. This should be done by evaluating the degree to patient activity intolerance along with when it happens. The patient should be monitored on the response to activities such as heart rate. Another nursing diagnosis is Ineffective Coping (Douglas, 2020). This is the incapability of forming a valid stressors appraisal, insufficient choices of practiced responses, incapability of utilizing the availability of the resources. The intervention required is working with the patient in developing a care plan, as well as encouraging participation in the plan. Another nursing diagnosis is imbalanced Nutrition (Douglas, 2020). Intake of nutrients surpasses metabolic requirements. The risk factors for hypertension, along with control of blood pressure, are obesity, hyperlipidemia, and endocrine disorders. The patient should be given information regarding the connection between obesity and hypertension. Primary prevention of hypertension The community should be addressed in various ways of preventing hypertension. One of the ways in maintaining a healthy diet. The community should be given adequate information on ways to maintain and losing weight. Another way is eating a balanced diet. The community should be given a range of foods that healthy and can help in keeping blood pressure under control. Another way is cutting back on salt (McCoy & Pat, 2020). The community should be advised on reducing sodium intake and not to add in the meals extra salt. Another way is exercising regularly. The community should be advised to engage in physical activity. Another way is reducing alcohol. PREVENTION AND HEALTH PROMOTION OF HYPERTENSION 4 Too much consumption of alcohol may lead to high blood pressure. Another way is monitoring blood pressure. The community should be advised on having their blood pressure measured often. Conclusion In conclusion, Healthy People 2010 has recognized the community as a major partner for achieving health goals along with outcomes. Partnerships with a group of a community like religious, civil, and philanthropic give local orientation that is focused on the needs of health for a diverse population. Community service organizations may promote the prevention of hypertension by giving educational messages along with lifestyle supporting services. Also, by starting screening for cardiovascular risk factors as well as referral programs. PREVENTION AND HEALTH PROMOTION OF HYPERTENSION 5 References Douglas, M. (2020). Hypertension Nursing Diagnosis: 6 Care Plans for Any Patient. Retrieved 12 April 2020, from https://blog.prepscholar.com/hypertension-nursing-diagnosis-care plan The program, N. (2020). Prevention of Hypertension: Public Health Challenges. Retrieved 12 April 2020, from https://www.ncbi.nlm.nih.gov/books/NBK9637/ McCoy, K., & Pat F. Bass III, M. (2020). 6 Ways to Prevent Hypertension | Everyday Health. Retrieved 12 April 2020, from https://www.everydayhealth.com/hypertension/preventing.aspx Whelton, P. K., He, J., Appel, L. J., Cutler, J. A., Havas, S., Kotchen, T. A., ... & Karimbakas, J. (2012). Primary prevention of hypertension: clinical and public health advisory from The National High Blood Pressure Education Program. Jama, 288(15), 1882-1888. Douglas, M. (2020). Hypertension Nursing Diagnosis: 6 Care Plans for Any Patient. Retrieved 12 April 2020, from https://blog.prepscholar.com/hypertension-nursing-diagnosis-care plan Community Teaching Work Plan Proposal Planning and Topic 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: Estimated Time Teaching Will Last: Location of Teaching: Supplies, Material, Equipment Needed: Estimated Cost: Community and Target Aggregate: Topic: Identification of Focus for Community Teaching (Topic Selection): Epidemiological Rationale for Topic (Statistics Related to Topic): © 2019. Grand Canyon University. All Rights Reserved. Teaching Plan Criteria Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Nursing Diagnosis: Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Learning Theory to Be Utilized: Explain how the theory will be applied. 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. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives 2 Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and Domain Content (be specific) Strategies/Methods (label and describe) 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) 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…. 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. 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. Creativity: How was creativity applied in the teaching methods/strategies? 3 Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1. 2. 3. 4. Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. Planned Evaluation of Lesson and Teacher (Process Evaluation): Barriers: What are potential barriers that may arise during teaching and how will those be handled? Therapeutic Communication 4.2 Communicate therapeutically with patients. How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ? 4 4:09 AA Ims-ugrad.gcu.edu Path Community Teaching Plan: Teaching Experience Paper Course Materials Topic 1: Community/Public Health Nursing Topic 2: Epidemiology and Communicable Diseases Topic 3: Tools for Community Health Nursing Practice Topic 4: Policy and Environmental Issues The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include: 1. Summary of teaching plan 2. Epidemiological rationale for topic 3. Evaluation of teaching experience 1. Community response to teaching 5. Areas of strengths and areas of improvement Topic 5: Emergency Preparedness and Disaster Management Study Materials Tasks Community Teaching Experience Approval Form Benchmark - Community Teaching Plan: Community Presentation Community Teaching Plan: Teaching Experience Paper Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Topic 5 DO 1 Topic 5 DQ 2 Clinical Practice Hours Teaching Project Attempt Start Date: 20-Apr-2020 at 12:00:00 AM DE RUBRIC Due Date: 26-Apr-2020 at 11:59:59 PM Maximum Points: 100.0 0 Files BROWSE FROM MY COMPUTER GOT IT By using our website, you agree to the use of cookies by us and third parties to enhance your experience. View our Privacy Policy for more information. © 2020 BNED LoudCloud LLC Terms & Conditions | Privacy Policy | Tech Support [Ver: 7.3 ] Apr 23, 2020 4:07:52 PM Mountain Standard Time E-mail Bookmarks <
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Outline for teaching experience
Summary of Teaching Plan
The epidemiological rationale for the topic
Evaluation of the teaching experience
Community response to the teaching
Areas of strength and areas of improvement
References
The sources are enlisted in this section.


Running head: TEACHING EXPERIENCE SUMMARY

Teaching Experience Summary
Details
Name
Institutional Affiliation
Date

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TEACHING EXPERIENCE SUMMARY

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Teaching Topic: RISKS AND PREVENTION OF HYPERTENSION
Summary of Teaching Plan
The lesson plan was about teaching the community members about the concepts of risks
and prevention of hypertension. While targeting the vulnerable people and potential resource
persons in the community, the lesson plan targeted the individuals who had a good understanding
of the concepts of epidemiology and can apply them in any learned setting. There are various
aspects of the lesson plan that were considered, especially with regards to the precision of
fighting hypertension by considering the techniques and approaches to mitigate the level of
spread.
The lesson plan targeted individuals aged 25-30 years and held for thirty minutes with a
focused intention of getting the community aware of the risk and prevention techniques of
hypertension. Additionally, the lesson plan has space for supplies such as snacks, among other
requirements costing 30$.
The teaching plan had objectives for the learners to keep track of and ensure that best
practices are implemented in the control of challenges as needed. With a slot of addressing the
needs of the learners regarding community interventions and precise approaches to the reduction
of challenges, it is identified that the lesson required the full participation of the members of the
team. With an option to reflect positively on the topic, the lesson plan addressed major issues
such as the dietary restrictions and other measures to control the challenge of excessive use of
nutritional issues that minimize the chance of occurrence of hypertension.
The lesson plan precisely identifies the venue of the teachings and all the time factors
involved. A detailed notation of the activities of the lesson is identified and made precise in such
a manner that that better and required approaches are implemented to inform the members of the

TEACHING EXPERIENCE SUMMARY

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community. With precision on the quality of health education and the positive impacts associated
with the same, it is regarded as useful when considering effective measures of educating the
community about the concepts of preventing hypertension.
The teaching plan also incorporated the refle...


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