Family Health Promotion Teaching Plan

Running head: FAMILY HEALTH PROMOTION TEACHING PLAN 1

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FAMILY HEALTH PROMOTION TEACHING PLAN 2

Abstract

Community nursing plays an important role of promoting population health and preventing

health problems. In this regard, nurses play an active role in promoting health through their roles

as educators. As part of their duty to educate, community nurses must be able to reach out to the

populations of interest regarding different crucial health issues that are pertinent to needs of the

specific population. According to Healthy People 2020, which provides a broad set of ten-year

goals for ameliorating the health of all citizens and residents of the US, 179.3 deaths per 100,000

related to cancer were recorded in 2007. This represents the latest available statistics on cancer

deaths in the United States. The importance of continued cancer education and awareness cannot

be overemphasized. Cancer awareness is meant to draw attention to the importance of doing self-

tests and constantly going for screenings to detect cases of cancer early enough and improve the

chances of successful treatment and management of the condition. This paper presents a family

health promotion and teaching plan for the various forms of cancer.

Key words: nurse educator, population health, cancer, teaching plan

FAMILY HEALTH PROMOTION TEACHING PLAN 3

Family Health Promotion Teaching Plan

The Primary Priority for Health Promotion

The principle goal of nursing practice is to promote the health the family and community

by preventing health problems. Nurses play an important role as educators in the promotion of

health (Harkness & DeMarco, 2016). As educators, nurses can teach the family and the

community about various health issues that are pertinent to that specific population. From my

evaluation, I have discovered the health need of the family that warrants urgent intervention.

From the genogram and ecomap assignment, this teaching plan prioritizes cancer as a specific

risk. A considerable proportion of women are not obtaining breast cancer screening

(mammograms), and the US Department of Health and Human Services though the Healthy

People 2020 has set out to reduce the death rates associated with breast cancer by 10 percent to

20.7 per 100,000 females (Office of Disease Prevention and Health Promotion, 2017). The goal

of this teaching plan is to address cancer as a risk within the family.

Client Assessment: An Introduction to the Family and Background Data

The target group for this teaching plan is the family. In developing the plan, I gathered

information about the health background of various family members within the family tree. My

father, who was from Germany, had five brothers and sisters. One of the sisters died of breast

cancer, another brother died of respiratory illness while my father died of lung cancer. My

grandfather died of myocardial infarction. My family consists of mixed races and, therefore,

cultural consideration will have to be considered when assessing family members. From my

evaluation and interaction with family members, I have determined that learning will involve

multiple domains, namely cognitive, psychomotor, and affective. Family members are of mixed

educational standings, with the majority having high school diplomas.

FAMILY HEALTH PROMOTION TEACHING PLAN 4

In evaluating the cognitive abilities of members, literacy levels can impinge on the ability

of the members of the target group to retain, remember, and routinely put the learned information

into practice. The mode of assessing cognitive learning will include evaluating the ability of

members to demonstrate their grasp and application of the learned behavior while affective

learning will be evaluated through the members’ receptivity and their capacity to assume

responsibility for screening and preventive care. The target group should be responsive to this

teaching since cancer seems to affect members at a higher rate. The teaching plan will address

psychomotor learning through the ability of group members to correctly demonstrate relevant

self-checks for spotting cancer. Screening is an effectual method for identifying certain cancer

types – including breast, testicular, and lung cancer – in early, frequently treatable stages.

Outcome Identification and Planning

Upon evaluating the target population, I have formulated the Knowledge Deficits

diagnosis that relates to the lack of information. This is attested by the many members do not

perform self-tests, as well as the alarmingly low rates of mammography among female members

and their lack of capacity to key out cancer risk factors. The principal objective of this nursing

diagnosis is to facilitate the members to demonstrate through verbal articulation, at the

conclusion of the teaching session, improved grasp and general knowledge of the risks factors

for cancer, prevention interventions, and early detection measures. Members will also be able to

carry out self-tests by the end of the session. The session will take place on a Saturday because

most of the members do not work on this day, and it does not interfere with member’s religious

practices, as well. The session will last three hours, and this will include pre- and post-

evaluation.

Implementation and Evaluation

FAMILY HEALTH PROMOTION TEACHING PLAN 5

The intervention seeks to evaluate the group’s knowledge about the risk factors for

various forms of cancer. The session will incorporate visual and audio aides, and the group will

be monitored for feedback, responsiveness, as well as potential identification of members with

heightened risk for cancer. Participants will be shown videos that demonstrate how to carry out

self-checks, any abnormal findings in such checks, and the proper follow-up with a healthcare

provider for further screening. Female members will be requested to complete the Breast Cancer

Risk Assessment Tool, which is used in identifying high- risk persons for referral on an

individual basis. To evaluate the effectiveness of the teaching and if the objectives were met, a

pretest-posttest format will be utilized. A questionnaire on the risk factors, as well as when and

how to conduct self-tests and go for cancer screening will be developed. Changes in attitudes

towards cancer, screening tests, and the willingness of members to take part in health promotion

and cancer prevention will be evaluated using a Likert scale.

FAMILY HEALTH PROMOTION TEACHING PLAN 6

References

Harkness, G. A., & DeMarco, R. F. (2016). Community and public health nursing: evidence for

practice (2nd ed.). Philadelphia, PA: Wolters Kluwer.

Office of Disease Prevention and Health Promotion. (2017). Cancer. Retrieved 12 November

2017 from https://www.healthypeople.gov/2020/topics-objectives/topic/cancer/objectives

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