NUR4169 Nursing Research And Evidence-Based Practice
Question:
2. Car seat safety for parents
3. Food supply – healthy eating on a budget with local availability at church meeting
4. Diabetes management – diet, exercise, medication at a clinic
5. Hypertension management – diet exercise and medication and a clinic
6. Breast screening and self- exam for women’s group
7. Cardiovascular health – diet exercise and medication for senior group
8. Stress reduction for executive retreat
9. Prevention of childhood lead poisoning for new parents in low income area
10. Reading food labels for dieters
11. Oral Health/Fluoride Varnish for health students
12. Oral Health/classroom instruction on proper teeth brushing for kindergarteners
13. Tobacco cessation for class of quitters
14. Hand washing for younger children
15. Home safety for children home alone after school
16. Hepatitis A and Hepatitis B information for day-care providers
17. Bicycle safety and helmets for children
18. Healthy eating for teenagers
19. Hospice and palliative care for families of terminally ill
1. Purpose (include target population)
Presents a concise lead-in to the plan and target population
Gives too much information more like a summary
Does not give information or is very sketchy on what to expect in the plan and who is target
Points earned
2. Goal
Presents a clear goal for the teaching plan
Vague goal
Goal unrelated to teaching plan topic
Points earned
3. Individual learning objectives for the plan clearly identified
Objectives clearly stated and identified at the beginning of the plan
Could imply objectives from the content but not early stated and identified at the beginning of the plan
No objectives stated at the beginning of plan
Points earned
4. Content
Utilizes the most current research in the area to develop plan that is current, accurate and meets the learning needs of the population for which it was designed
To a limited extent utilizes the most current research in the area to develop plan that is current, accurate and meets the learning needs of the population for which it was designed
Does not demonstrate utilization of the most current research in the area to develop plan that is current, accurate and meets the learning needs of the population for which it was designed
Points earned
5. Method of Instruction
Fully describes the methods utilized to presents content in easy to follow steps which are logical and adequately detailed. Has a timing schedule with minutes allotted to each content section
Methods and timing is described but some lack of detail or confusion in organization presentation
Not easy to follow either illogical not enough detail or both. Little consideration for timing of presentation.
Points earned
6. Method of evaluation
Evaluation is consistent with the content presented and backed by research
Evaluation is consistent with the content presented
Evaluation does not match the content presented
Points earned
Answer:
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Title of Teaching Plan |
Breast screening and self-exam for women’s group |
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Speaker |
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Targeted Learners |
The target population for the teaching is women between 15 years to 45 years of age. |
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Setting |
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Purpose |
The main purpose of the teaching plan is to make target population group aware of the risk of breast cancer and the importance of breast screening and self-examination. Knowledge about breast screening and self-examination is necessary to detect breast cancer at an early stage and reduce the risk of breast cancer among women. The prevalence of breast cancer is increasing in developing countries and the most effective approach for improving survival rate is to diagnose and treat the disease at an early stage. Many women avoid going to health clinic because of poor knowledge related to breast cancer and neglect (Pilevarzadeh, 2016). Hence, making target population aware about the importance of early diagnosis and breast screening is necessary. |
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Goal |
The main goals of the teaching plan are: · To make women aware about the need and importance of going for routine breast screening · To educate women regarding the methods to follow to conduct self-examination of breast · To change women’s attitude towards participation in breast screening programs and reduce the stigma associated with breast screening · To encourage women to actively take part in breast screening and refer to health services for any suspicion related to breast cancer.
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Objectives |
Content Outline |
Method of Instruction |
Time Allotted (minutes) |
Resources |
Method of Evaluation |
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To provide data and statistics related to the prevalence of breast cancer and the utility of early diagnosis for women |
The content will cover the following aspects: · To cover details related to breast cancer occurrence in USA using the statistics from American Cancer Society 2017-2018 survey (American Cancer Society 2018). · To list down points related to the importance of early diagnosis of breast cancer by describing benefits such as reduction in breast cancer death rates and best methods for breast cancer screenings (Oeffinger et al., 2015).
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Verbal and audiovisual model will be used to provide data points and figures related to breast feeding rates |
1 hours (Day 1) |
Projector, power point related to the content and laptop are the resource needed for teaching. |
Evaluation of teaching will be done by providing short multiple choice questions to participants at the end to estimate their knowledge related to breast cancer (Lemlem et al., 2013). |
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To provide education regarding the utility of self-examination to reduce risk of breast cancer |
· To provide teaching to women with evidence based material regarding the utility of breast self-examination · The study by Abera, Mengistu and Bedaso (2017) will be cited as an example to prove the effectiveness of planned teaching on increasing knowledge and practice related to breast screening. The study has proved that teaching breast self-examination along with demonstration resulted in increase in knowledge related to breast cancer. This may motivate women to further take interest in the teaching plan |
Verbal method of instruction |
Day 2-(1 hours approx) |
Power point and video recordings of people who got benefit from taking part in screening programs |
To evaluate change in perceptions of population group regarding the utility of breast self-examination by means of survey method |
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To demonstrate correct way to self-examine breast and contact health care services accordingly |
· The contents will define the best time to conduct breast self-examination which is few days after the end of menstrual cycle · To instruct regarding the steps to follow while performing the breast self-examination starting from standing in front of the mirror to visual inspection of breast to identify changes in shape and size · To instruct regarding actions to be taken after a breast self-examination such as making an appointment with the doctor (Schwab et al. 2015) · To provide list of name related to breast special health clinic near to an individual’s home |
Physical and audio-visual mode is needed to demonstrated correct method of conducting a breast self-examination |
1 hours (Day 3) |
Powerpoint presentation and lessons or resource for teaching |
Breast self-examination knowledge form will be distributed to women and the response will be evaluated. Similar approach was also taken by Tuna et al. (2014) to evaluate the effectiveness of online education in teaching breast self-examination |
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To address stigma around breast screening and participation in breast screening program |
· To evaluate women’s perception related to breast cancer screening by asking questions related to number of screenings done so far · To list down common reasons for avoiding screening such as fearful of diagnosis, poor knowledge about breast cancer risk, cultural perceptions related to breast cancer. The study by Kawar (2013) will be used as an example to show how cultural perception and attitude towards breast screening influence women’s awareness related to breast cancer |
Audio-visual presentation and discussion rounds |
1-2 hours (Day 4) |
Arrangements needed for discussion rounds and audio-visual presentation |
The effectiveness of the teaching session will be judged by asking questions about their opinion about breast screening program after the teaching session. |
References:
Abera, H., Mengistu, D., & Bedaso, A. (2017). Effectiveness of planned teaching intervention on knowledge and practice of breast self-examination among first year midwifery students. PloS one, 12(9), e0184636.
American Cancer Society (2018). Breast Cancer Facts & Figures 2017-2018. Retrieved from: https://www.cancer.org/content/dam/cancer-org/research/cancer-facts-and-statistics/breast-cancer-facts-and-figures/breast-cancer-facts-and-figures-2017-2018.pdf
Kawar, L. N. (2013). Barriers to breast cancer screening participation among Jordanian and Palestinian American women. European Journal of Oncology Nursing, 17(1), 88-94.
Lemlem, S. B., Sinishaw, W., Hailu, M., Abebe, M., & Aregay, A. (2013). Assessment of Knowledge of Breast Cancer and Screening Methods among Nurses in University Hospitals in Addis Ababa, Ethiopia, 2011. ISRN Oncology, 2013, 470981. https://doi.org/10.1155/2013/470981
Oeffinger, K. C., Fontham, E. T., Etzioni, R., Herzig, A., Michaelson, J. S., Shih, Y. C. T., … & Wolf, A. M. (2015). Breast cancer screening for women at average risk: 2015 guideline update from the American Cancer Society. Jama, 314(15), 1599-1614.
Pilevarzadeh, M. (2016). Women’s Perspective of Breast Self-examination. International Journal of Biomedical Science?: IJBS, 12(3), 115–119.
Schwab, F. D., Huang, D. J., Schmid, S. M., Schötzau, A., & Güth, U. (2015). Self-detection and clinical breast examination: Comparison of the two “classical” physical examination methods for the diagnosis of breast cancer. The Breast, 24(1), 90-92.
Tuna, A., Avdal, E. U., Yucel, S. C., Dal, N. A., Dicle, A., Ozkan, A., … & Degirmenci, M. (2014). Effectiveness of online education in teaching breast self-examination. Asian Pac J Cancer Prev, 15(7), 3227-3231.
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