Health Teaching, Health Literacy and Reflection

Health Teaching, Health Literacy and Reflection Introduction Health Education empowers individuals and their families to make informed health decisions and achieve optimum health. Nurses can educate clients in various ways based on clients knowledge and learning needs. They can teach a diabetic child on insulin administration techniques; adolescents on sexual health; factory workers on back safety procedures and a young mother on contraception and breast feeding techniques (McEwen Pullis, 2009). The following essay is divided into three parts. The first part provides a definition and a brief discussion on health literacy. The second part demonstrates the key strategies to be used to advance the health literacy skills of clients with low health literacy skills. The final part gives a reflection of my learning experience on health literacy and how my knowledge can contribute to provide an effective nursing care in future practice that can empower clients to make informed health decisions. Health Literacy Health literacy can be defined as â€Å"The degree to which individuals can obtain, process, understand, and communicate about health-related information needed to make informed health decisions† (Berkman, Davis, McCormack, 2010, p.13). The Ministry of Health (2010) Ko ¯rero Marama Health Literacy and Maori report clearly indicates that the majority of individuals in the overall New Zealand population have low health literacy skills and among them Maori are a higher proportion than Non- Maori. Therefore, those individuals with low health literacy skills have a limited ability to access, obtain, read, understand and communicate health information (Berkman et al., 2011). This results in less knowledge to use preventative measures such as screening programs and vaccinations; limited knowledge about their illness, treatment and medications; more work related injuries; therefore, leading to increased emergency services, hospitalizations and healthcare costs (Nursing Review, 2012). Health literacy is beneficial to individuals and their families in various ways to achieve optimum health. One of the ways the health literacy is beneficial to the individuals is that, it enables them to access to health clinics; fill out medical forms; communicate with health providers; interpret labels and health messages; understand about medications and their administration appropriately (Ministry of Health, 2010). In addition to that, health literacy helps people to be aware of prevention strategies such as breast and cervical screening programs (â€Å"Health Literacy,† 2013). Furthermore, health literacy enables individuals to make better health choices and self-manage their chronic condition, thereby, decreasing hospitalizations and health care costs (Ministry of Health, 2010). Strategies for enhancing health literacy In order to improve health literacy of clients, registered nurses have to implement the following strategies. First of all, make sure that the environment is shame-free, respectful, caring and supportive where clients can interact openly and productively with healthcare providers (New Zealand Nurses Organisation (NZNO) College of Nurses Aotearoa, 2012). It is very important to assess the clients level of knowledge to find out what they already know and what they need to know (Osborne, 2013). Health Literacy is a shared responsibility, which means; health information is communicated in a way that both the healthcare provider and the receiver can understand (Osborne , 2013). While communicating with clients with limited English language, it is important to speak slowly and listen carefully and use common words like â€Å"cancer† instead of â€Å"oncology†. Moreover, avoid using medical jargon such as hyperglycemia, hypertension, etc; patients may not understand medical terms, abbreviations and acronyms that health professionals usually use. In addition to that, make the written language on documents simple, easy to read and understandable. For instance, using headings and sub headings can easily identify key concepts and clients can easily go through the information they needed (Osborne, 2013). Moreover, it is important to breakdown the complex information into small chunks, organize information and convey the most important concepts that the client has to know regarding their health (U.S. Department of Health Human Services, n.d.). In addition to that, identify different learning styles of individuals, for example, some people may prefer a visual learning, some other may prefer auditory or tactile learning styles (McEwen Pullis, 2009). Inclusion of decision aids and other teaching tools such as videos, quizzes, maps, booklets, images etc. would also be more effective (Osborne, 2013). Furthermore, communicating with non-English speakers can be addressed by appointing an appropriate medically trained interpreter. It is very important for the health provider to address and acknowledge any cultural differences and provide health information appropriately. For example, they can make the clients feel welcomed by greeting them in their respective language, displaying multicultural artifacts and translated signs in the health settings (Osborne, 2013). Instead of making assumptions that the client understood the provided health information, it is important to pay attention to client’s non-verbal cues along with verbal statements (NZNO College of Nurses Aotearoa, 2012). While teaching elderly people, it is very important to assess their physical readiness to learn new information. For example, some elderly people may have hearing, seeing and alertness problems that make their learning difficult (Lowenstein, Foord-May, Romano, 2009). To overcome this, always speak in ways that elderly people can hear and always make sure that the written information is readable. Moreover, encourage elderly people to bring a support person or a trusted friend to reinforce and clarify the informed health information (Osborne, 2013). Furthermore, use a teach-back technique to assess and confirm whether the health information provided is clear to the client. This technique will help to know to what extent the client can recall the comprehensive message and whether the client interpreted it correctly (Osborne , 2013). For example, instead of asking the client â€Å" Do you understand?† it will be better stating that â€Å" I just want to make sure I explained things well, tell me how you take these medications?† . Reflection On reflection, I have realized that a thorough assessment of client’s learning needs based on their age groups and developmental stages given me an insight on how their physical, cognitive, psychosocial learning abilities change in each developmental stage; and what teaching methods and strategies would be more effective and appropriate for that particular target group. For example, preschool children cannot think abstractly and they learn by watching and interacting with others. Whereas, adolescents can think abstractly and they can effectively learn through web and computer based resources, books, pamphlets, games, movies and through interacting with peers (McEwen Pullis, 2009). Evaluation at the end of the teaching session in my practicum helped me to analyze the effectiveness of the teaching session. This given me an insight of what teaching strategies were more effective and what other strategies I need to implement to improve my future teaching session. I realized that some teaching tools such as videos, quizzes and games reinforced the target group to interact and co-operate well with our teaching session. In addition to that, I also realized that I have to use simple language and avoiding medical terms while stating objectives to the adolescents. Furthermore, I realized that it is very important to document the evaluation on teaching session. This will be a base for our team when we plan another teaching session in future for that particular age group. In my future practice, I will definitely prepare a lesson plan based on thorough assessment of clients learnings needs. I will also use effective communication strategies that can reinforce the target group during lesson delivery. At the end of the teaching session I will also document the evaluation for future references. Conclusion In conclusion, Health Literacy skills are very important for the health and wellbeing of individuals. Health literacy skills empower individuals to take informed health decisions. Thorough assessment of clients knowledge levels and learning needs are essential to develop a good lesson plan for a particular target group. Following effective communication strategies and teaching methods during lesson delivery will reinforce clients to participate effectively and make informed health choices for better health outcomes.

Frank Lloyd Wright :: essays research papers

Frank Lloyd Wright   Ã‚  Ã‚  Ã‚  Ã‚  Frank Lloyd Wright, in my mind, is the greatest architect I’ve ever seen. He had a big fetish with building his houses encompassed with nature and that really interested me.   Ã‚  Ã‚  Ã‚  Ã‚  Frank Lloyd Wright is widely regarded as one of the most influential figures in modern Western architecture. His radically innovative designs, utilizing a building based on nature. Said by Wright as organic architecture. He was born in Richland Center, Wisconsin, June 8, 1867 and died on April 9, 1959. It was a standard of his passion and commitment to his field of work that he continued working right up to the time of his death.   Ã‚  Ã‚  Ã‚  Ã‚  After studying civil engineering at the University of Wisconsin, he moved to Chicago in 1887, where he went to work as an apprentice for Louis Sullivan. He began there to design and independently build private houses for some of Sullivan’s clients. This was known as “moonlighting';. These houses soon revealed an independent talent that was distinct from that of Sullivan. Wright’s houses had low, sweeping rooflines hanging over uninterrupted walls of windows. His plans were centered on massive brick or stone fireplaces at the heart of the house. His rooms became wide open to one another and the overall configuration of his plans became more and more alike, reaching out toward some real or imagined expansive horizon.   Ã‚  Ã‚  Ã‚  Ã‚  In contrast to the openness of those houses and as if in conflict with their immediate city environment, Wright’s urban buildings tend to be walled in with light entering primarily from above, through skylights. These features contrasted with those of his mentor’s, Sullivan, work. Wright’s distaste for urban environments and his embrace of the natural environment are observed in the contrasting features of some of his finest buildings in the early 1900s: the Unity Church in Oak Park, Illinois; compared with Buffalo’s Martin House and Chicago’s Robie House. The houses are characterized by large, glazed walls, terraces, and low-slung roof overhangs.   Ã‚  Ã‚  Ã‚  Ã‚  Well, in 1893, the issue of Wright’s moonlighting escapades finally arose and Sullivan was forced to fire Wright. Sullivan felt very betrayed by this. Wright was forced to work on his own which pleased him either way. This gave him more freedom. During the next 20 years, he became one of the best known architects in the United States. Wright’s fame in Europe was promoted due to the publication in 1910 and 1911 by Berlin’s Wasmuth of two editions of Wright’s work as well as an exhibition that traveled throughout Europe.

Crimes of the Heart: A Case Study on Cardiac Anatomy Essay

Tiffany is worried about her newborn son. Ever since she brought Caleb home from the hospital it has been so hard to get him to eat and he seems to be breathing too hard all the time. At his one month check-up, the nurse tells her that Caleb has only gained one pound since he was born and Tiffany breaks into tears. Dr. Baker checks over Caleb in the exam room, taking extra time feeling and listening to his chest. After the exam Dr. Baker says, â€Å"When I listen to Caleb’s heart I hear an extra sound called a murmur. I want to use an echocardiogram and an ECG to get a good picture of all the parts of his heart.† After a full day of tests, Tiffany meets with Dr. Baker in his office. He explains, â€Å"After a careful review of all the information, I have discovered that Caleb has a hole in the heart muscle wall between his right and left ventricles. We call it a ventricular septal defect. That is probably why he has been so irritable and hard to feed. The hole is not very big, but he will still need to have surgery to repair it.† Although the thought of her tiny son having surgery is terrifying, Tiffany is relieved to know why things have been so tough at home. Short Answer Questions: 1. Caleb has abnormal heart sounds that tipped the doctor off to a problem. a. Name the normal sounds of the heart and indicate what causes these sounds. The two major sounds that are heard in a normal heart beat sound like â€Å"lub dub†. The â€Å"lub† is the first heart sound, commonly termed S1, and is caused by turbulence caused by the closure of mitral and tricuspid valves at the start of systole. The second sound, â€Å"dub† or S2, is caused by the closure of aortic and pulmonic valves, marking the end of systole. (STETHOGRAPHICS.COM) b. In relation to the normal heart sounds, when would you expect to hear the abnormal sound Dr. Baker heard? Explain your answer. When a valve is stenotic or damaged, the abnormal turbulent flow of blood produces a murmur  which can be heard during the normally quiet times of systole or diastole. (MED.UCLA.EDU). In relation to the systole and the diastole a murmur can be detected between the quiet times between the two. Normally, a murmur is a blowing, whooshing, or rasping sound heard during a heartbeat. (NIH.GOV)That is what Dr.Baker probably heard when doing the examination. 2. The defect in Caleb’s heart allows blood to mix between the two ventricular chambers. Due to this defect would you expect the blood to move from left-to-right ventricle or right-to-left ventricle during systole? Explain your answer based on blood pressure and resistance in the heart and great vessels. It goes left to right during systole. The difference is normally, oxygen-poor (blue) blood returns to the right atrium from the body, travels to the right ventricle, and then is pumped into the lungs where it receives oxygen. Oxygen-rich (red) blood returns to the left atrium from the lungs, passes into the left ventricle, and then is pumped out to the body through the aorta. But when an infant has ventricular septal defect it still allows oxygen-rich (red) blood to pass from the left ventricle, through the opening in the septum, and then mix with oxygen-poor (blue) blood in the right ventricle. (ROCHESTER.EDU) but instead when systole occurs the blood gets mixed because of the septum therefore heart needs to pump harder to ensure that enough blood with oxygen reaches the body. 3. When an echocardiogram is performed, the technician color-codes oxygenated blood (red) and deoxygenated blood (blue). a. In a healthy baby, what color would the blood be within the right and left ventricles, respectively? Right ventricle: deoxygenated (blue), Left ventricle: oxygenated (red) b. In Caleb’s heart, what color would the blood be within the right and left ventricles, respectively? Left ventricle: oxygenated (red). Right ventricle: will have mixed blood so it will be red and blue because the opening between the two ventricles has an effect similar to a connection between the atria: When the more powerful left ventricle beats, it ejects blood into the right ventricle and pulmonary circuit. (A&P book pg. 677) 4. What happens to Caleb’s systemic cardiac output as a result of his  ventricular septal defect (VSD)? Explain your answer. Caleb will produce lower cardiac output because a left-to-right shunt at the ventricular level reduces LV output by the amount of the shunt because of this the body’s compensatory mechanisms will increase intravascular volume because of this lowered cardiac output until LV end-diastolic volume is sufficient to pump both a normal cardiac output and the proportionate left-to-right shunt. (AHAJOURNALS.ORG) 5. Based on the location of Caleb’s defect, what part of the conduction system might be at risk for abnormalities? Well since Caleb has a hole in his heart muscle wall these parts of the conduction system might be at risk for abnormalities the SA node, AV node, bundle of His, bundle branches, and Purkinje fibers. (NIH.GOV 2) WORKS CITED STETHOGRAPHICS.COM http://www.stethographics.com/main/physiology_hs_introduction.html MED.UCLA.EDU https://www.med.ucla.edu/wilkes/Physiology.htm NIH.GOV http://www.nlm.nih.gov/medlineplus/ency/article/003266.htm A&P book pg. 677 ROCHESTER.EDU http://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=90&ContentID=P01829 NIH.GOV 2 http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000021.htm AHAJOURNALS.ORG

Comparison Between My Last Duchess Ulysses Regarding...

Question : What is a dramatic monologue? Which of the two, in your opinion, is the stronger dramatic monologue in Tennyson’s â€Å"Ulysses† or Brownings â€Å"My Last Duchess†? Answer : Traditionally dramatic monologue is a lyrical poem in the form of speech spoken by a single man. It is dramatic because it begins abruptly and in the development of its thought it takes several sudden turns which impart dramatic dimension to the poem. In a dramatic monologue the single speaker reveals his thoughts in the presence of a single silent listener or some silent listeners. The speaker is not necessarily the poet himself though the speaker often gives out the poets belief and philosophy. The speakers revelation, in fact, leads the readers to probe†¦show more content†¦He tells them, â€Å"you and I are old.† These are the clues which lead us to believe that other mariners are present but they do not speak. Telemachus presence is also felt. Tennyson here follows the tradition of allowing one person to speak and keeping others silent. In â€Å"My Last Duchess† we see the same thing. As the poem progresses, it becomes clear that only a single per son speaks. The speaker is the Duke of Ferrara who is talking about his dead Duchess portrait painted by Fra Pandolf. At several points of the poem it becomes evident that there is a listener who remains silent. For example, when the duke says â€Å"Willt please you sit and look at her?† or â€Å"Willt you please rise?† we understand that someone is present around him. Later in the poem, we come to know that he is an emissary for the second marriage of the Duke. Throughout the poem he does not talk. But his reactions are revealed through the Dukes speech. For example, the clue to understand the surprise in the emissarys face has been revealed by the Duke himself : â€Å"so not the first/ Are you to turn and ask thus.† We know he does not ask anything but there has been a question in his countenance. Tennyson reveals his hearts desire in â€Å"Ulysses†. This is another aspect of dramatic monologue. He says he does not enjoy peaceful life at home, and so, h e wants to set out for new adventures. His inner thoughts have been revealed. However, the revelation is very simple and plain. The speaker here is