Health Promotion Packet

Health Promotion Packet

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Health Promotion Packet

Section A

The interviewed individual is at the planning phase in the five stages of change. According to information collected, the interviewee had in the past attempted to carry out a ninety-day abs challenge in order to improve his abdominal physique. The conclusion was arrived at through application of the True and False statements that assess state of change. The interviewee in addition has self-motivation to indulge in further exercises in the near future. According to Pender’s model, an individual who in the past has participated in exercising and is additionally planning to engage in near future exercise, he or she is in the preparation (ready) phase (Gupta, 2008). Near future is normally set as the subsequent month and the individual has a defined plan of action. The interview has a clear vision of personal and social limitations that mitigate his capacity for exercising. The interviewee has commitment problems in completing exercise plans and has no support from his immediate family. To overcome interpersonal limitations, the interviewee has developed a primary abdominal challenge for ninety days that involves sit-ups, leg planking, weight lifting, and jogging.

In the assessment of health literacy, I employed the Newest Vital Sign (NVS) and inquisition on prescription details as strategies. Asking the interviewee if he understood the details written in his medicines assesses skill level. From the questions, the interviewee has moderate health literacy skills as he understood dosages, implication of over and under dosing but failed to comprehend medical content. NVS is a screening test for numeric, lingual, and cognitive skills in health information (Gupta, 2008). The test takes three minutes and uses an ice cream label as the tool. Interviewee reads the label as I ask six questions putting each response with a given score sheet.

Section B

The proposed education plan for Lia’s family is one that improves lingual communication in both spoken and written contexts. The family has difficulty in understanding the medical terms and procedures as given to them by healthy professionals (Fadiman, 1997). A language barrier facilitates this lack of understanding. In order to overcome the language differences, there is an available interpreter on site for medical and telecommunication purposes. Teaching will use learning materials that are written in the first person, use common words, use one or two syllables, and avoid contractions and abbreviations. The teacher should not use abstract thoughts in teaching of the materials. Equally, no slang words are present in the teaching or reference materials (Ormrod, 2012). The strict and precise guidelines on use of materials facilitate writing education for Lia’s family. Spoken education employs the use of symbol matching, pronunciation tests and phrase construction tests. In order to ascertain family progress, the education plan will integrate three weeks spaced examinations. The assessments tests involves symbol matching, color coding, speech and writing tests. Complexity of the tests is elevated with each time an assessment is given.

References

Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux.

Gupta, J. (2008). Skill-based health education. New Delhi, India: Rajat Publications.

Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching. Boston: Pearson.