Reflection on the Teaching Plan and Teaching Session
Reflection on the Teaching Plan and Teaching Session
It is clear from the interview with K.W. that the teaching plan and teaching sessions effectively improved the patient’s understanding of hypertension. The teaching plan also helped the patient understand and stick to the developed strategies to manage his hypertensive status. For instance, the teaching plan significantly influenced the client to change his behaviors. He notes that understanding the underlying risk factors for hypertension makes him motivated towards daily physical activity and avoiding certain foods. He also notes that he now understands the need to monitor his blood pressure as the results motivate him. However, he notes that it is hard to overcome the urge to consume fast foods as the people around him continuously eat them. This is expected as living in an environment that promotes unhealthy eating, and diets makes it hard to overcome such poor dietary patterns (Lichtenstein et al., 2021).
Despite the effectiveness of the teaching plan, there are teaching gaps, especially in the nature of the teaching materials to the patient. Short teaching videos will be adopted to replace the brochures. Evidence from the COVID-19 pandemic has shown that gamification can potentially improve the adoption of healthy living behaviors, even among elderly people (White et al., 2022). Regardless, I am impressed with the patient’s progress, and my take is that the teaching plan and sessions were a success, and I would use the same techniques again to improve the current patient’s health and even on new clients.
References
Carey, R. M., Wright, J. T., Taler, S. J., & Whelton, P. K. (2021). Guideline-Driven Management of Hypertension. Circulation Research, 128, 827–846. https://doi.org/10.1161/CIRCRESAHA.121.318083
Cassidy, O., Shin, H. W., Song, E., Jiang, E., Harri, R., Cano, C., Vedanthan, R., Ogedegbe, G., & Bragg, M. (2021). Comparing McDonald’s food marketing practices on official Instagram accounts across 15 countries. BMJ Nutrition, Prevention & Health, 4(2), 510. https://doi.org/10.1136/BMJNPH-2021-000229
Lichtenstein, A. H., Appel, L. J., Vadiveloo, M., Hu, F. B., Kris-Etherton, P. M., Rebholz, C. M., Sacks, F. M., Thorndike, A. N., Van Horn, L., & Wylie-Rosett, J. (2021). 2021 Dietary Guidance to Improve Cardiovascular Health: A Scientific Statement From the American Heart Association. Circulation, 144(23), e472–e487. https://doi.org/10.1161/CIR.0000000000001031
White, B. K., Martin, A., & White, J. (2022). Gamification and older adults: Opportunities for gamification to support health promotion initiatives for older adults in the context of COVID-19. The Lancet Regional Health – Western Pacific, 100528. https://doi.org/10.1016/J.LANWPC.2022.100528