The Target Population of Alzheimer and Dementia Patients, Essay Example

For the target population of Alzheimer and Dementia patients, the teaching plan created centers around a critical variable that is not normally discussed when teaching about the risks and impacts to the conditions. This teaching plan revolves around teaching students, patients, and caregivers about the impact of hypertension and diabetes to Alzheimer’s and Dementia. Hypertension contributes to numerous chronic conditions, as it lowering blood pressure has been proven to lower the risk of Alzheimer. The purpose in implementing the Ecological Model within the teaching plan was to belief that all processes occurring within individual people and their environment should be viewed as interdependent.  The adequacy of this assessment is to demonstrate the evaluation skills to critique individual work that is imperative to improving health education for the target population. The assessment is also critical in determining what the reader will learn from the teaching plan.

The accompanying learning objectives outlined in the Ecological model is used within the teaching plan as it incorporates the behavioral changes within the patients including the broader factors that contribute to the conditions of the patients. The pre-assessment instrument used consisted of using a basic set of questions in outlining what the patient can learn; why is the information important to the target population; how does this link to the target population; and how can patients as well as students, caregivers, and family benefit from learning this information? The goal of this pre-assessment instruction was to target the individuals’ bank of knowledge in regards to what they already knew about hypertension, and what they didn’t know about its links to Dementia and Alzheimer’s. The appropriateness of the learning objectives was valid, as this information was beneficial to helping raise the alarm of high blood pressure, the risks, and how reducing blood pressure could not only lower risk of Alzheimer’s but also reduce The progression of the condition. The learning objectives includes; learning a substantial amount of knowledge about hypertension; being aware of the risks of acquiring hypertension understanding how to prevent or control hypertension; and how it contributes to Alzheimer and Dementia.. The accompanying activities involved role playing, which help patients knowing how to take blood pressure and determine if it is problematic or manageable. Other accompanying activities involve receiving handouts, and educational materials on maintaining a healthy lifestyle. This material is meant for long-term application for the patient to use in their daily routine of managing their conditions. For the accompanying activities there were also highly appropriate for the teaching plan, as it provided readers with additional information that can be used in helping to manage their blood pressure, as well as caring for patients.

Revisions were made to the teaching plan to incorporate factors of the Ecological Models, which was helpful in improving the understanding of the culture, physical environment, interpersonal relationships, psychological characteristics, and developmental history. This was necessary in relating the material strongly to the target population, as well as providing a deeper link to the impacts of hypertension and high blood pressure to the symptoms of Alzheimer’s and Dementia. Other revisions include adding more learning objectives, learning content, and learning resources for patient, caregivers, and students.

My own personal teaching performance correlates around the preparation of collection information about the topic, and how it was iterated to the target population. My emphasis on promoting information that is usually not discussed a lot with health information for Alzheimer and Dementia. The reasons in which I feel that my teaching performance was effective was because it hit on the variables of the Ecological Model that incorporated several factors that involved the risks and the benefits of controlling hypertension that had positive impacts on the symptoms and the progression of Alzheimer. In providing PowerPoint presentation, handouts, and material about daily routines for healthy lifestyles, my teaching approach was effective in providing a simplistic and easy method in which individuals from various backgrounds and educational levels would be able to learn and benefit from. Learners were able to assume the roles of patients, in which they were able to depict diverse patient behavior, and defend the behaviors of patients that interact with nurses in learning their diagnosis and treatment plans. When learners were able to imitate both the patient’s behavior and the nurse’s behavior, their knowledge of the material was easy to assess. Measuring their knowledge this way, was a method used in evaluating if the objectives were met in adding to their knowledge bank. Why additional approaches could have been used including measuring feedback to assess understanding of material, as well as additional activities that help with increasing inter-group communications about the diseases and the chronic conditions. Overall my teaching approach was effective in reaching the targeted population surrounding Alzheimer’s and Dementia.

In evaluating the learner, the objectives to be met including answering end of lesson questions on hypertension, pinpointing the symptoms of questions, understanding the risks of getting hypertension, and how to prevent and manage hypertension. This evaluation correlates with meaning the learning objective goals of gaining a substantial amount of knowledge surrounding hypertension, so that learners would be able to understand the dangers, and the links to Alzheimer’s and Dementia. In this capacity of learning the material, the objectives were met, and the approach of the teaching plan was effective in the learners gaining more knowledge about the disease and the surrounding contributors. Overall, this teaching plan and the methods used proved to be satisfactory in meeting the learning objectives, as well as measuring the success of the knowledge gained by the learners.