The World’s Biggest Political Health Scam? Essay Example

In their role as a credible source of health data, nurses can impact the readiness of patients and their families to obtain COVID-19 vaccines. A teaching session is an opportunity to discuss vaccination with unvaccinated patients. One basic learning principle that is important while delivering these lessons is relevance. If you want to educate your patients, you must first ensure that they understand what you are saying and that it makes sense in light of their prior knowledge (Thompson et al., 2021). As a result, patients will relate to the lessons they are being taught.

When teaching on Covid-19, I would consider the affective domain as one of the learning domains to plan a learning activity for the family. Affective behavior to comply with Public Health Guidelines regarding vaccinations and capacity limits is influenced by various factors, including one’s attitudes, values, spiritual beliefs, family patterns, and relationships. Changing one’s attitude or emotions is part of the process of affective learning (Mirza & Mahboob, 2021). I would use discussion, simulations, and role-playing as teaching methods in my lesson plan.

A reasonable amount of time for the learning activity would be ten to fifteen minutes. This meeting would include discussions and questions about covid-19. My primary focus in my delivery would be compassion, empathy, and genuine curiosity about the patient’s feelings. Normally, the patients’ perspectives on vaccines may differ depending on their cultural and familial contexts. At the start of the class, I would ask permission to speak about the vaccine. Once, the family agrees, I would then ask in-depth questions about the problem. The goal here is to make them more open to vaccination (Mohamed et al., 2021). Patients who have concerns about the safety or risks of vaccinations, as well as their own physical and mental health, can rely on me to provide answers that are consistent with my education, professional standards of conduct, and scope of practice. The family would also receive a vaccine fact sheet/slide show, as well as an explanation of vaccine efficacy and safety, as well as myths about the importance of herd immunity.

To sum up, I would seek to get the family’s feedback on the issue. As they give their feedback, I would ask questions to gauge their new understanding of the issue. From their comments, I should be able to gauge their acceptability to COVID-19 vaccines.

References

Mirza, T. I., & Mahboob, U. (2021). Polishing the Teaching of Affective Domain in Online Education. J Coll Physicians Surg Pak, 30(4), 485-486.

Mohamed, N. A., Solehan, H. M., Mohd Rani, M. D., Ithnin, M., & Che Isahak, C. I. (2021). Knowledge, acceptance and perception on COVID-19 vaccine among Malaysians: A web-based survey. Plos one, 16(8), e0256110.

Thompson, D. L., May, E. J., Leach, M., Smith, C. P., & Fereday, J. (2021). The invisible nature of learning: Patient education in nursing. Collegian, 28(3), 341-345.