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I. ASSESSMENT
Clinical Experience:
A. We will present our teaching project to a group
of seniors who are 65 and older, whose socioeconomic class
will range from moderate to high and who will be predominately
white. Some will be retired; some will have eighth grade
educations and others will be college graduates. Individual
group members may have impaired abilities due to advancement
of the aging process, such as decreased health, physical
strength, vision, and hearing. Psychosocially, this age
group may be experiencing: management on fixed incomes,
deaths of loved ones, changes in living arrangements and
roles in life, and new and redefined relationships.
B. Our presentation on flu prevention, a hot topic
this season with lack of available vaccination, attracted
22 attendees, who range from being completely independent
to almost completely dependent.
C. We expect them to learn by actively participating.
They are motivated because they are interested in the topic,
and because they are aware of the vaccine's scarcity. They
will feel good about themselves because they are helping
us with our project.
II. PLANNING
A. My Objectives
a. Teach older adults flu prevention.
b. Teach older adults symptoms of the flu.
c. Teach myths and facts about the flu.
d. Educate re: areas of high contamination for viruses/bacteria.
e. Make the presentation interesting and attention captivating.
f. Provide useful and practical information.
g. Talk slowly, clearly.
h. Create a fun and relaxed environment.
B. Learning Outcomes
a. Older adults will understand ways to prevent the flu.
b. Older adults will be able to recognize symptoms of
the flu.
c. Older adults will be able to answer T/F questions re:
the flu.
d. Older adults will identify areas that are high risk
for contamination.
e. Older adults will become familiar with antibacterial
hand cleanser and will
be able to use it.
f. Older adults will feel comfortable with us and feel
able to ask questions.
C. Content
a. Assessment: We will begin by asking our audience
to define "flu." Once we have a sense of their
perceptions, we will adjust our presentation accordingly.
b. Lecture: The lecture will consist of ways to
prevent flu, proper hand washing technique, facts and
myths about the flu, how the flu virus is spread, risk
factors for flu, and symptoms of the flu. We will use
a large colorful poster and hand-outs to emphasize main
points. We will have samples of antibacterial hand cleanser.
c. Participation: We will involve our group by
asking questions and by passing out samples of antibacterial
hand cleanser. We will invite questions and comments.
D. Barriers/Problems:
a. Hearing: We will need to speak loudly, clearly,
and at a moderate pace.
b. Vision: We will bullet information in large,
easy-to-read letters on our
presentation board, to accommodate those with impaired
vision, who will be invited to sit in the front.
c. Impaired understanding: The hand sanitizer will
likely be new to many, so we will take time to explain
its importance and to demonstrate how to use it. Again,
an opportunity for questions is vital.
E. Teaching/Learning:
a. Motivation to learn: As members of a high risk group,
the older adults will be interested in learning how to
reduce their risk of contracting the flu. They are also
aware of the vaccine shortage.
b. Positive learning environment: We will limit distractions
to the best of our ability, and we will be enthusiastic
teachers.
III. EVALUATION
A. Our results were excellent. I heard murmurs in the hallway
for the remainder of our time at the facility on the, "…wonderful,
helpful, (etc…) URI nursing girls," which made
us feel appreciated and like we'd helped. Our objectives
were achieved and we received much positive feedback. For
the future, we would have easier-to-work hand sanitizer
samples.
B. To follow-up, I would suggest we present our teaching
project to the staff and cleaning crew at the facility.
We would strongly recommend that staff disinfect areas of
high contamination. I would also make the hand sanitizer
more available to the CNA's who go room to room without
available sinks between rooms.
C. I believe we were much appreciated by the older adults
and provided them with important information on flu prevention.
They respected us and wanted to help us help them.
IV. RESOURCES
References
Potter, P., & Perry, A. (2001). Fundamentals of nursing
(5th ed.). St, Louis: Mosby.
Grayson, C. (2003, September). 12 tips to prevent cold and
flu the "natural" way: WebMD medical reference.
msn.com. Retrieved October
10, 2004, from http://contect.health.msn.com/content/pages/5/4068_103.htm
Department of Health and Human Services. (2004, October 15).
Stopping the spread of germs at work. cdc.gov. Retrieved
October 19, 2004, from http://www.cdc.gov/germstopper/work.htm
Department of Health and Human Services. (2004, October 15).
What everyone should know about flu and the flu vaccine. cdc.gov.
Retrieved October 19, 2004,
from http://www/cdc.gov/flu/keyfacts.htm
Department of Health and Human Services. (2004, September
22). Questions & answers: The disease. cdc.gov.
Retrieved October 19, 2004, from http://www.cdc.gov/flu/about/qa/disease.htm
Department of Health and Human Services. (2000, April 5).
An ounce of prevention:Keeps the germs away. cdc.gov.
Retrieved Qctober 19, 2004,
from http://www.cdc.gov/ncidod/op/cleaning.htm
New England Journal of Medicine. (2004, November). Weathering
the influenza vaccine crisis. Volume 351: 2037-2040, 1-4.
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