Evaluation of a Health Promotion Teaching Intervention

Evaluation of a Health Promotion Teaching Intervention

Hypertension is the leading risk factor for cardiovascular disease (CVD) morbidity and mortality in the United States and around the world (Carey et al., 2021). The management of high blood pressure requires the use of medication and modifications to one’s lifestyle. The major focus in the management of hypertensive patients is to improve their capacity to self-manage the condition. Healthcare providers are responsible for educating the patient on how to care for themselves. In a previous clinical encounter, K.W., a 54-year-old African-American Male, was diagnosed with hypertension. A teaching plan was developed based on K.W.’s condition. The health promotion teaching plan includes content on hypertension, the underlying risk factors contributing to the development of the condition, associated common and specific symptoms, and the necessary lifestyle changes necessary for self-management of hypertension. The teaching plan aimed to improve K.W.’s understanding of hypertension, the elements that risk increasing his hypertensive state, and the health risks he was predisposed to if his hypertensive status was not managed. The teaching plan also included the adoption of interventions to improve his eating habits and his levels of physical activity. Additionally, the plan identified various lifestyle changes that K.W. needed to make to manage and resolve the underlying factors fueling his high blood pressure. This paper presents an evaluation of the health promotion and teaching on hypertension management plan implemented as an intervention aimed at improving K.W.’s self-management skills towards managing his hypertensive status.

Summary of Interview with K.W.

Mr. K.W. was expected to come to the clinic from time to time throughout his care. In the current session, we evaluated the teaching plan intervention to identify what has been achieved to date using an interview. The first focus of the interview was to identify Mr. K.W.’s experiences throughout the teaching plan and session, where he noted that he has been enjoying it a lot. The next question was on the goals achieved per the teaching plan, both short-term and long-term. The client noted that he had achieved most of the goals set in the teaching plan. For instance, he noted he had achieved his short-term goals, including checking and logging his blood pressure daily, as well as meditating and improving his physical activity to 60 minutes. In the long-term goals, although he notes that he has been able to lose over 5 pounds as per the goal, he has failed to fully adhere to the self-management training plan by failing to stop his high sodium intake from fast foods.

Mr. K.W. notes that he is comfortable with the plan as it is and does not see any reason to change the teaching plan. He relates his failure to reduce his sodium and saturated fat intake to his inability to resist fast foods, as the adverts and photos posted by friends on social media for fast foods make it hard to overcome his eating habits. The case of McDonald’s social media advertising on platforms such as Instagram significantly influences the population’s eating habits and may risk poor diet and eating habits (Cassidy et al., 2021). Additionally, K.W. notes it is hard to adapt to new eating habits that do not constitute fast foods. The client feels the teaching plan was effective and has contributed to his current knowledge of hypertension and his behavior and lifestyle changes. However, he thinks that because he is old and knows how to use his phone and has a laptop, we should send him videos on self-management rather than brochures for teaching materials. He also noted that he usually misplaces the brochure and is sometimes too bored to look at it.

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

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This is your evaluation of your project and your practicum. You will include your participant in the evaluation process. Interview the participant from your health promotion teaching session. Include questions on the following:

Did the participant reach their short-term and long-term goals?
What would you change with the goal, what would you add, etc?
Why did your participant not achieve the goal (if they did not)?
If goals were not achieved, what were the barriers?
Did the participant feel the teaching was effective?
Would the participant recommend changes to the way information was taught?
Write a 3-4 page paper in APA format. Use the week 10 assignment rubric Download the rubric for grading requirements.

Include the following topic areas:

1. An introduction that includes a brief overview of the teaching session.

2. A summary of your interview with the participant

3. Your reflection on the teaching plan and teaching session: Was it effective in terms of improving patient knowledge (use the findings from your 5-question pre and post-test)? Was it effective in changing participant behavior? Were there any teaching gaps identified? Would you use the same techniques again? What was your overall impression of the education you planned, delivered, and evaluated?