Epidemiological Rationale for Topic
In Miami, tuberculosis is a major health concern taken seriously by the state government. Statistics indicate that the disease affects a number of adults. Although the current measures put in place have addressed the challenges associated with the condition, more people are still exposed to it (Allender, Rector, & Warner, 2013). Currently, around 5-6 people in every 100,000 citizens have the condition (Grosset & Chaisson, 2017). A proper educational program can address the issue and empower more people to protect themselves from tuberculosis.
Nurses should educate more people about the unique issues surrounding the condition such as ventilation, multi-drug resistant TB (MDR-TB), and use of vaccines (Long, Qu, & Lucas, 2016). The disease is also a risk factor for cancer, premature death, and pulmonary conditions. Practical guidelines can therefore make it possible for more people to deal with the condition.
Readiness for Learning
Tuberculosis is a major condition affecting many people in Miami. More members of the community will be willing to understand the best practices that can be used to deal with the condition (Allender et al., 2013). More people will be willing to re-pattern their lifestyles and reduce chances of developing the condition.
Learning Theory to Be Utilized
The Social Learning Theory (SLT) will ensure more individuals are willing to change their behaviors. The inclusion of different stakeholders, according to the theory, supports the existing social systems (Diel et al., 2013). Family members and community members will be willing to embrace adequate measures that can support the welfare for all.
Goal: Healthy People 2020 (HP2020) Objective
The Healthy People goal that will be used to support the targeted program is reducing the incidence rate of tuberculosis to 1 case in every 100,000 population (Grosset & Chaisson, 2017).
The HP 2020 Objective and Relation to Alma Ata’s Health for All
The selected HP 2020 goal resonates with the Alma Ata’s “Health for All” because it promotes the best practices to improve people’s well-being. The proposed campaign supports these two goals (Diel et al., 2013). The program will promote health literacy, improve knowledge, and minimize disparities.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods
|Behavioral Objective |
|1. The participants should be aware of the issues surrounding tuberculosis (Cognitive Domain)||1. The participants will understand the mode of TB transmission and causal factors. |
The learners will understand how the determinants of health relate to the condition
|1. The theoretic information will be communicated using handouts and visual elements |
The students will identify the major health determinants and impact on health outcome
|2. The participants will understand the major risk factors tuberculosis (Cognitive Domain)||2. Issues such as poor ventilation, living with infected people, and overcrowded public places will be considered||2. The students will be provided with graphs and tables visualizing statistical information about TB|
|3. The students will learn to identify the potential risks of tuberculosis and complications (Affective Domain).||3. The session includes self-reflection based on the best preventive and treatment measures||3. The discussion will focus on the importance of the engagement in self-education and self-reflection practices for effective TB prevention|
|4. By the end of the course, the community members will be able to adjust their behaviors and engage in health promotion practices (Psychomotor Domain)||4. By implementing an appropriate education strategy, it is possible to raise awareness of TB and its risks. The course will also provide recent theories and health promotions models for the disease||4. Activities such as reading, group discussions, and presentations will widen the knowledge of the community members.|
The proposed campaign will exhibit the highest level of creativity. The essays and presentations will be prepared in a professional manner. The targeted members of the community will be persuaded to accept the information and embrace the best health promotion practices (Allender et al., 2013).
Planned Evaluation of Objectives
- The ability to identify and embrace the best disease prevention measures. The targeted members should be able to outline the gained ideas from the discussion.
- Learners should identify the best methods to treat tuberculosis. The learners will be encouraged to engage in peer group discussions in order to acquire new concepts.
Planned Evaluation of Goal
The members of the community will be evaluated based on the acquired ideas from the campaign (Long et al., 2016). The ultimate goal is to ensure the community members embrace new behaviors that can eventually prevent the disease.
Planned Evaluation of Lesson and Teacher
The discussions of the community members will be used to gauge the efficiency of the process. The post-assessment process will focus on addressing emerging questions or issues (Diel et al., 2013).
Financial constraints might affect the success of the program.
A powerful communication strategy will be used throughout the process. The first session will inform the learners about the facts surrounding TB. The next step is outlining the best methods for tackling the disease (Diel et al., 2013). Images, handouts, pamphlets, and PowerPoint presentations will support the non-verbal communication process.
Summary of Teaching Plan
The teaching program focused on the best measures to tackle the problem of tuberculosis. This condition has continued to affect more people across the United States. Many people are exposed or at risk of this condition. The teaching plan emphasized some of the evidence-based strategies and ideas that can be embraced in an attempt to minimize chances of infection. The first section of the program focused on the causal agent of the disease. Tuberculosis (abbreviated as TB) is caused by a bacterium known as Mycobacterium tuberculosis (Allender et al., 2013). The teaching plan also focused on some of the risk factors for the condition. Some of the outlined risk factors for the condition included malnutrition, radiotherapy, pregnancy, alcoholism, steroid diabetes mellitus, and presence of opportunist diseases such as HIV/Aids. The plan also outlined the best tactics to prevent the condition such as living in properly ventilated houses and places. The communicable disease is spread when an infected person sneezes or coughs. The teaching plan encouraged the targeted people to liaise with others in order to design powerful initiatives to deal with the disease. The individuals were guided and mentored in order to understand how untreated tuberculosis resulted in various complications such as kidney failure, back pain, or pleurisy (Arshad et al., 2014). The community members were also informed about the best measures to treat the condition. The use of strong antibiotics for several months can address the disease.
Epidemiological Rationale for Topic
The prevalence and incidence of tuberculosis in Miami and across the United States are powerful reasons that can be used to deal with the condition. The increasing number of people exposed to the condition should encourage more community members to implement powerful measures that can deal with it. Statistics indicate clearly that over 38 percent of the world’s population is affected by tuberculosis. The World Health Organization (WHO) estimates that over 10 million people are infected by TB each and every year (Grosset & Chaisson, 2017). The number of people suffering from MDR-TB is also on the rise. Some of the initiatives implemented in different parts of the world have not delivered positive results. This gap explains why there is need to come up with powerful campaigns to educate more people about the condition. The acquired ideas and knowledge will guide more people to re-pattern their lifestyles and practices. Consequently, the process will support the health needs of more people in Miami. The statistics in Miami indicate that over 5 people in every 100,000 citizens have the disease (Grosset & Chaisson, 2017). The topic therefore presented powerful strategies to ensure more Miamians were safeguarded from the condition. The success of the campaign can transform the situation and support the well-being of more people in the community.
Evaluation of the Teaching Experience
The completed teaching program was successful. To begin with, the targeted members of the community were willing to support the idea. Different avenues such as public places and church facilities were provided in order to support the campaign. During the first session, a considerable number of people were present. This turnout encouraged the teachers to pursue the targeted goal. Most of the targeted learners embraced the ideas and lessons delivered to them. They were willing to ask a wide range of questions in order to understand the targeted information much better. The use of PowerPoint presentations and handouts made it easier for the teachers to inform more people about the importance of engaging in positive practices and behaviors that can result in disease prevention (Diel et al., 2013). The questions raised by some of the learners were answered in a timely manner. The groups and discussions were successful throughout the process. The completed campaign supported the needs of many people in the targeted community. The respondents and participants indicated clearly that they were willing to engage in lifelong learning (Allender et al., 2013). By so doing, they would be able to acquire new ideas and transform their lifestyles. The approach will make it easier for more people in the community to deal with this disease. Social workers and human services professionals should be on the frontline to undertake similar programs.
Community Response to Teaching
The acknowledgeable fact from campaign is that majority of the members of the community were happy with the teaching plan. The individuals indicated clearly that the campaign focused on a unique issue that had been ignored for several years. The community members argued that tuberculosis was becoming a major challenge in Miami. That being the case, it was appropriate to support similar campaigns and sensitize more people about the unique risk factors for tuberculosis (Grosset & Chaisson, 2017). Some of the participants and community members were willing to embrace the use of different antibiotics to treat the condition. The other outstanding observation was that most of the members were willing to engage in different discussions even after the end of the program (Dara et al., 2015). This move was undertaken in order to acquire new concepts and ideas that can be used to deal with TB. The community was also willing to examine some of the key determinants of health associated with tuberculosis. They were also ready to focus on the major issues or conditions associated with TB such as back pain and pleurisy. This is a clear indication that the goals of the teaching plan were realized. Consequently, the members of the community were willing to transform their behaviors in an attempt to record positive health results.
Strengths and Areas of Improvement
The completed teaching plan presented a number of strengths. For example, the program was managed properly thereby producing desirable results. The targeted learners and members of the community acquired useful ideas that can make it easier for them to deal with the problem of tuberculosis. The inclusion of the right contents, the use of appropriate avenues, the ability to attract the right community members, and identification of adequate resources are the major strengths that stood out throughout the program. Several areas can also be improved in order to make the program effective. Future scholars and social workers can implement a powerful campaign that can educate more people about the condition. A focus on multi-drug resistant (MDR) tuberculosis can deliver positive results because the condition is currently affecting more people in the country. One of the areas that can be improved is to prepare evidence-based campaigns that focus on individuals who are at risk of this condition (Dara et al., 2015). By so doing, the program will address a unique health problem that continues to affect more people in Miami. I can also go further to allocate more time for my future programs. The inclusion of key stakeholders and non-governmental organizations (NGOs) in the program can deliver better results.
Allender, J., Rector, C., & Warner, K. (2013). Community and public health nursing: Promoting the public’s health. New York, NY: Wolters Kluwer Health
Arshad, A., Salam, R., Lassi, Z., Das, J., Naqvi, I., & Bhutta, Z. (2014). Community based interventions for the prevention and control of tuberculosis. Infectious Diseases of Poverty, 3(27), 1-17. doi:10.1186/2049-9957-3-27
Dara, M., Acosta, C., Vinkeles, N., Melchers, V., Al-Darraji, H., Chorgoliani, D.,…Milgiori, G. (2015). Tuberculosis control in prisons: Current situation and research gaps. International Journal of Infectious Diseases, 32(1), 111-117.
Diel, R., Loddenkemper, R., Zellweger, J., Sotgiu, G., Ambrosio, L., Centis, R.,…Migliori, G. (2013). Old ideas to innovate tuberculosis control: Preventive treatment to achieve elimination. European Respiratory Journal, 42(1), 785-801. doi:10.1183/09031936.00205512
Grosset, J., & Chaisson, R. (2017). Handbook of tuberculosis. New York, NY: Springer Shop.
Long, Q., Qu, Y., & Lucas, H. (2016). Drug-resistant tuberculosis control in China: Progress and challenges. Infectious Diseases of Poverty, 5(9), 1-7. doi: 10.1186/s40249-016-0103-3