The purpose of this paper is to state the appropriate methods associated with choosing instructional materials, to state selected instructional materials utilized to promote health promotion interventions in the selected population, and lastly to assess the instructional material utilizing the SAM scoring sheet. Among the Somali population, there is a distinct need for health promotion education centered around the topics of healthy diet, increased physical activity, and disease prevalence such as obesity and high cholesterol. Therefore, for these evident health needs to be addressed, it is essential that the nurse as educator select appropriate instructional materials for this population.
Before health promotion education can begin, the culturally …show more content…
Causes of these health issues are correlated to a diet high in carbohydrates and sugars, also a lack of physical activity other than the normal work day (Schwartz, 2008). The chosen instructional materials for the Somalian culture health promotion needs are two forms of print media, a website and an Adobe Portable Document Format (PDF). The chosen website is titled “Hyperlipidemia: Diet, Education, and health Promotion for the Somali Refugee population”, from ethnomed.org and is written by K. Schwartz (Schwartz, 2008). This website was selected as an instructional material since the website includes all aspects of the three variables and the three major components of media, which were mentioned previously. Included in the webpage are background of the Somali culture, epidemiology/observations, clinical features of obesity and hyperlipidemia, treatment and preventions, language equivalents in respect to Somali culture and language (Schwartz, 2008). In regards to the specific health promotion needs of this population, common foods within the Somali diet are presented and alternatives to these foods, portion size education, as well as healthy alternatives if food preparation are discussed (Bastable, 2014). The webpage provides a list of various factors that contribute to the chronic illness of obesity and hyperlipidemia as well as suggestions on how to …show more content…
The SAM scoring sheet focuses on six categories which include: content, literacy demand, graphics, layout and typography, learning stimulation and motivation, and cultural appropriateness (Bastable, 2014). Each of these categories include subcategories to be rated on which differ in each category. The content category encompasses evident purpose, content about behaviors, limited scope, and a summary (Bastable, 2014). The literacy demand category includes reading grade level, writing style/active voice, vocabulary, context given first, and learning aids (Bastable, 2014). The graphics category includes cover graphics, type of graphic, illustration relevance, explanation of lists and tables, and captions (Bastable, 2014). The layout and typography section focuses on subheadings, layout and typography (Bastable, 2014). The learning and motivation category includes interaction, behaviors, and motivation/self-efficiency (Bastable, 2014). Lastly, the cultural appropriateness category discusses cultural image and language/experience (Bastable, 2014). The material is assessed through utilizing a point system in each of the six categories and four subcategories, the material gets two points for a superior rating, one point for an adequate rating, and zero points for an un-suitable rating, and N/A if the factor does is not
Before health promotion education can begin, the culturally …show more content…
Causes of these health issues are correlated to a diet high in carbohydrates and sugars, also a lack of physical activity other than the normal work day (Schwartz, 2008). The chosen instructional materials for the Somalian culture health promotion needs are two forms of print media, a website and an Adobe Portable Document Format (PDF). The chosen website is titled “Hyperlipidemia: Diet, Education, and health Promotion for the Somali Refugee population”, from ethnomed.org and is written by K. Schwartz (Schwartz, 2008). This website was selected as an instructional material since the website includes all aspects of the three variables and the three major components of media, which were mentioned previously. Included in the webpage are background of the Somali culture, epidemiology/observations, clinical features of obesity and hyperlipidemia, treatment and preventions, language equivalents in respect to Somali culture and language (Schwartz, 2008). In regards to the specific health promotion needs of this population, common foods within the Somali diet are presented and alternatives to these foods, portion size education, as well as healthy alternatives if food preparation are discussed (Bastable, 2014). The webpage provides a list of various factors that contribute to the chronic illness of obesity and hyperlipidemia as well as suggestions on how to …show more content…
The SAM scoring sheet focuses on six categories which include: content, literacy demand, graphics, layout and typography, learning stimulation and motivation, and cultural appropriateness (Bastable, 2014). Each of these categories include subcategories to be rated on which differ in each category. The content category encompasses evident purpose, content about behaviors, limited scope, and a summary (Bastable, 2014). The literacy demand category includes reading grade level, writing style/active voice, vocabulary, context given first, and learning aids (Bastable, 2014). The graphics category includes cover graphics, type of graphic, illustration relevance, explanation of lists and tables, and captions (Bastable, 2014). The layout and typography section focuses on subheadings, layout and typography (Bastable, 2014). The learning and motivation category includes interaction, behaviors, and motivation/self-efficiency (Bastable, 2014). Lastly, the cultural appropriateness category discusses cultural image and language/experience (Bastable, 2014). The material is assessed through utilizing a point system in each of the six categories and four subcategories, the material gets two points for a superior rating, one point for an adequate rating, and zero points for an un-suitable rating, and N/A if the factor does is not