Effective health promotion and prevention of Chlamydia depends on the ability of the audience to understand and retain health information provided by the medical professional. This enables the audience to change and adopt positive attitudes and behaviors to protect them from being infected with the disease. While teaching patients, their families or the community about prevention of Chlamydia, factors that play a critical role in influencing the learning outcomes could be related to the environment, the nurse or the healthcare professional involved in health promotion, and the audience to whom the teaching is directed. The factors that influence the health care professional’s ability to deliver the learning content effectively include lack
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The teaching process is taking place in the hospital premises, in a room specifically designed to teach patients before they are discharged. The teaching plan is based on Blooms theory or evaluation approach to teaching. The teaching plan is based on several teaching principles. The first teaching principle is that all the educational activities involved are objective centered. Secondly, evaluation is based on teaching and both are objective oriented. The third principle is that teaching does not confine the patient or the learner to achievement only, but is intended to encourage total behavior change of the individual so that he/she can adopt the appropriate behaviors towards disease prevention (Stoekel & Miller, 2011).
Purpose and objectives of teaching
By the end of the lesson, the patient should be able to protect himself from being re-infected with Chlamydia.
Learning …show more content…
Using questions as a teaching strategy focuses on stimulating the cognitive domain of the learner. This will enable him to remember facts, describe a process and explain the relationship between his behaviors and the spread of the infection. Moreover, using questions prompts patients to reexamine their assumptions, and beliefs pertaining to their health and make appropriate inferences (Stoekel & Miller, 2011). While teaching the student about the prevention of Chlamydia, using questions, I would make the session interactive to facilitate open and candid communication with him. I would ask the student questions as I lecture him on the transmission and prevention strategies of Chlamydia. The questions I would ask him include kindly state three symptoms of Chlamydia and explain two ways of transmission. This question is intended to not only promote his ability to recall and think, but also help the student to change behaviors that exposes him to Chlamydia infection. I would also prompt him to state three methods that he should use to protect himself from getting re-infected with
The teaching process is taking place in the hospital premises, in a room specifically designed to teach patients before they are discharged. The teaching plan is based on Blooms theory or evaluation approach to teaching. The teaching plan is based on several teaching principles. The first teaching principle is that all the educational activities involved are objective centered. Secondly, evaluation is based on teaching and both are objective oriented. The third principle is that teaching does not confine the patient or the learner to achievement only, but is intended to encourage total behavior change of the individual so that he/she can adopt the appropriate behaviors towards disease prevention (Stoekel & Miller, 2011).
Purpose and objectives of teaching
By the end of the lesson, the patient should be able to protect himself from being re-infected with Chlamydia.
Learning …show more content…
Using questions as a teaching strategy focuses on stimulating the cognitive domain of the learner. This will enable him to remember facts, describe a process and explain the relationship between his behaviors and the spread of the infection. Moreover, using questions prompts patients to reexamine their assumptions, and beliefs pertaining to their health and make appropriate inferences (Stoekel & Miller, 2011). While teaching the student about the prevention of Chlamydia, using questions, I would make the session interactive to facilitate open and candid communication with him. I would ask the student questions as I lecture him on the transmission and prevention strategies of Chlamydia. The questions I would ask him include kindly state three symptoms of Chlamydia and explain two ways of transmission. This question is intended to not only promote his ability to recall and think, but also help the student to change behaviors that exposes him to Chlamydia infection. I would also prompt him to state three methods that he should use to protect himself from getting re-infected with