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Assignment'3~:,Health Promotion There are two options for Assignment 3 that relate to health promotion: • Option 1: Case Study - Healthy Lifestyle Behaviours • Option 2: Unintentional Falls Presentation Please read the descriptions below for details about each assignment. Option 1: Case Study - Healthy Lifestyle Behaviours (1000 words) Introduction This assignment focuses on case-based learning. Cases are situations, narratives, or data samplings that present unresolved and thought-provoking issues, situations or questions. Case-based learning (CBL) serves to link theoretical concepts and situations to be solved, and is used extensively in health sciences education as a way to bring real-world issues into a classroom setting. CBL is recognized as an important tool to facilitate the student learning process. This first option for Assignment 3 is a case study in which you will be introduced to Mrs. L and her health issues. The information contained in this case study is fictitious in order to protect individual privacy; however, the intent is that the case is realistic and credible. Instructions Read the following vignette about Mrs. L and answer the questions presented. Be sure to use the concepts discussed in your readings to answer the questions. Mrs. L is a 70-year-old woman who recently retired from a long career as a high school teacher. She lives in a townhouse in a suburban community in southwestern British Columbia along with her husband and two dogs. Her adult son recently relocated to Central Ontario for work, and her extended family lives in Northern British Columbia. She is an active member of her church, volunteers as a tutor at the local library, and has a plot at the community garden. She has a wide network of friends in the community where she has lived for the past 15 years. Since retiring from teaching, Mrs. L no longer walks to and from school each day, nor participates in a water aerobics class at the local community centre that had been part of her morning routine twice a week. She prefers to drive to do her groceries and other errands. Her current physical activity is limited to a few hours of gardening once a week. She enjoys cooking and entertains regularly, as well as eating out two or three times per week with her husband. Mrs. L experiences gastroesophageal reflux disease (GERD) " leading to reflux and heartburn, for which she takes medication. She has no other h~alth problems. She is a non-smoker and has a ~ ~ glass of wine with dinner twice a week. Her father died of a heart attack when he was 78 years old. Her mother is 91 years old and enjoys daily walks with the assistance of a walker. During her annual physical, Mrs. L's family doctor informs her that her weight is 1741bs (79 kg) and height is 5 feet 5 inches (1.65 meters). She calculates Mrs. L's body mass index (8MI) using the following formula: V""~iphlin k« W\ill "" <' . ,,' - fHeivht inm\l ',l~ ./ Her family doctor explains that 8MI is the ratio of weight to height, and although 8MI does not measure body fat directly, it is a way to screen for weight categories that may lead to health problems. Mrs. L's 8MI is 29. Her family doctor refers to the following table and informs Mrs. L that her 8MI indicates that she is overweight (see Figure 1). She further informs Mrs. L that her 8MI has been increasing over time, from 25 to 27 to the current level of 29 over a 7-year period. Figure 1: Adult 8MI Categories for both men and women I 8MI value Category Less than Underweight 18.5 18.5 -24.9 Normal weight 25 - 29.9 Overweight 30 or Obese greater Mrs. L's physician advises her to increase her exercise and discusses the importance of healthy eating based on Canada's Food Guide. She provides her with handouts: Canada's Physical Activity Guideline for Older Adults, and Canada's Food Guide. Mrs. L doesn't ask very many questions during the appointment with her physician, but when she arrives home later that evening, she thinks further about her weight, dietary patterns, and ph)'sical activity level. ..\ Questions: 1. What are the potential benefits of physical activity for older adults? 2. What are the Canadian physical activity guidelines for older adults >65 years? 3. Explain what is meant by vigorous-intensity physical activity. 4. Explain what is meant by moderate-intensity physical activity. 5. Give three examples of bone and muscle strengthening exercises. Mrs. L discusses the situation with her husband and calls her adult son as well. They encourage her to make the changes that benefit her health, but none of them knows where to start. After much thought, Mrs. L decides to begin by making changes to her diet but doesn't know where to go for ideas and information. She searches the Internet and finds literally hundreds of articles on recommended diets. She recalls learning about Canada's Food Guide many years ago, but hasn't looked at it for some time. She is confused and uncertain about which eating plan to follow 6. What resource(s) might she use to search for reliable information on healthy eating from her home or within her community? 7. Imagine that you are speaking to Ms. L about healthy eating using Canada's Food Guide. Please explain, in your own words, how to use the Guide to inform daily dietary choices. Please include in your answer specific information for an adult over 50 years. Mrs. L has made positive changes to her diet, and now wishes to engage in a higher level of physical activity. 8. What are possible barriers and enabling factors that may affect Mrs. L's engagement in physical activity? 9. What are possible solutions to address the barriers? Grading Criteria Some of the questions asked in the assignment are direct and factual, while others are based on reasoning, application of course concepts, and critical thinking. Please click on the following link Case Study Rubric for a set of guidelines that your Open Learning Faculty Member will use to mark the reasoning questions. Resources For more information about case studies, please see the following resources. 1. Indiana University Teaching Handbook. Teaching with the case - method. Available online here. 2. Van Dijken, P., Thevoz, S., Jucker-Kupper, P., Feihl, F., Bonvin, R., & Waeber, B. (2008). Evaluation of an online, case-based interactive approach to teaching pathophysiology. Medical Teacher, 30(5), e131-e136. 3. Amerson, R. (2011). Making a case for the case study method. The Journal Of Nursing Education, 50(8),427-428. 4. Case Study - Student Guide. Option 2: Unintentional Falls Presentation Imagine that you are working at a residential care facility in a large urban centre. While attending a staff team meeting, you are informed by the nursing supervisor that three residents have fallen in the past month. Two falls occurred while residents were en route to their bathroom at night, and a third occurred while a resident was entering the main building from the courtyard. Two residents experienced bruising and soreness, while the third resident sustained a fracture. The staff are planning ways to enhance resident and staff knowledge of falls prevention. As part of an overall falls awareness and prevention strategy, you are asked to develop a PowerPoint presentation for residents. Your presentation will be delivered during a routine education session that is offered weekly. The session is usually attended by 12 to 15 residents >65 years old. It occurs after a morning Tai Chi class that is followed by a social time with coffee, tea, and nutritious snacks. The presentations delivered during the education sessions have covered a variety of areas in health and well ness, and residents have been interested and engaged. You are allotted 20 minutes for the presentation (with a 10-minute question period following for which you do not have to prepare anything but should remain available to answer questions). Your presentation should include information on the following elements: A. Prevalence of falls among older adults. B. Risk and protective factors for falls (i.e., what increases and decreases the risk of falling, and the risk of sustaining injury from a fall). C. Potential impact of falls on health and well-being, over the short- and long-term. D. Strategies for falls prevention. E. Strategies for prevention of injury if a fall does occur. This assignment has two components: 1. Create a PowerPoint presentation that addresses the above topics, totaling approximately 20 slides. Please ensure that you include slide(s) that identify the references that you !Jsed in compiling this presentation (these are not counted as part of the 20 content slides) . ..; 2. Consider your target audience and consider how you would approach and communicate with this audience. Submit a 1-page summary document explaining what you have learned about communication considerations for an older adult population, and how this has informed your presentation.

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Communications: Considering the Audience
In the proposed presentation, my audience comprises of individuals of sixty-five years or older as they are the most vulnerable group. Therefore, my presentation must focus on the specific communication needs that will affect the retention rate...

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