Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment

Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment

Teaching Experience Plan: Prevention of Covid-19 Infection in the Population Demographic of the Intellectually and Developmentally Disabled (IDD)

Preventive and health education are key strategies that are used by nurses to help the public keep safe and healthy. Usually, this effort is concentrated at the primary and secondary prevention levels. As a rule, those that are usually targeted by these prevention efforts are the vulnerable in the community. One of these is the population demographic involving the intellectually and developmentally disabled (IDD) in the society. Because of their physical condition, it so happens that they are chronically sickly with various physical ailments making their life expectancy low (Courtenay & Perera, 2021). With the emergence of the Covid-19 pandemic, it soon became clear that this is one of the population demographics at greatest risk of mortality if they contracted the infection. The reason for this is that they are already suffering from multiple comorbidities that when combined with a Covid-19 infection would certainly mean high probability of mortality. In particular, with the frequent respiratory infections that they have it would be easy to see how the acute respiratory distress syndrome or ARDS of Covid-19 would take their life (St. John, 2021; Wiggermann et al., 2020). The majority of these patients would wind up in the intensive care unit (ICU) for critical care and, in many cases, mechanical ventilation, which increases mortality. ARDS is characterized by severe hypoxemia. The purpose of this paper is to outline the teaching plan that I used to educate the population of focus (IDD) on the prevention of Covid-19 infection Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment .

ORDER A PLAGIARISM FREE PAPER NOW

Summary of the Teaching Plan

The goal of this health education program was to promote health and prevent Covid-19 among people who are intellectually and developmentally challenged, or IDD. This was the community’s target population for education. The lesson lasted roughly 25-30 minutes and was held at the Daybreak Community Day Habilitation center. Physical, human, and fiscal resources were all required to achieve this community teaching purpose. An overhead projector, a laptop computer, hand sanitizer, masks, and Clorox wipes were among them. The overall cost was expected to be between $50 and $75 USD.

Statement of the Problem

Intellectual and developmental disability is a major health concern. It is a risk factor for a number of major physical diseases that include heart disease and respiratory infections (Hammer & McPhee, 2018). Because these persons are developmentally and intellectually challenged, they cannot always understand how to prevent themselves from the risk of infections. This is why they are so susceptible to injuries and infections. For instance, they may not immediately comprehend why handwashing is important or why the wearing of a face mask can protect them from Covid-19.

As a consequence of their inability to reach high levels of educational achievement, this population demographic has one of the lowest socioeconomic statuses in the United States. Other social determinants of health apart from socioeconomic status also affect them negatively. They include poor living conditions and lack of proper sanitation and access to quality healthcare services. It is these and other factors that made this population demographic a target for my health education on the prevention of Covid-19.

Nursing Diagnosis

The nursing diagnosis that guided my intervention was the risk of infection related to poor sanitation as a result of intellectual impairment.

Readiness to Learn

The DSP reported a wish for knowledge on how to help reduce or avoid the spread of Covid-19 among themselves and IDD patients. With the use of DSP, the majority of the patients were capable of understanding the education. The clients were overjoyed and were eager to learn. In my own assessment, I would therefore say that the teaching was going to be received well by the target audience.

The Learning Theory Used

The theory of goal attainment was used to teach the students. Imogene King developed this theory, which asserts that the nurse is a crucial component of the patient’s surroundings, and the connection between them is for reaching goals toward excellent health (Adib-Hajbaghery & Tahmouresi, 2018). According to the TGA personal system, there will be no meaningful relationship between nurse and patient until they have a comprehensive understanding of one another. In other terms, proper evaluation of patients’ personal systems by nurses enhances goal achievement and nurse-patient interaction (Adib-Hajbaghery & Tahmouresi, 2018). Along with the patients, I spoke to the DSP as a group and described the aim of the education and why it was necessary. As the nurse, I would be present to teach in an engaging manner by permitting the DSP and the clients to become acquainted with me and my mission ahead to the start of the program. I also received a list of patients who were able to attend the appointment with the DSP, and I was acquainted with each person’s Covid-19 risk and, for those who had them, co-morbidities Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment .

The Teaching Goal Congruent with the Healthy People 2020 (HP2020) Objectives

This was to enable longer high-quality lives free from preventable disease, injury, disability, or death that is premature. My presentation stressed on the importance of Covid-19 and other infectious illnesses prevention measures by highlighting how properly washing hands can prevent disease. Because many IDD patients have pre-existing co-morbidities, they are already at a higher risk of death. In many circumstances, practicing proper hand hygiene and getting vaccinated might prevent them from contracting the virus or minimize the severity of the condition. Preventing severe cases or just becoming infected with the virus may assist a high-risk IDD patient avoid complications or even death. Some consequences, such as ARDS, are so severe that even if they survive the infection, they will cause long-term health problems and reduce the patient’s quality of life. The goal of this teaching was to avoid such adverse outcomes.

Relationship to Alma Ata’s Health for All Global Clarion Call

The World Health Organization’s 134 member states defined good health as the result of factors such as access to services, education, social and economic status, and political and individual choices (Rifkin, 2018). These are known as social determinants of health (SDOH). According to Alma Ata’s Health for All Global Initiative, every government is responsible for providing adequate health care and social services to its respective national populations. This should be especially true for vulnerable populations like people with IDD. Statistically, there has not been good reporting of the Covid-19 statuses of IDD patients, thus I did not have specific numbers on how many IDD patients were affected.

Epidemiological Rationale for Topic

Intellectually or developmentally disabled (IDD) people are more vulnerable for a variety of reasons, including physical health problems, cognitive disabilities, and social conditions. People with ID have a higher prevalence of comorbid physical disorders, and their life expectancy is lower than that of the general population, with a standardized mortality ratio of 3.18 (Courtenay & Perera, 2021). Many IDD patients have comorbidities that would almost certainly be exacerbated by Covid-19 infection. Respiratory, cardiopulmonary, and cardiovascular problems are all potentially fatal. Contracting the Covid-19 virus could hasten the progression of these illnesses, resulting in death.

Evaluation of Teaching Experience

This teaching experience was deemed a success based on the evaluation criteria established at the outset of the exercise. The use of audiovisual tools in actual teaching proved to be very effective, as the students appeared to understand and appreciate the concepts being conveyed. The charts used which were sourced from different federal organizations like the Centers for Disease Control and Prevention (CDC) and the Centers for Medicare and Medicaid Services (CMS), engaged the audience’s interest and inspired them to ask questions. The utilization of an animated PowerPoint presentation added to the success of this learning environment. Fortunately, the participants were ready to learn and enthusiastically participated in the role plays, which included a demonstration of basic hand washing. The attendees were later broken into groups for interactive group discussions to ensure that the content was internalized.

The subjects were required to ask open-ended questions, which were then relayed to the participants in order to assess the project’s success in meeting its objectives. Those who understood the principles would next react to those who had posed the questions. A pre-test was given prior to the start of the program, and a post-test was given once the teaching was over. The attendees’ knowledge levels were then assessed before and after the event. The tests showed that the participants in this scenario had clearly absorbed a large quantity of knowledge.

Community Response to Teaching

In my assessment and evaluation, the community’s response was really positive. The IDDs committed to go out into the community and educate other IDDs, passing on what they had learned to others who were unable to participate. They also promised to eat a balanced diet as much as possible, to wear face masks, to get vaccinated, and above all to always wash hands with soap and water. If handwashing is not possible, they would use the hand sanitizer.

Areas of Strengths and Areas of Improvement

The ability to attract and maintain the participants’ attention for the entire 30 minutes, as well as a firm grasp of the facts about the public health problem of risk of infection for IDDs, were all areas of strength. The lack of handouts available to participants due to a limited budget, insufficient material supply (masks, sanitizer), and poor time management were all areas of weakness that would need to be addressed in future health education projects.

Conclusion

This teaching exercise of the IDDs was a very essential learning experience for me as a healthcare professional and a nurse with the necessary competencies. Interaction with people of the community was both enlightening and refreshing. Even as knowledge concerning the prevention of Covid-19 in IDDs was conveyed, much was learned. The training went well, and I believe as an educator that the impact will be realized soon with a decrease in Covid-19 cases among the target demographic.

This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

References

Adib-Hajbaghery, M., & Tahmouresi, M. (2018). Nurse–patient relationship based on the Imogene King’s theory of goal attainment. Nursing and Midwifery Studies, 7(3), 141. https://doi.org/10.4103/nms.nms_10_17

Courtenay, K., & Perera, B. (2021). Covid-19 and people with intellectual disability: Impacts of a pandemic. Irish Journal of Psychological Medicine, 37(3), 231-236. https://doi.org/10.1017/ipm.2020.45

Hammer, D.G., & McPhee, S.J. (Eds). (2018). Pathophysiology of disease: An introduction to clinical medicine, 8^th ed. McGraw-Hill Education.

Rifkin S. B. (2018). Alma Ata after 40 years: Primary Health Care and Health for All-from consensus to complexity. BMJ global health, 3(Suppl 3), e001188. https://doi.org/10.1136/bmjgh-2018-001188

St. John, A. (2021). Use of mechanical pronation beds in acute respiratory distress syndrome in the intensive care unit: An integrative review of the literature. Honors Undergraduate Theses. 901. https://stars.library.ucf.edu/honorstheses/901/

Wiggermann, N., Zhou, J., & Kumpar, D. (2020). Proning patients with COVID-19: A review of equipment and methods. The Journal of the Human Factors and Ergonomics Society, 0(0), 1-8. https://doi.org/10.1177/0018720820950532

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher: Alexander Pena LPN
Estimated Time Teaching Will Last: 25-30 minutes	Location of Teaching: Daybreak Community Day hab Temple TX
Supplies, Material, Equipment Needed: Masks, hand sanitizer, Clorox wipes, Laptop	Estimated Cost: 50 -75 dollars
Community and Target Aggregate: Intellectually or developmentally disabled and day hab employees
Topic: Prevention of Covid-19 infection

 

Identification of Focus for Community Teaching (Topic Selection):

Community Teaching Work Plan Proposal: Primary Prevention/Health Promotion 

 

Epidemiological Rationale for Topic (Statistics Related to Topic):

Intellectually or developmentally disabled (IDD) are at a greater risk for a multitude of reasons to include physical health issues, cognitive impairments, and social circumstances. The prevalence of comorbid physical disorders is higher among people with ID, and their life expectancy is lower than that of the general population with a standardized mortality ratio of 3.18 (Courtenay & Perera, 2021).  Many IDD patients have comorbidities that would likely be complicated by a Covid-19 infection. Respiratory, cardiopulmonary, and cardiovascular impairments are life-threatening by themselves. Contracting the Covid 19 virus could accelerate the deterioration of these conditions    thereby causing death Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment .

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis: Risk for infection

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Direct Service Personnel (DSP) express the desire for education on how to help slow or prevent the spread of Covid amongst themselves and IDD patients. Most of the patients are able to comprehend the education with help from DSP. The patients seem more than willing to learn.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

Overarching Goals

• Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death.
• Achieve health equity, eliminate disparities, and improve the health of all groups.
• Create social and physical environments that promote good health for all.
• Promote quality of life, healthy development, and healthy behaviors across all life stages.

My teaching will focus the importance of Covid and other infectious disease prevention by first emphasizing how adequately washing the hands can stop an infection in its tracks. IDD patients are already at a higher risk of death due to many of them suffering from co-morbidities. practicing proper hand hygiene and being vaccinated in many cases can prevent contraction of the virus or lessen the severity of the virus. Prevention of severe cases, or just the contraction of the virus may help a high-risk IDD patient avoid complications or even an untimely death. Some complications are so severe that even if they were to survive the virus they could cause life-long health issues and negatively effect the patient’s quality of life. The goal of this teaching will be to avoid such outcomes.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiative

The 134 member states of the WHO declared good health was also the result of factors that included access to services, education, social and economic status, and political and individual choices (Rifkin, 2018). The Alma Ata’s Health for All Global Initiative states that every government has a responsibility to provide adequate health provisions and social measures for their respective national populaces. This should be especially true for vulnerable populations such as IDD persons.  Statistically, there has not been adequate reporting of the Covid statuses of patient’s who are IDD therefore we are not positively aware of how many IDD patients were stricken, affected, or even died from the virus thus far. No good data has been made available. The Alma Ata’s Global Initiative was put into place for decades ago to promote inclusivity in healthcare.

PLACE YOUR ORDER HERE

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)	Content (be specific) Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are…. Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment	Strategies/Methods (label and describe) Example – Interactive poster presentation of the Food  Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. The milieu will participate in the class with the assistance of the DSP when necessary. The patients will repeat back to me when asked why Covid is bad and why not getting it is good.	1. A colorful diagram will demonstrate how the virus is passed from person to person.	1. A short ppt on will show a fun cartoon presentation about the dangers of contracting Covid with an existing Co-morbidity.
2. Patients will watch a short cartoon on PowerPoint and afterwards will be able to repeat after me 3 steps to take to help prevent the spread of Covid-19	2. I will demonstrate how to effectively cough or sneeze into the inside of the arm so not to spread droplets.	2. Allow the patients to explain what a Covid test is and how it is administered.
3. Patients will demonstrate how to properly wash their hands by singing a fun familiar song.	3.I will administer a coin size amount of alcohol-based hand sanitizer to each patient to teach them how to distribute it adequately on the hands when soap and water is not available.	3. Allow a patient that has previously had Covid, describe their symptoms to the rest of the class.
4. The patients will be allowed to ask questions about the class for any clarification necessary.	4. The Day Hab nurse will inspect the health records to ensure that each patient has had both vaccines and if necessary, a booster.	4.Let each patient take a mini sized bottle of hand sanitizer for their person use.

 

 

Creativity: How was creativity applied in the teaching methods/strategies?

1. I will teach the patients that singing row your boat twice in a row whilst washing their hands will ensure that they will have washed their hands long enough for the hand hygiene to be effective. I will also lead them in singing row your boat.
2. I will tell the patients that if they “dab” (a popular dance) whilst they put their face in their arms that it’s a very cool way to prevent droplet spread.
3. The ppt will feature a walking talking cartoon Covid-19 virus that will explain in simple terms how Covid 19 is spread and how it can really be dangerous for people belonging to a vulnerable population 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1. If the patients can repeat back to mostly what they’ve learned and how take steps to prevent the spread of the Covid-19 virus. and why it can be very bad if they were to fall ill with it. Was the DSP engaged enough to relay the information to those that won’t be there or who need special explanations?

 

2. Was the ppt affective? Did it hold the patient’s attention long enough to useful to them? Was the class engaged with the cartoon? Can the class repeat at least one of the 3 ways to help prevent the spread of infection?

 

 

3. With (any necessary) assistance can the class properly demonstrate how to wash the hands after being taught how?
4. Do the patients feel comfortable enough to ask about what they were taught and to ask questions related to why they may need to know how to prevent the spread of infection?

 

 

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

I will teach part of the lesson and halfway through I will request that the patient’s repeat along with me 3 steps to help prevent the spread of the virus.

1. Always wash the hands with soap and water when available (after restroom use, coughing or sneezing in the hands, before eating) while singing row your boat two times in a row, not fast or slow but just right.
2. Use your personal hand sanitizer when soap and water is not available for hand hygiene.
3. Dab into the arm to prevent droplet spreading.

 

At the end of the class, I will assess whether the teaching has been effective by asking the patients to share with me what they have learned about preventing Covid-19.  I don’t expect them to be organized or to answer or ask questions in an orderly fashion. 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

It is unlikely that the patients in the milieu will all be able to conduct an organized evaluation of myself or the lesson.  I will utilize the DSP to evaluate the lesson and myself as the teacher. I will prepare a short evaluation form to give to the DSP so that they may give feedback on how they think the class absorbed the lessons. The DSP are with the patients each day and are familiar with them and their behaviors.

 

Barriers: What are potential barriers that may arise during teaching and how will those be handled? There may be a slight barrier as it pertains to comprehension for one or two of the patients. However, The DSP will be there to assist with explanations if necessary.  There may also be an issue with the length of the patient’s attention span.  I’ll make the presentation and education as fun as possible in the shortest amount of time possible Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment . 

Therapeutic Communication

4.2 Communicate therapeutically with patients.

 

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

My audience will be people of various ages some even in their sixties however it’s likely that they learn on the level of most 5^th and 6^th graders. I’ll start by assuring them that they are important to me, and their safety is as well.  I will emphasize in simplistic terms that I’d like them to be around for years to come and that stopping the spread of the Covid virus is one way to help them to be healthier. I will show a presentation of a cartoon featuring a walking talking Covid-19 virus that explains to them that they don’t want to get Covid, this aspect of the lesson should hold the attention of the patients. I will conclude my presentation with a song to remind them of proper handwashing techniques, and by giving out very colorful, animal shaped travel sized bottles of hand sanitizer.  My not verbal communication will be direct eye contact and actively listening and just being there for all questions they may have.  This population tends to ask a lot of questions like children Prevention Of Covid-19 Infection In The Population Demographic Of The Intellectually And Developmentally Disabled Assignment.