Health Education Midterm - Dr. Saleh Omar Elhadidy PDF

Outlies: -------- - introduction - definition (health, health promotion, Health education, Teaching- Learning process) - Purposes of health education - Importance of health education - principles of Health Education - characteristics of health educator - Approach of health e...

Outlies: -------- - introduction - definition (health, health promotion, Health education, Teaching- Learning process) - Purposes of health education - Importance of health education - principles of Health Education - characteristics of health educator - Approach of health education - Elements of health education - Health Education settings - Barrier of Health Education - PATIENT Education (definition, purpose, types) - Guidelines for effective patient education - References Introduction ------------ [Definitions:] -------------------------- [Purpose of health education] ----------------------------------------- [Importance of health education] -------------------------------------------- 1. Health education improves the health status of individuals, families, communities, states, and the nation. 2. Health education enhances the quality of life for all people. 3. focusing on prevention, health education reduces the costs (both financial and human) that individuals, employers, families, insurance companies, medical facilities, communities, the state and the nation would spend on medical treatment [Principles:] ------------------------- 1. Developing Personal Skills. 2. Creating Supportive Environments. 3-Strengthening Community Action. 4-Developing Public Policy. 5. learning by doing 6. known to unknown [Characteristic of Health Educator] ----------------------------------------------- 1. Be familiar with traditions, popular customs of the society. 2. have good knowledge and experience \' 2- Have good communication skills 4. scientific term 5. Respect others and accept error. 6. Be good example for massage of health education is presenting. [Elements of health education] ------------------------------------------ - physical - mental - social 1. ability to cope with stress 2. having strength and energy 3. regular physical activity 4. having enough rest and sleep 1. feelings about yourself 2. thinking skills 3. ability to enjoy learning 4. avoiding negative thoughts 1. getting along with others 2. making and keeping friends 3. providing supports 4. showing respect. [approach of health education] ------------------------------------------ - workshop conference seminar role play [Barrier of Health Education:] ------------------------------------------ 1. **Physical barriers** include difficulties in hearing and seeing. 2. **Intellectual barriers** may occur because of the natural ability, home background or schooling that affects the perception and understanding of the receiver. 3. **Emotional barriers** include the readiness, willingness of the receiver 4. **Cultural barriers** include those customs, beliefs or religious attitudes that may cause problems. Economic and social class differences and ### Barrier related to educator: 6. **Barrier related to environment: -** 1\_ UN suitable or unavailable resources. 2-Lack of space in settings. 8. ### barriers related to teaching materials: 1. Not presented in attractive and interesting manner 2. Not suite mental level of audience [Health education settings] --------------------------------------- a. Communities b. Health care facilities c. Work sites d. Schools e. Prisons [Purpose of patient education] ------------------------------------------ - improving understanding about the condition and its management - supporting awareness (knowledge, risks), motivation and emotional adjustment - Patient education help patient to make the right decision - Stimulate the patient's interest [Types of Patient Education] ---------------------------------------- - Clinical patient education (Clinical Teaching and Learning) - Therapeutic patient education [Guidelines For Effective Patient Teaching] ------------------------------------------------------- 1. Take advantage of educational technology 2. Determine the patient's learning style 3. Stimulate the patient's interest 4. Consider the patient's limitations and strengths 5. Include family members in health care management Out lines --------- - Introduction. - Meaning of models - Types of health education Models. - characteristics of health education Models. - Example of using models in the context of morbid obesity - References. [Introduction] -------------------------- [What is the mean of Models] ---------------------------------------- [Types of health education Models.] ----------------------------------------------- ### There are three main categories in which health education models can be broadly placed: 1. behavioral change model. 2. self-empowerment model. 3. model. [Behavioral change model] ------------------------------------- [Characteristics of Behavioral change model:] --------------------------------------------------------- - Focuses on health professionals\' perceptions of health needs -- suggests that \'experts\' know best. - Transmits knowledge -- increases people\'s knowledge of the factors that improve and enhance health. - \'about\' health. - Uses health campaigns. - Uses the transmission approach to teaching -- the learners are largely passive. - Often reflects \'healthism\'\*. - May have a \'moralistic\' tone. - Emphasizes disease and other medical problems so tends to be negative and deficit focused. - Tends not to reflect the socio-ecological perspective. - Does not consider - May imply \'victim blaming\'. [Self-empowerment model] ------------------------------------ [Characteristics of Self-empowerment model] ------------------------------------------------------- - Develops a sense of identity. - Promotes reflection in relation to others and society. - Encourages people to reflect and change their views. - Clarifies values. - Helps people to know where, when, why, and how to seek help. - Encourages independence. - Uses critical thinking and critical action in relation to oneself. - Uses the action competence process for the individual, recognizing determinants that may be beyond their control. - Fosters resilience and empowerment at a personal level. - Enhances self-awareness. - Focuses on the individual. [Collective action model] ------------------------------------- [Characteristics of Collective action model] -------------------------------------------------------- - Encourages democratic processes and participation \'by all for all\'. - Takes a student-centered/constructivist approach to teaching and learning. - Takes - Emphasizes empowerments for all participants. - \'for\' health. - Uses a social action or action competence process to work with others. - Uses a whole community/school development approach. - Views teachers and students as social agents. - Uses critical thinking and critical action in relation to the individual, others, and society. - Is based on authentic needs. - Fosters resilience at wider community and societal levels -- not just at an individual level ### In relation to health promotion, the Ottawa Charter determined that five key strategies needed to enhance public health: - creation of supportive environments - development of personal skills - strengthening of community action - building of healthy public policies - reorientation of Outlines -------- 1. School. 2. home as health education setting 3. Work site. 4. Working in a college /university campus 5. health care facilities 6. prisons [Introduction] -------------------------- [Definition of Health education setting:] ----------------------------------------------------- Health education setting ------------------------ [Criteria for health education setting:] ---------------------------------------------------- 1. Good light 2. Good 3. Away from noise 4. Be 5. Be 6. Presence facilities: data show, microphone, poster 7. Good temperature 8. Obtaining approval [ Working in a college and university campus] --------------------------------------------------------- ### Goals of Health Education in a college and university campus: 1. Improve Health 2. Helping in Decision-making about their health 3. Prevention of Diseases 4. Fight Misconceptions 5. Promote healthy lifestyle [Role of the health educator:] ------------------------------------------ - They may manage grants and conduct research. - Create an environment in which students feel empowered to make healthy choices and create a caring community. - They identify needs; advocate and do community organizing; teach whole courses or individual classes. Components of a college and university campus Health Education -------------------------------------------------------------- 1. Disease prevention 2. Environmental, emotional, sexual health 3. First aid 4. Safety and disaster preparedness 5. Substance abuse prevention 6. Human growth and development 7. Nutrition and eating issues. [Work sites.] ========================= [of Health Education in Work Site] ---------------------------------------------- - Promote social affair. - Asses\' health risk. - Reduce health risk factor that can be reduced. [Role of the health educator:] ------------------------------------------ - Making decisions about procedures for monitoring the health and safety of workers or conditions at the workplace or providing information and training for workers on risks and controls. - Identifying and assessing the risks to health and safety in the workplace. - Making decisions about ways to eliminate or minimize risks. [Work Site Health Education Program:] ------------------------------------------------- 1. Smoking and drugs. 2. Nutrition and weight control. 3. Physical activity and fitness. 4. Blood pressure and cholesterol reduction and control. 5. Stress reduction. 6. Work safety and health. [ School] ===================== [Objectives of School Health Services:] --------------------------------------------------- 1. Early detection and care of students with health problems 2. Ensure a healthy environment for children at school 3. Development of healthy attitudes and healthy behaviors by students [Role of the Health Educator:] ------------------------------------------ 1. At the school district level, they develop education methods and materials; 2. Teach health as a subject and promote and implement Coordinated School Health Programs, including health services, student, staff and parent health education. 3. Promote healthy school environments and school-community partnerships. [Components of School Health Program:] -------------------------------------------------- 1. Dental health 2. Eye health 3. Mental health 4. Health appraisal of school children and school personnel 5. Remedial measures and follow up 6. Prevention of communicable disease 7. Nutritional service 8. First aid and emergency care 9. Education of the handicapped children 10. Healthful school environment [ Home setting:] ============================ ### The home health care health education may be considered for people who are: 1. Terminally ill. 2. Undergoing treatment. 3. Recovering from an illness. 4. Chronically ill. 5. The elderly and disabled. **[Purpose of Home Health Care] Home health care exists because:** 1. Disabled people are more comfortable at home. 2. Longer lives increase chronic illnesses and need for care. 3. Patients need short-term care, which is less expensive in the home. 4. Hospitals discharge earlier and patients still need care. 5. Most people prefer care at home. [Role of the health educator:] ------------------------------------------ 1. Mobilize its resources to develop, promote, implement and evaluate strategies to improve its own health. 2. Draw upon its problem-solving abilities. 3. Health educator helps community to identify their needs. [Examples of skilled home health services include:] --------------------------------------------------------------- - Wound care for pressure sores or a surgical wound - Patient and caregiver education - Intravenous or nutrition therapy - Injections - Monitoring serious illness and unstable health status [ The prison] ========================= [Why prison health is important?] --------------------------------------------- 1. Prisoners have the same right to health and wellbeing as other people 2. Prisoners generally come from socially disadvantaged segments of community and carry a higher burden of a communicable and non- communicable disease compared with the general population 3. Prisons are the high risks of disease **[Role of health educator in prison]** 1-Advice and education on: 2. Development of life 3. Training and support in psychological skills such as self-esteem and anger management [Health education program in the prison:] ----------------------------------------------------- a. ### Needs common to all prisoners: 1. Advice on avoiding STD, HIV 2. Advice on avoiding substance abuse 3. A balanced diet 4. Protection against harm caused by smoking b. ### Needs common to most prisoners: 5. Psychological skills training: anger management, thinking skills 6. Practical skills training: job search skills, parenting education. c. ### Needs common to some prisoners: 7. Advice on specific conditions: diabetes, epilepsy, menopause 8. Immunization against TB, influenza [ Health care facilities] ===================================== [Goals of health education in health care facilities:] ------------------------------------------------------------------ 1. Patient education promotes patient centered care and increases adherence to medication and treatments 2. An increase in compliance leads to a more efficient and cost-effective healthcare delivery system. 3. Educating patients ensure continuity of care and reduces complications related to the illness. [Role of the Health Educator:] ------------------------------------------ 1. Educate individuals to protect, promote or maintain their health and reduce risky behaviors. 2. Educate patients about medical procedures, operations, services and therapeutic regimens. 3. Create activities and incentives to encourage use of services by high-risk patient 4. Promote self-care; develop activities to improve patient participation on. [Health education program in health care facilities:] ----------------------------------------------------------------- 1. Diseases or disorders 2. Diet 3. Medications, Treatment 4. Self-care Introduction: ------------- Definition of Health Educational Program: ----------------------------------------- Importance of educational program: ---------------------------------- 1. Reduce disease risks and manage chronic illnesses. 2. Provide opportunities for professional development. 3. Encourage staff to improve skills and qualifications. 4. Increase sharing of curriculum and resources. 5. Improve image and visibility in community. 6. Prompt more interaction, collaboration, and cost sharing Steps of health education program: ---------------------------------- The purpose of planning: ------------------------ 1. Enables to match the resources to the problem which intend to solve &use it more efficiently. 2. Avoid duplication of activities. 3. Helps to prioritize needs and activities. principles of planning: ----------------------- - Consider the basic needs of the community. - Plan with the people involved. - Identify &use all relevant community resources. - Planning should be flexible. - The planned activity should be achievable. Steps of planning: ------------------ Prioritization health problems: ------------------------------- 3. Setting goals and objectives ---------------------------- - **A goal**: A broad statement that can clearly describe what the health education activity is designed to achieve. - **An objective:** More specific than a goal, and it should be achievable. If objectives do not present, the health educator cannot evaluate the effectiveness and efficiency of the health education activities. 4. Selecting educational methods: - -------------------------------- - The number of people involved. - The appropriateness of the method to the local culture. - Availability of the resources. - A method that best fits the characteristics (age, sex, religion, etc.) of the target group. Developing the plan of work: ---------------------------- ### The plan of work\' component: - Clear goals and objectives - Your strategies - A list of activities that you will do - Who will help you - Resources to be used - Indicators which used to measure changes related to each of the health education interventions. Implementation of health educational program: --------------------------------------------- - The word implementation means to carry out. - It is the act of converting the planning, goals, objectives, and strategies into action. According to a plan of work. - Community members should be involved in all health education activities whenever possible. Importance of implementation of health education program: --------------------------------------------------------- - Training - Community organizing - Identifying and mobilizing resources for health education Community organizing: --------------------- Training: --------- - Is the systematic collection, analysis, and reporting of information about health education activities. - It is a continuous process isn't a one \_time event. - It is a critical assessment of the good and bad points of health education interventions and how they could be improved. Steps of a good evaluation: --------------------------- - Engage stake holders - Describe the program - Focus the evaluation - Gather evidence, engage in fact-finding. - Justify conclusions - Share and apply lessons learned Types of evaluation: -------------------- Impact evaluation: ------------------ Outlines[:] ----------------------- - Introduction. - Definitions of innovation and health education. - Criteria of innovation health education strategies. - Types of innovative health education strategies. 1. Concept mapping 2. Jigsaw classroom 3. Debating 4. Problem based learning (PBL) 5. Games based learning 6. Online course learning - Successful Innovative Teaching Strategies for Health Education. - Challenges of Innovative Teaching Strategies for Health Education. - References. Introduction: ------------- Definitions: ------------ - **Innovation**: is simply defined as or different from established method. - **Health education**: a process that informs, motivates, and help people to adopt and maintain health practice and lifestyles. Criteria of innovation health education strategies: --------------------------------------------------- 7. Credibility 8. Interest. 9. Participation/ community involvement. 10. Good human relationship. 11. Proceed from known to unknown. 12. Comprehension. 13. Reinforcement by repetition. 14. Motivation. 15. Learning by doing. 16. Role models and leaders. 17. Setting an example. 18. Feedback. Types of innovative health education strategies: ------------------------------------------------ 1. Concept mapping. 2. Jigsaw classroom. 3. Debating. 4. Problem based learning (PBL). 5. Games based learning. 6. online course/ learning. Concept mapping: ---------------- - It is used to represent or "break down" complex information in a simple. - excellent tool for visual learners. Types of concept mapping: 1-Spider: ----------------------------------- Hierarchy: ---------- System: -------  ### Fishbone Concept Map: Advantage of concept mapping: ----------------------------- - Can be used as an They can be used as a quick assessment in class to check students\' conceptions of a topic. - They encourage collaborative learning. - They allow deep learning. - Easier for students to understand concepts and retain knowledge. - They can be used in a large class setting either individually or collaboratively, by giving the students a partially filled concept map, or a few concepts to fill in the maps. - assessment tool in school setting as homework. - Help students to see the \"big picture\" and visualize relationship. - Organize complex information. Disadvantage of concept mapping: -------------------------------- - Time is needed for setting and explaining clear assessment criteria to both students and assessors so that they are fully aware of how the performance will be judged. - Solution: This could be dealt with by setting a rubric that clearly states the criteria and standards. - Individual feedback can be time- consuming. Solution: This could be dealt with by using a score sheet that contains ticks in boxes against a particular criterion or characteristics to indicate whether the work being assessed has that attribute. - time consuming for instructor (compared multiple questions), - Students who are used to thinking at higher level may find Concept and time consuming Jigsaw classroom ---------------- Advantage a Jigsaw in your classroom: ------------------------------------- - It is an efficient way to learn the material (The jigsaw process encourages listening, engagement, and empathy activity) - Builds a depth of knowledge. - Builds on conceptual understanding. - Develops teamwork and cooperative working skills Disadvantage a Jigsaw in your classroom: ---------------------------------------- - Students must be trained in this method of learning. - Requires an equal number of groups. - Classroom management can become a problem Debating -------- Advantage of debating: ---------------------- 1..it allows one to see a different point of view 2. we can learn from each other 3. develop our knowledge and opinions. 4. make better informed arguments. 5. Advantage of debate is u can gain knowledge, language. 6. helps hold the executive (usually top 20 people of winning party) to Account, lets other parties have their say, also a way of swaying others towards your views. 7. An advantage is the benefit or gain that the affirmative claims will result from adopting its plan, which must be known to outweigh the disadvantages. Disadvantages of debating: -------------------------- - Some people can be offended when their point of view is challenged. - Can create - It may lead to quarrel - A disadvantage is an undesirable consequence that the negative claims will flow from the affirmative\'s plan. These must be known to outweigh the advantages Problem based learning (PBL): ----------------------------- Advantages of Problem-Based Learning (PBL): ------------------------------------------- - PBL method is active and cooperative learning, the ability to think critically and clinical reasoning - It increases ability to apply knowledge in critical situation. - It encourages students to work in team or group. - Increase motivation of learning. -.Development of effective self-directed learning skills and increased student faculty interaction is facilitated. - Increased motivation for learning is the added advantage. - Promote collaborative learning. - Moves learning from a positive activity to an active activity learning becomes the act of discovery. Disadvantages of Problem-Based Learning (PBL): ---------------------------------------------- - It is very difficult and expensive - Students require orientation to perform the role of a learner in PBL setting. - Evaluation is quite difficult sometimes may be subjective. - Measurement of learning outcomes are difficult. Online course \\ learning: -------------------------- Advantage of e-learning: ------------------------ - Automatic retention - you do not have to take notes - Fosters more interaction among students and instructors - The knowledge you want first - Learn at your own pace, flexibility - Anytime, anywhere, accessibility - Promotes online and computer skills - Reduces travel time - Can work around work, family and other activities - Helps to build self-knowledge and self- confidence and encourages student responsibility - Ability to fest out if interested - It makes information easy to grasp and absorb. - Enhance ability to learn and implement among learners. - Online courses are an effective strategy for continuing education for nurses in clinical settings. Disadvantage of E-learning: --------------------------- - Learners with low motivation and bad study habits can easily fall behind - Lack of routine structure - Students may feel isolated from classmates or instructor - Instructor may not always be available - Slow Internet connections or older computers make accessing course difficult - require self-discipline and time management skills. - ​ - Not suitable for every topic. - Underutilized talents and facilities - Cost is still equivalent if not more than brick and mortar school - Course availability - Employment - Working Alone - Missing out on non-verbal - Communication Games based learning -------------------- - **Game- based learning** is a teaching method that allow learner to explore different parts of games as a form of learning. Educational board games for nurses: ----------------------------------- ### Infection ### Doctors wars ### Pandemic Advantage of games-based learning: ---------------------------------- 1. Improved Vision 2. Brain Booster 3. Improved Life Skills 4. May Ease Anxiety and Depression 5. Painkiller Disadvantages of games-based learning: -------------------------------------- 1. Addiction 2. Social Replacement 3. Obesity 4. Stress Successful Innovative Teaching Strategies for Health Education: --------------------------------------------------------------- 1. **intentional implementation planning** Organizational underpinnings ---------------------------- Creating the clinical context ----------------------------- Facilitative training --------------------- Challenges of Innovative Teaching Strategies for Health Education: ------------------------------------------------------------------ 1. **Lack of information** - Limited/no access to information about innovation - Lack of evidence of innovation usefulness 2. Clinical workload and perceptions --------------------------------- - Time pressures to move people through care path - Belief that innovation is unnecessary 3. Underdeveloped implementation plans ----------------------------------- - Plan of how to use innovation is unclear 4. Inadequate training ------------------- 5. **Organisational Hurdles** - Innovators and organization have different Backgrounds, need time to "speak the same" language. ### 1.خريطة المفاهيمMapping) (Concept ### النشاط: ### الوصف: ### 2.الفصل الموزعClassroom) (Jigsaw ### النشاط: ### الوصف: يُقسم الطالب إلى مجموعات صغيرة، وكل مجموعة تعمل على جزء من الموضوع، مثل: في مجموعات جديدة بحيث يمثل كل طالب جز ًءا من المعلومات التي قام بدراستها، ### 3.المناظرة(Debating) ### النشاط: ### الوصف: ### 4.التعلم القائم على المشكالتPBL) - Learning (Problem-Based ### النشاط: **الموضوع :**تشخيص وعالج حالة مريض يعاني من أعراض غامضة. ويشاركون استراتيجيات التشخيص. ### 5.التعلم القائم على األلعابLearning) (Games-Based ### النشاط: ### الوصف: يُستخدم لعبة لوحية أو محاكاة كمبيوتر حيث يتم تقسيم الطالب إلى فرق صغيرة ويُطلب منهم إدارة أزمة صحية، مثل وباء عالمي. تتضمن اللعبة اتخاذ قرارات سريعة، توزيع الموارد، ### 6.التعلم عبر الدورات اإللكترونيةLearning) Course (Online ### النشاط: **الموضوع :**مبادئ التغذية في الرعاية الصحية. استفادتهم من المعلومات المقدمة. ### مزايا هذه االستراتيجيات: **خريطة المفاهيم** تساعد الطالب على تنظيم المعلومات بشكل مرئي وتوضيح العالقات بين المفاهيم. ### 1-لعبة العدوى Game) (Infection في حالة تفشي المرض. ### الفائدة: ### 2-لعبة حروب األطباء Wars) (Doctors' **الهدف :**تهدف اللعبة إلى تعزيز مهارات اإلدارة والتنظيم للفريق الطبي داخل المستشفيات. العالج وكفاءة الفريق. زيادة عدد المرضى لتدريب الالعب على اتخاذ القرارات تحت الضغط. ### الفائدة: ### 3-لعبة الوباء Game) (Pandemic أكبر، ما يتطلب من الالعبين التعاون بسرعة أكبر واستخدام الموارد المحدودة بشكل أكثر فعالية. ### الفائدة: ### نشاط لطالب التمريض باستخدام األلعاب اللوحية التعليمية في بيئة طبية. ### النشاط األول: لعبة \"العدوىGame) (Infection \" ### طريقة التنفيذ: ###.2 شرح اللعبة: o يجب على الطالب في هذه اللعبة محاكاة كيفية التعامل مع مريض مصاب بعدوى معينة، مع ضرورة اتخاذ التدابير الوقائية الالزمة (ارتداء القفازات، غسل اليدين، الطوارئ؟\". ###.3 المتابعة: o بعد انتهاء اللعبة، يتناقش الطالب حول قراراتهم وكيفية تحسين إجراءاتهم الوقائية في المستقبل. ًء على كيفية تطبيق ممارسات الوقاية ومدى االستجابة لألزمات. o يتم التقييم بنا ### النشاط الثاني: لعبة \"حروب األطباءWars) (Doctors' \" ### طريقة التنفيذ: o قم بإعداد نسخ من اللعبة أو استخدم مكونات اللعبة المبدئية (مثل البطاقات، طبية لمستشفى معين. ###.2 شرح اللعبة: o كل فريق يجب أن يدير قس ًما طبيًا ويعالج المرضى. الهدف هو إخراج أكبر عدد من المرضى بأسرع وقت ممكن. o يشمل الفريق أطباء وممرضات مع تحديد أدوارهم، مثل: o يجب على الفريق اتخاذ قرارات سريعة بشأن تشخيص المرضى، اختيار العالج المناسب، والتأكد من استقرار الحالة. ###.3 المتابعة: o بعد إتمام اللعبة، يعقد الطالب جلسة مراجعة لمناقشة التحديات التي واجهوها في إدارة المستشفى وكيفية تحسين سير العمل. ًء على قدرة الفريق على التعاون واتخاذ القرارات الصائبة في o يتم تقييم الالعبين بنا وقت محدود. ### النشاط الثالث: لعبة \"الوباءGame) (Pandemic \" ### طريقة التنفيذ: 3 إلى 4 o قم بتوزيع نسخ من اللعبة على المجموعات الصغيرة من الطالب (من طالب.) o قدم للطالب تمهيدًا عن األمراض المعدية وكيفية التعامل معها في إطار بيئة دولية. ###.2 شرح اللعبة: القضاء على 4 أمراض فتاكة منتشرة في العالم. مع تجنب انتقالها إلى مدن أخرى. ###.3 المتابعة: ًعا لمراجعة استراتيجياتهم في القضاء على األوبئة. ### الختام والتقييم: **التقييم :**بعد إتمام األنشطة، يمكن تقديم تقييم شامل لكل فريق بنا ًء على أدائهم في اتخاذ القرارات، مستوى التعاون، وقدرتهم على إدارة المواقف الطبية. **التفكير النقدي :**يتم تشجيع الطالب على التفكير النقدي حول مواقف حقيقية قد يواجهونها في مستشفيات أو منشآت طبية. يمكن لهم تقديم اقتراحات لتحسين اإلجراءات المتبعة في الحاالت المشابهة. ***Appendices*** تعهيًي تذسيجي عٍ انهزيبٌ وانعغىغ انُفسيخ نًسبعذح يًشظيٍ نتحسيٍ أسبنيت انعُبيخ انصحيخ وانُفسيخ واألجتًبعيخ ثشَبيج انشعبيخ انحشجخ ------------------------------------------------------------------------------------------------------------------------------- **نًشظً انهزيبٌ** اٌطجٟ ٚاٌزّش٠ضٟ ػٕذ ِّبسعزُٙ اٌىبدس رٛاجٙٗ ٠ؼزجش اٌٙز٠بْ ِٓ أوضش األِشاض إٌفغ١خ اٌؼضٛ٠خ اٌزٟ ٚ٘زا ٌٗ رأص١ش ٘بَ فٟ دذٚس اٌٙز٠بْ ٌزٌه ٠ؼزجش اٌٙز٠بْ ِٓ اٌّضبػفبد اٌّزىشسح اٌزٝ رذذس ٌّشضٝ ٚٔفغ١خ ### أوالً: يعهىيبد عٍ غجيعخ انًشض واألعشاض واألسجبة وانًظبهش انًشظيخ انععىيخ راد ***Appendices*** ### ثبَيبً: دوس هئيخ انتًشيط في تقذيى انشعبيخ انصحيخ وانُفسيخ انًُبسجخ نهًشيط. 2( جهسخ) ### ثبنثبً: انتذسيجبد انخبصخ ثتذعيى قذساد انًًشظيٍ عهً انتعبيم يع يشظً انهزيبٌ. 4(جهسبد).2 اٌزذس٠ت ػٍٝ رم١١ُ اإلضطشاة اٌزٕٟ٘ ٌّشضٝ ٚدذح اٌؼٕب٠خ اٌّشوضح (أداح رم١١ُ اٌزشٛػ ٚدذح اٌؼٕب٠خ اٌّشوضح ICU - )CAM ثٛدذاد اٌشػب٠خ ٠ؼٍّْٛ ِّشضخ فٟ ٘زا اٌجشٔبِج ػذد عزْٛ )66( ِّشض/ ٠شبسن ِزٛلغ أْ ع١زُ رطج١ك اٌجشٔبِج فٟ لبػخ ِخصصخ ِٚٙ١أح ربثؼخ ٌّغزشفٝ اٌضٛسح -- ِذ٠ٕخ اٌذذ٠ذح -- اٌ١ّٓ. ***Appendices*** لبئذ/ح ٌ١غبػذ فٟ رٛج١ٗ ٚل١بدح إٌّبلشخ ٚرٍخ١ص أساء اٌّجّٛػخ ٚ٠خزبس ِغجً ٠مَٛ ثزذٚ٠ٓ األساء اٌزٟ اٌؼًّ ٠طٍت اٌّذسة ِٓ وً ِجّٛػخ رؼٍ١ك اٌٍٛدخ اٌخبصخ ثٙب ٚرمذ٠ُ ِب د \'ٚ ´ْ ثٙب ِٕٚبلزشٗ ٚاٌزؼٍ١ك ِٓ ***Appendices*** **[يستخذو انًذسة وسبئم يختهفخ يثم-:]** **[سيتى تقييى انجشَبيج يٍ خالل-:]** 🖜 ػمذ إخزجبس ثؼذ رطج١ك اٌجشٔبِج ِجبششح ٚثؼذ صالصخ أشٙش ِٓ رٕف١ز اٌجشٔبِج ِٚمبسٔخ ٔزبئج األخزجبس٠ٓ ثٕزبئج األخزجبس اٌمجٍٟ. 🖜 إجبثخ اٌّشبسوْٛ ٌإلعزج١بْ ػٓ أسأئُٙ فٟ اٌجشٔبِج. ***Appendices*** **لمساعدة ممزضيه الزعايت الحزجت لتحسيه أساليب العىايت الصحيت والىفسيت** **تعليمي تدريبي عه الهذيان والضغىط الىفسيت** **الجدول الزمىي لبزوامج** **طرق التقييم** **الوسائل التعليمية** 🖜 عرض تقديمي. 🖜 لوحات ورقية. **طرق التدريس** 🖜 مناقشة جماعية 🖜 عصف ذهني. **واألجتماعيت لمزضى الهذيان** **الــــــــــــــــيـــــــــوم االول االهداف التعليمية** 🖜 تسجيل اسماء المشاركين ومكان العمل وخبرات كل منهم. 🖜 التعرف على احتياجات المشاركين. **المحتوى** االفتتاح 🖜 التسجيل 🖜 التعارف **الوقت** **الجلسة** **االفتتاحية** **التغذية الراجعة** 🖜 كتيب البرنامج. 🖜 عرض تقديمي (بور بوينت). 🖜 مقاطع فيديو توضيحية. 🖜 كتيب البرنامج. 🖜 عرض تقديمي 🖜 محاضرة قصيرة 🖜 مناقشة جماعية 🖜 مشاهدة او 🖜 محاضرة 🖜 ذكر اهداف البرنامج ومحتواه 🖜 التعرف علي معنى الهذيان وأنواعه المقدمة 8.2 ص -- 0.28 ص الحرجة. الحرجة. عوامل الخطورة المؤدية لحدوث **الجلسة** (بور بوينت). 🖜 لوحات ورقية. 🖜 مجموعات عمل صغيرة 🖜 عصف ذهني. 🖜 التعرف على عوامل الخطورة.0 ص -- 08.28 ص الهذيان. **الثانية** 🖜 كتيب البرنامج 🖜 عرض تقديمي (بور بوينت). محاضرة قصيرة 🖜 مناقشة جماعية 🖜 عصف ذهني. **راحـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــة (وجبة افطار)** **الجلسة** **التغذية الراجعة** 🖜 مقاطع فيديو توضيحية. 🖜 كتيب البرنامج. 🖜 عرض تقديمي (بور بوينت). 🖜 لوحات ورقية. 🖜 مشاهدة او عرض 🖜 محاضرة قصيرة 🖜 مجموعات عمل صغيرة 🖜 عصف ذهني. 🖜 التعرف على أعراض وعالمات 🖜 التعرف على أوجه اإلختالف بين 🖜 أعراض وعالمات الهذيان. 🖜 أوجة اإلختالف بين الهذيان والخرف وإلكتئاب. **الثالثة** ***Appendices*** **طرق التقييم** **التغذية الراجعة** **الوسائل التعليمية** 🖜 كتيب البرنامج 🖜 عرض تقديمي (بور بوينت). 🖜 كتيب البرنامج 🖜 عرض تقديمي (بور بوينت). 🖜 مقاطع فيديو **طرق التدريس** 🖜 محاضرة قصيرة 🖜 مناقشة جماعية **الــــــــــــــــيـــــــــوم الثاني االهداف التعليمية** 🖜 لتعرف على كيفية تشخيص الهذيان واألدوات المستخدمة في عمل تقييم للهذيان في لمرضى الرعاية الحرجة. 🖜 القيام بتقييم مرضى الرعاية الحرجة **المحتوى** 🖜 ألدوات المستخدمة في عمل تقييم ص 0.28 -- ص 8.28 ص 08.28 -- ص 0.2 **الجلسة** فيديو.) بإستخدام أداة تقييم التشوش وحدة وحدة العناية المركزة - CAM توضيحية. 🖜 تطبيقاث عمليت. العناية المركزة ICU -.)CAM.)ICU **راحـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــة (وجبة افطار)** **قادرين على أن :** 🖜 كتيب البرنامج. 🖜 عرض تقديمي 🖜 محاضرة قصيرة 🖜 مجموعات عمل 🖜 مناقشة دورهم في الوقاية من مرض (بور بوينت). صغيرة 🖜 التعرف على الطرق العالجية الحرجة. **الجلسة** **التغذية الراجعة** 🖜 لوحات ورقية. 🖜 عصف ذهني. بالرعاية الحرجة. **السابعة** 🖜 كتيب البرنامج. 🖜 عرض تقديمي (بور بوينت). 🖜 محاضرة قصيرة 🖜 مناقشة جماعية لمريض الهذيان بالرعاية الحرجة. **في نهاية هذة الجلسة يكون المشاركين** **قادرين على أن :** 🖜 التعرف على الضغط النفسي وكيفية 🖜 الضغط النفسي. ***Appendices*** **طرق التقييم** **التغذية الراجعة** **الوسائل التعليمية** 🖜 كتيب البرنامج. 🖜 عرض تقديمي (بور بوينت). 🖜 كتيب البرنامج. 🖜 عرض تقديمي (بور بوينت). 🖜 لوحات ورقية. **طرق التدريس** 🖜 محاضرة قصيرة 🖜 مناقشة جماعية 🖜 مناقشة جماعية عصف ذهني. **الــــــــــــــــيـــــــــوم الثالث االهداف التعليمية** والعوامل التي تؤثر عليه. **المحتوى** 🖜 التكيف النفسي. 🖜 التدريب على حل المشكالت. **الوقت** **الجلسة** 🖜 كتيب البرنامج. **راحـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــة (وجبة افطار)** **قادرين على أن :** التدريب على التنفس العميق. **التغذية الراجعة** 🖜 عرض تقديمي (بور بوينت). 🖜 مقاطع فيديو توضيحية. 🖜 مشاهدة او (مقاطع فيديو.) 🖜 تطبيقات عملية 🖜 القيام بتدريب التنفس العميق 🖜 القيام بتدريب التأمل و التمرينات 🖜 التدريب على األسترخاء العضلي. 🖜 التدريب على التأمل 🖜 التدريب على التمرينات الرياضية **Health program** [Educational program:-] =================================== - **Step 1:** Collecting baseline information: - **Step 2:** Identifying the health problem - **Step 3:** Detailed plan of action - [General objective:] ================================ - [Specific Objectives:] ================================== **Health program** -- -- -- -- -- -- -- -- -- -- -- -- -- -- **Health program** -- -- -- -- -- -- -- -- -- -- -- -- -- --