Needs Analysis 1. Needs Analysis & Course Outline. Rolf Gabrillo. Western University of Health Sciences. Principals of Instructional Design

Transcription

1 Needs Analysis 1 Needs Analysis & Course Outline Rolf Gabrillo Western University of Health Sciences Principals of Instructional Design Dr. Sellen November 16, 2012

2 Needs Analysis 2 High Blood Pressure (Hypertension) Analysis. Blood pressure is the force of blood against the artery walls as it circulates through the body. Usually blood pressure rises and falls throughout the day, but can cause health problems if the pressure stays high for a long time. The higher the blood pressure, the greater the long term risk to health (Lowth, 2012). An estimated 68 million American adults (one in three U.S. adults) have high blood pressure, which increases the risk for heart disease and stroke, some of the leading causes of death in the United States. High blood pressure is known as the "silent killer" because it often has no warning signs or symptoms and many people do not realize they have it (Centers for Disease Control and Prevention [CDC], 2012). If hypertension is untreated, it tends to worsen with time and also could become treatment resistant. The higher the blood pressure, the greater the gradual damage to the arterial wall and the kidneys in particular (Lowth, 2012). Participants. The target audience of this needs analysis would be young adults ranging from the ages years old who are unfamiliar or unaware about high blood pressure and the health complications it could lead to. From this course, participants will learn about hypertension and what health complications it can lead to along with how to correctly measure blood pressure levels with the proper tools. The reason for participants understanding how to measure blood pressure on their own is because blood pressure at home can provide a more accurate representation of overall blood pressure readings (Lingerfelt & Hodnicki, 2012) because individuals seem to be more relaxed and calmer at home rather than at a doctor s office or hospital.

3 Needs Analysis 3 The reason for targeting young adults it because a recent study, which took blood pressure readings of more than 14,000 men and women between 24 and 32 years of age, showed a higher percentage of high blood pressure readings than results from a previous major study, which is roughly around 19% of young adults. The previous study (NHANES) reported high blood pressure in 4 percent of adults 20 to 39 years of age (ADD Health, 2011). If individuals are taught about hypertension at a younger age, it will be beneficial for them in the long run as they can prevent future health complications when they get older. Strategy. The study will be divided into two sessions. In the first session, participants will be taught the basic concepts of blood pressure, such as the definition and characteristics of the term and what tools are used to measure blood pressure. The first session will also include the explanation of hypertension, such as (a) what causes high blood pressure, (b) statistics of high blood pressure in the United States, (c) health problems high blood pressure can lead to, and (d) discuss briefly on some preventable measures. This will be done through the use of a PowerPoint presentation and informational videos about the importance of blood pressure. At the end of the session, participants will be given a short quiz on the material that was presented to them. Each student will need to pass the quiz with a 90% or better in order to move onto the next session. This session is scheduled to be about two hours long. In second session, material presented in the first session will be explained more in-depths to the students including the following: blood pressure reading levels, what to listen for when measuring blood pressure, and how to write blood pressure readings correctly. Participants will then be taught step-by-step on how to accurately measure

4 Needs Analysis 4 their own blood pressure using the proper instruments. Participants will also be able to practice measuring each other s blood pressure. The last activity will be for students to create a healthy behavior plan that can help lower their risks of high blood pressure from what they had learned in the past two sessions. Participants are encouraged to follow with their plan and check their blood pressure on a regular basis. This session will take about three to three and half hours long, depending on the size of the class. Cognitive Task Analysis Task Analysis For the first session, a PowerPoint presentation about blood pressure will be used to (a) define and discuss the significance of blood pressure, (b) what high blood pressure can cause, and (b) explain the preventable measures to high blood pressure. Participants will be able to distinguish the difference between a normal blood pressure reading and low/high blood pressure readings through a chart that will be presented to them. For the second session, students will be shown the different measurements of blood pressure and the proper way of reading their blood pressure using (a) a blood pressure cuff, (b) stethoscope, and (c) a blood pressure monitor through the use of informational videos and demonstration. After demonstrating how to correctly read blood pressure, participants will watch another video on behaviors that can increase their risks of high blood pressure, which then participants will create a healthy behavior plan that can help them prevent high blood pressure. Cognitive Task Analysis Application: The learner will correctly demonstrate how to measure their blood pressure using the proper instruments.

5 Needs Analysis 5 Each student will learn the correct steps on how to measure blood pressure. The learner will need to identify his or her own blood pressure reading, record it, and then demonstrate the procedure on another student using the appropriate instruments. Synthesis: The learner will create a healthy behavior/lifestyle plan that he/she will intend to follow on a daily basis. Each student will devise a plan on how they can decrease their risk of high blood pressure, which may include changes in their diets, monitoring their sodium intake, and incorporating exercise/physical activity several times during the week. Each plan may vary from person to person as far as food goes and type of exercises performed. Students are required to check and record their blood pressure periodically for the next month or two. Analysis: After one or two months of implementing the plan, participants are encouraged to follow up with the course to indicate if daily lifestyle had any effect on blood pressure. Each student will evaluate the plan they created by recording their blood pressure readings they measure periodically, which will show any positive or negative effects of the plan. Teaching Goal The teaching goal for the assessment is to raise awareness on how to prevent high blood pressure and how to treat high blood pressure by lifestyle changes. Objective(s). By the end of both sessions: 1) Students will correctly identify the health risks of high blood pressure. Learning Activity: Students will be shown a PowerPoint presentation on information about high blood pressure

6 Needs Analysis 6 2) Students will distinguish between normal blood pressure levels along and high blood pressure levels with 100% accuracy. Learning Activity: Students will be shown different readings of blood pressure and will have to identify if reading is high, low, or normal. 3) Students will accurately measure their own blood pressure level using the proper instruments. Learning Activity: Students will be given a blood pressure cuff and stethoscope in order to perform the correct steps to measuring blood pressure. Then students will be given a blood pressure monitor and be taught how to operate it in order to read blood pressure levels. Students will then measure other students blood pressure as well. 4) Students will differentiate health behaviors that can affect blood pressure either positively or negatively. Learning Activity: Students will be shown couple of videos on health behaviors that affect blood pressure. Students will then have to recognize lifestyle changes that can help decrease the risks of high blood pressure. 5) Students will create a plan of healthy behaviors that can help decrease their risks of high blood pressure. Learning Activity: Students will create a plan on healthy behaviors for a whole month that can help decrease high blood pressure. Students will be required to measure and record their blood pressure periodically, according to their plan.

7 Needs Analysis 7 6) After one or two months of implementing the plan, students will evaluate if their plan had any impact on blood pressure. Learning Activity: Students will be encouraged to return in a month or two with their plan and their record logs of their blood pressure readings. Students will evaluate if the lifestyle changes they had created had any effect on their blood pressure. The Course Outline Rationale In order for young adults to reduce the risk of certain health complications when they get older, such as heart attacks or strokes, those individuals will need to learn about the (a) characteristics of high blood pressure, (b) what health complications it can lead to, and (c) how to decrease the chances of getting high blood pressure. Aim This course aims to develop the understanding and knowledge on the dangers of high blood pressure so further health complications can be avoided. Desired Learning Outcomes (DLO s) Upon completion of this course, each student will successfully: 1. Understand the term blood pressure and it s importance to the human body as well as understanding clearly what hypertension/high blood pressure is. 2. Comprehend the various health complications that high blood pressure can cause. 3. Be able to identify high blood pressure levels from both methods of measurements for blood pressure readings. 4. Identify health behaviors that can increase the chances of high blood pressure

8 Needs Analysis 8 5. Correctly demonstrate how to measure blood pressure using the proper tools/instruments. 6. Create a healthy behavior plan that they intend to follow in order to decrease the chances of having high blood pressure. Content Students. Consist of young adults, ages ranging from years, who are unfamiliar or unaware of the aspects of blood pressure and hypertension. Environment. Small to medium sized classroom setting, equipped with a projector and computer or laptop to display PowerPoint presentations and videos. The room will have desks for each student to sit in. Teaching Team and Resources. Consist of myself and two other individuals, preferably individuals in the health care field, who are knowledgeable and have experience working in a patient-care environment. The resources will include PowerPoint presentations, videos, and hands-on activities to present the material to the students. Teaching and Learning Strategies. For the first session, the teaching team will present the information to the students including a PowerPoint presentation and videos about blood pressure and hypertension. At the end of the first session, students will be given a quiz and each student must pass with at least 90% accuracy in order to move on to the next session. The first session will be about two hours long. For the second session of the course, the teaching team will review the materials presented in session one and provide a more in-depth analysis of the information. The students will then be shown an informational video on behaviors that affect blood

9 Needs Analysis 9 pressure and another video on how to correctly measure blood pressure. The teaching team will then demonstrate to the class how to correctly measure blood pressure using the proper tools. Each student will be given the instruments to measure blood pressure and then will display the skills they learned by measuring the blood pressure of another student. The second session will conclude with the students constructing a healthy behavior plan they intend to follow and encouraged to check their blood pressure on a regular basis, record it, and return in a month or two to discuss if the lifestyle changes has had any effect on their blood pressure. The second session will be about three to four hours long, depending on how many students there are. Assessment Students are encouraged to evaluate their lifestyle plan with the teaching team by returning within a month or two to discuss if the knowledge they received or skills obtained from the course had any effect on their blood pressure. Students will be asked several questions: 1. Do you feel you are more control of your health after receiving the information about high blood pressure and skills on how to measure blood pressure? 2. Are you practicing your healthy behaviors plan and checking your blood pressure on a routinely basis? 3. Have you used the knowledge you received from this course to share with others, such as friends and families, so they will have a clearer understanding of high blood pressure?

10 Needs Analysis 10 Texts and Supporting Materials During the course, students will be given hard copies of the PowerPoint presentations so they will be able to write notes. At the end of the course, students will be given a summarized packet of the information presented to them throughout the course. Information will include a brief summary of blood pressure, the complications blood pressure can lead to, and behaviors that can decrease the chances of high blood pressure. The packet will also include the steps on how to check blood pressure and will contain a record chart so students will be able to log their blood pressure levels each time they check in.

11 Needs Analysis 11 Reference ADD Health (2011). Study shows 19 percent of young adults have high blood pressure. NIH-funded analysis indicates higher risk for young adults than previously believed. In NIH Medline Plus, 6(3), Centers for Disease Control and Prevention. (n.d.) About high blood pressure. In High Blood Pressure. Retrieved from Lingerfelt, K., & Hodnicki, D. (2012). Hypertension management in patients receiving hemodialysis: The benefits of home blood pressure monitoring. Nephrology Nursing Journal, 39(1), Lowth, M. (2012). Hypertension for the practice nurse. Practice Nurse, 42(14).