Cardiovascular Disease an Modifiable Risk Factors Breeana Moore South University Concepts of Teaching

Cardiovascular Disease an Modifiable Risk Factors
Breeana Moore
South University
Concepts of Teaching & Learning
NSG4028
May 22, 2018
Cardiovascular Disease and Modifiable Risk Factors
Cardiovascular disease is becoming more prominent in our world. It “result in millions of deaths around the globe annually, most of which are avoidable if identified early” (Karunathilake and Gangegoda, 2018). With that statement in mind it is extremely important that everyone learns about modifiable risk factors. Not only is it good to know for one’s own health but to help spread the word it teach it to their family members as well. If more people took preventative healthcare more seriously we could lower our number in cardiac disease fatalities.
I feel although the philosophical basis for teaching would be realism. Realism is to understand something that should or needs to be learned, understanding what is being taught, and being able to deal with the reality of a situation.
There are three sets of learner to target with this topic. There is patients, family members, and healthcare staff. Considering most do better in a group environment that would be best. In order to access a variety of people and the maximum amount of people a generalized overview of the learners should quickly be assessed for the best possible outcome. In the beginning of an information session it pays off to be prepared, have several different types of learning material, and to simple ask how they learn best. One question can make a big difference when assessing leaners.
The learners of this topic are going to vary in age. The first audience is most likely going to be targeted to middle to older aged adults with some possible risk factors of cardio vascular disease . There will be learners anywhere from young adult to primarily middle aged and older adults. Some of the audience will be people curious to know the modifiable risk factors so that they may apply them to their own lives and become less of a risk for the disease or they may have experienced a cardia episode and want to better their health before it worsens.

This set of learners is most likely eager to learn. The education level will mostly consist of patients who know bits and pieces of what they heart disease is but are not completely sure. They will want to learn, take notes, and ask questions that directly correlates with their personal health. Educational knowledge may vary but could be assumed at a high school degree level or higher.
The learning environment would need to be stimulation in a sense that the learners to not become uninterested. I believe there should be a general mix of different teaching styles such as reading material, videos, hands on replicas of spoken about items, such as a clogged valve. It is also to set the environment at an easy to get to location so that you can target more people. Generally in a hospital auditorium is preferred, unless this is a one on one teaching then it should be specified to the patient and to learn what the best learning tool is for that individual.

The second audience will most likely be the family members of the first audience or being an advocate for members of their family. This age range could easily vary considering young adults may go to find information out for the older generation in their family and the older generation may want to find out for others in the family.
In most cases family members who are willing to get involved will be great advocates and a support system for the patients. As with the first set of learners the family members will be eager to learn what can help their loved one be at less of a risk for cardiovascular disease. Education wise I would expect a high school education level but not assume anything more. Keep the education as an easy to understand learning experience to get the best outcomes.
This audience would do well in a mixture of the different teaching techniques as well. Not only would have to do a generalized teaching of the topic but also incorporate teaching material that they could easily teach others as well. A handout would be beneficial for them to take home to teach others. The environment should be the same as the first audience, somewhere with easy access.
The third audience would be healthcare workers. This audience will range in age and culture but one thing they will all have in common is a generalized healthcare background. This audience would be healthcare staff. This staff could range from nurses, doctors, respiratory therapist, or anyone who would like to learn not only about cardiovascular disease but understand it more in depth and how to rely the information to others. In this group the education level is a bit higher considering extra schooling of varies amounts is needed to work in the healthcare field. In this group because of the diversity of education there would need to be a specific area such as this topic that they can all focus on and promote.
Most may be eager to learn a new topic, unless this is required then some may not be as interested. The goal for this learning session is to ensure all the healthcare professions can confidently teach patient about preventative care as needed with confidence. I believe that as with the last two audiences the mixture of material would be the most beneficial. You reach every type of learner regardless of their learning style.

Reference
Aczél, P. (2013). Learning Public Skills – Teaching (Global) Publicity. Procedia – Social And
Behavioral Sciences, 93(3rd World Conference on Learning, Teaching and Educational
Leadership), 640-647. doi:10.1016/j.sbspro.2013.09.254
Karunathilake, S. P., ; Ganegoda, G. U. (2018). Secondary Prevention of Cardiovascular
Diseases and Application of Technology for Early Diagnosis. Biomed Research
International, 1-9. doi:10.1155/2018/5767864