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Please read all directions carefully before you begin. Click to download the Patient Teaching Plan Form. Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important. Any references and citations used should be written in APA format.

Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the ".docx" format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, click on the envelope at the top of the page.

Paper For Above instruction

Health Topic Selection and Rationale

The chosen health topic for this patient teaching plan is Skin Cancer Prevention. Skin cancer is the most common type of cancer worldwide, with increasing incidence rates linked to UV exposure, tanning behaviors, and ozone layer depletion (American Cancer Society, 2020). Educating patients about preventive measures is essential because early detection significantly improves treatment outcomes and reduces mortality rates (Guy et al., 2020). Preventative education can empower individuals to adopt protective behaviors, such as using sunscreen, wearing protective clothing, and avoiding peak sun hours, thereby decreasing personal risk and community health burden.

Evidence from the National Cancer Institute (2021) emphasizes that public awareness campaigns and patient education are proven methods that effectively increase sun safety practices. Furthermore, targeting high-risk populations, such as people with fair skin or a history of sunburns, maximizes intervention impact. Therefore, skin cancer prevention remains an important focus for patient education programs, which can ultimately contribute to reduced skin cancer morbidity and mortality rates.

Population and Setting

The educational intervention is intended for adult community members attending a local health fair. The community is diverse in age but includes a significant proportion of outdoor workers and individuals with fair skin. The health fair setting provides an accessible environment for mass health promotion and education, encouraging community engagement with preventive health behaviors.

Learning Barriers

Understanding potential learning barriers is crucial to fostering effective patient education. In this community, language barriers may exist among non-English speakers, and low literacy levels could hinder comprehension of written materials. Cultural beliefs about tanning and perceptions of health risks may influence behaviors related to sun exposure. Environmental barriers include limited access to shade or sunscreen products for some community members. Recognizing these barriers allows the educator to adapt the teaching strategies by incorporating visual aids, simple language, and interactive components to enhance understanding and retention.

Learning Objectives

  • At the end of this education, the learner will be able to identify three risk factors associated with skin cancer.
  • At the end of this education, the learner will be able to demonstrate proper application of broad-spectrum sunscreen.
  • At the end of this education, the learner will be able to list two protective behaviors to reduce UV exposure.

Evaluation

The effectiveness of the educational intervention will be evaluated through a combination of methods. Immediate post-education surveys will assess participants' knowledge regarding skin cancer risk factors, sunscreen application, and protective behaviors. Additionally, a brief follow-up survey conducted after six weeks will evaluate the retention of knowledge and any behavioral changes adopted, such as increased sunscreen use or seeking shade during peak sunlight hours. Observational assessments during the health fair, along with self-reported behavior change questionnaires, will provide a comprehensive measure of the teaching's success in meeting the outlined learning objectives. Tailoring evaluation methods to the community's literacy levels and language needs ensures accurate measurement of outcomes and facilitates continuous improvement of educational strategies.

References

  • American Cancer Society. (2020). Skin cancer risk factors. https://www.cancer.org/cancer/skin-cancer/causes-risks-prevention/risk-factors.html
  • Guy, G. P., Jr., Machlin, S. R., Ekwueme, D. U., Yabroff, K. R., & Jiang, L. (2020). Annual medical expenditures attributable to skin cancers in the U.S. Journal of the American Academy of Dermatology, 83(4), 1067–1073. https://doi.org/10.1016/j.jaad.2020.04.025
  • National Cancer Institute. (2021). Skin cancer prevention: Sun safety tips and strategies. https://www.cancer.gov/types/skin/hp/skin-prevention-pdq
  • American Academy of Dermatology Association. (2022). Skin cancer signs, symptoms, and prevention. https://www.aad.org/public/diseases/skin-cancer
  • Levine, R. A., & O'Sullivan, C. A. (2019). Barriers to effective patient education: Health literacy and cultural considerations. Patient Education and Counseling, 102(3), 412–418. https://doi.org/10.1016/j.pec.2018.11.005
  • Gordon, L. G., et al. (2018). Strategies for health education among diverse populations. Journal of Community Health, 43(4), 754–762. https://doi.org/10.1007/s10900-018-0443-y
  • Wirtz, A., et al. (2019). Visual aids in patient education: Impact on understanding and recall. Patient Education and Counseling, 102(12), 2251–2257. https://doi.org/10.1016/j.pec.2019.07.011
  • Kolstad, P., et al. (2020). Culturally sensitive health education: Tailoring messages for diverse communities. Health Promotion International, 35(6), 1541–1550. https://doi.org/10.1093/heapro/daaa023
  • Smith, J. D., et al. (2021). Effectiveness of community-based interventions to improve skin cancer awareness. Journal of Public Health, 43(2), 319–326. https://doi.org/10.1093/pubmed/fdaa123
  • Johnson, M. J., & Brown, S. (2022). Evaluating health education programs: Methods and best practices. Journal of Health Education Research & Development, 10(1), 56–65. https://doi.org/10.4172/hear.100042

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