Teaching Middle School Football Players And Their Parents ✓ Solved

Teaching Middle School Football Players And Their Parents About

Teaching middle school football players and their parents about likelihood of concussion and head injury in football, measures taken to prevent head injury and recognize concussion and head injury. Nursing diagnosis should focus on knowledge deficit. a. Develop nursing diagnosis (NANDA) b. Develop two (2) learning objectives c. State methodology (teaching methods) d. Provide and utilize teaching aids e. State needed resources. Also show evaluation of teaching with reference used for the paper.

Paper For Above Instructions

Concussions and head injuries in youth sports, notably football, have garnered significant attention due to their impact on the health and safety of young athletes. Addressing the likelihood of such injuries, preventive measures, and recognition of concussions is critical. This paper aims to educate middle school football players and their parents about these topics through the development of a nursing diagnosis, learning objectives, teaching methodologies, and resources.

Nursing Diagnosis (NANDA)

The nursing diagnosis pertinent to our educational endeavor is "Knowledge Deficit." This diagnosis is consistent with the NANDA International list, which outlines various health concerns and their associated education needs. In this context, the knowledge deficit explicitly refers to the lack of understanding among players and parents regarding the nature, risks, and prevention strategies related to concussions and head injuries in football (NANDA International, 2021).

Learning Objectives

To effectively address the knowledge deficit, we propose the following two learning objectives:

  1. Objective 1: By the end of the session, 80% of participants will be able to identify at least three risk factors associated with concussions in football.
  2. Objective 2: By the end of the session, 75% of participants will demonstrate the ability to recognize the symptoms of a concussion and articulate the appropriate steps to take if a concussion is suspected.

Methodology (Teaching Methods)

In delivering this educational program, a combination of teaching methods will be utilized to cater to diverse learning styles:

  • Lecture: A brief introductory lecture will present critical information about the risks of concussions and preventative measures.
  • Interactive Discussion: Participants will engage in an open dialogue to express concerns, experiences, and knowledge regarding concussions.
  • Demonstration: Practical demonstrations will illustrate how to identify concussion symptoms and apply first aid measures.
  • Hands-On Activities: Activities such as role-playing can help reinforce learning objectives by simulating concussion recognition scenarios.

Teaching Aids

Utilizing teaching aids will enhance the learning experience. Proposed teaching aids include:

  • Brochures: Informative brochures that detail concussion facts, preventative strategies, and symptom checklists.
  • Visual Aids: PowerPoint presentations will summarize key points and engage visual learners.
  • Videos: Short videos depicting real-life scenarios of concussion recognition and management can be highly impactful.
  • Posters: Display posters that outline key concussion information within the football practice area.

Needed Resources

The following resources will be necessary to implement this educational program successfully:

  • Access to a meeting space (such as a school gym or classroom) for the educational session.
  • Printed educational materials (brochures and posters) that can be distributed to parents and players.
  • Audio-visual equipment (projector, screen, and speakers) for presentations and videos.
  • Expertise from healthcare professionals, such as athletic trainers or school nurses, to provide accurate information and facilitate discussions.

Evaluation of Teaching

To gauge the effectiveness of the educational program, evaluation methods will include:

  • Pre- and Post-Assessment Surveys: Participants will complete surveys to assess their knowledge before and after the session, measuring the increase in awareness and understanding of concussions.
  • Feedback Forms: Collecting feedback regarding the effectiveness of teaching methods, clarity of information presented, and areas for improvement.
  • Follow-Up Sessions: Implementing follow-up sessions or check-ins to reinforce knowledge retention and address additional questions that may arise post-education.

This educational initiative, focusing on the prevention of concussions in middle school football, is crucial in fostering a safer sporting environment. By empowering players and their parents with knowledge, we set the foundation for informed decision-making regarding head injuries in sports.

References

  • Hoffman, R. (2020). Teaching safe play: Preventing concussions in youth sports. Journal of Sports Medicine, 54(3), 123-130.
  • NANDA International. (2021). Nursing Diagnoses Definitions and Classification 2021-2023. Thieme Medical Publishers.
  • McCrory, P., Meeuwisse, W. H., Dvořák, J., et al. (2017). Consensus Statement on Concussion in Sport: The 5th International Conference on Concussion in Sport held in Berlin, October 2016. British Journal of Sports Medicine, 51(11), 837-847.
  • Broglio, S. P., & Cantu, R. C. (2018). Current sport-related concussion outcomes tracking. British Journal of Sports Medicine, 52(7), 491-492.
  • Finnoff, J. T., & Petron, D. J. (2016). Concussions in football: What you need to know. Cleveland Clinic Journal of Medicine, 83(1), 51-59.
  • Graham, R. (2014). Head Injury Prevention: What Is New? Neurosurgery, 74(S1), S85-S90.
  • American Academy of Pediatrics. (2011). Sport-related concussion in children and adolescents. Pediatrics, 128(5), 1135-1145.
  • King, D., & Gissane, C. (2016). Concussion in children: Can we do better? Child: Care, Health and Development, 42(5), 633-634.
  • Ritchie, K., & Terze, R. (2019). Pediatric sports injuries, prevention, and management. Journal of Pediatric Health Care, 33(2), 207-213.
  • McKinlay, A., & McBrady, M. (2018). Implementing a school-based program to reduce concussion rates. Journal of School Health, 88(6), 533-540.

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