You Have Been Assigned To Teach A Class Using Gaming

You Have Been Assigned To Teach A Class Using Gaming In Which 75 Of

You have been assigned to teach a class using gaming, in which 75% of the students are from a particular ethnic group. In this case, I have chosen to focus on Haitian adults, given the high prevalence of hypertension within this population. The class will consist of approximately 20 individuals, primarily Haitian adults, and will cover the causes, prevention, management, and regulation of hypertension. The approach will be interactive and visually oriented, incorporating gaming strategies to engage the students effectively, considering their specific needs based on cultural and health-related characteristics.

Paper For Above instruction

Addressing health disparities within diverse populations requires tailored educational strategies that resonate culturally and linguistically. In designing a health education class about hypertension for Haitian adults, leveraging gaming as an instructional method offers an innovative pathway to enhance engagement, retention, and practical application. Considering the high burden of hypertension among Haitians, driven by factors such as dietary habits, limited access to healthcare, and environmental stresses, educators must incorporate culturally sensitive and accessible methods to promote health behavior change.

The core of the instructional approach involves combining visual, tactile, and interactive elements to explain complex physiological concepts like blood pressure, arterial function, and the impact of lifestyle choices. For example, using visual aids such as balloons filled with water to simulate arteries and veins helps students understand hemodynamics intuitively. This method accounts for the potential literacy barriers and ensures that key messages about blood pressure regulation are accessible regardless of educational background. The use of a sphygmomanometer, with hands-on practice in measuring blood pressure, provides experiential learning opportunities that reinforce understanding and skill acquisition, which are vital for community health empowerment.

Since the majority of participants are from the Haitian ethnic group, it is essential to recognize their specific needs and cultural considerations. Haitians often face social and economic barriers that hinder access to consistent healthcare, and they may have misconceptions or traditional beliefs about health and illness. The program will include culturally relevant materials, such as pictures of traditional foods low and high in sodium, to promote dietary modifications. Additionally, discussing the significance of reducing salt intake aligns with popular dietary practices and emphasizes prevention within their cultural context.

To incorporate gaming, I propose using flashcards with images of foods, activities, and lifestyle choices related to hypertension management. Participants can compete in identifying healthy versus unhealthy foods, earning small prizes like blood pressure monitors or personalized wellness consultations. This gamification taps into intrinsic motivation, making learning enjoyable and memorable. Moreover, providing tools such as blood pressure logs and dietary journals encourages self-monitoring and accountability, critical components of managing hypertension long-term.

The technology and resources required include printed educational materials, visual aids such as balloons and blood pressure cuff models, tablets or smartphones for digital quizzes if available, and simple blood pressure measurement devices. Community health workers or interpreters fluent in Haitian Creole can facilitate communication, ensuring that language barriers do not impede understanding. Partnerships with local healthcare providers and community organizations can also offer additional resources, such as free blood pressure screenings and nutritional counseling, to supplement the educational program.

Overall, this culturally tailored, gamified educational intervention aims not only to increase awareness but also to foster sustainable health behaviors among Haitian adults. The success of the program will be evaluated through pre- and post-assessment of blood pressure readings, self-reported lifestyle changes, and participation levels during the interactive activities. The ultimate goal is to empower individuals with knowledge and practical skills to control blood pressure and reduce the risk of hypertension-related morbidity and mortality.

References

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• World Health Organization. (2021). Hypertension. WHO Fact Sheets. https://www.who.int/news-room/fact-sheets/detail/hypertension
• Fernandez, K. W., & Comadena, M. (2018). Culturally tailored health promotion among Haitian communities. Journal of Community Health, 43(3), 576-585.
• Schulz, A. J., & Nakamoto, K. (2019). Culturally relevant health education strategies for minority populations. American Journal of Public Health, 109(7), 987-994.
• Obisesan, O. H., et al. (2020). Lifestyle interventions to prevent hypertension: Cultural considerations for Caribbean populations. Global Health Research and Policy, 5, 17.
• American Heart Association. (2022). Understanding Blood Pressure Readings. https://www.heart.org/en/healthy-living/healthy-lifestyle/high-blood-pressure
• Haiti Ministry of Public Health and Population. (2019). National health statistics report. Port-au-Prince: Ministère de la Santé Publique et de la Population.
• García, E. B., et al. (2017). Community-based hypertension management programs among Haitian immigrants. Journal of Immigrant and Minority Health, 19(4), 927–935.
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• Centers for Disease Control and Prevention. (2020). Heart disease fact sheet. CDC. https://www.cdc.gov/heartdisease/facts.htm