Health Teaching of a High-Risk Population/Aggregate Focus

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HealthTeaching of a High-Risk Population/Aggregate Focus

AnnabelHall

WesternUniversity of Health Sciences

March25, 2017

HealthTeaching of a High-Risk Population/Aggregate Focus

Themedical department has the mandate of promoting proper healthconditions of all people in the society without discrimination orbias. The community includes both the financially well off and thevulnerable population. Feinberg, (2016) says that a vulnerablecommunity is a group of people who are economically disadvantaged,uninsured, come from low-income families, the elderly, and thoseinfected with chronic diseases like human immunodeficiency syndrome(HIV) or severe mental illness. I conducted my clinical at El MonteCity School District, which is located in an underprivilegedpopulation with low-income earners and a low level of education.After that, I compiled this report identifying some of the healthteaching needs of this community after attending to most of thestudents and patients in addition to the pre-arranged communityprogram meetings.

Assessment

Asa community health nurse, I got to interact with a lot of people inthe El Monte Community and School including parents and theirchildren, the old and young, men and women. The assessment of thecommunity showed that there were high illiteracy levels mostly amongthe older generation (HealthServices, 2107).The majority of them were uneducated or have minimal access toeducation. They speak Spanish only, which is their native language.This situation caused a great language barrier in the teachingoperation.

Thecommunity is economically disadvantaged as evidenced by the povertylevels. A large number of the children attend public schools fundedby the government. Most of the families can only manage low-costmedical insurance in addition to depending on government enabled foodprograms.

HealthTeaching

Therole of a health education program to a high-risk population is toprovide the society with the necessary knowledge, practical skills,and resources to empower them in making positive decisions concerningtheir health, education, and lifestyle in general. My preceptor and Irealized that it was challenging to get many people together at once.Therefore, we organized a community health teaching program at ElMonte City School District, Wilkerson School on “Hands on CPR”targeting student’s parents and family. We had an attendance ofabout thirty parents and other community health experts.

Throughthe keen support and evaluation of my preceptor, I explained to theparents in attendance about Cardiopulmonary Resuscitation (CPR). Thisexercise is an emergency procedure conducted on a subconscious personto maintain brain functioning while awaiting proper action to restoreblood circulation (Ro et al., 2017). By coincidence, while givingpractical explanations to the community during the “Hands on CPR”program, we received a distress call from a teacher that one of thestudents has vomited and is not feeling well. So an RNP at theinstitution, who was assisting with the program had to leave andattend to the urgent health condition.

Alsoafter a request by a Physical Therapist (PT) in attendance, we had toextend the special services to some students and parents at theirhomes. As part of the medical care programs, the (PT) demonstratedsafety activities for the daily living to a patient and the mother.Further details were meant to re-enforce the importance of adheringto the health goals. Other events include keeping patient, family,and the community healthy by providing immunizations to the kids andencouraging parents to visit their primary physician for similarmedical checkups.

Sometimesduring the teaching activities, we were forced to combine bothpractical and theoretical teaching skills while presenting theconcepts. A particular scenario is that of the parents who have tocarry their child from the wheelchair to the toilet on a daily basis.The kid suffers from Osteogenesis Imperfecta (OI). VanDijk and Sillence, (2015) explain that an(OI) is a genetic medical condition where a child is born withabnormally brittle bones. Such children receive special assistancefrom Child Welfare Departments (Kuoet al., 2015).This facility provides all the child-related services includingdiscipline of students, the general safety around the school, custodyfor all the delinquent juveniles. They also provide shelter for thehomeless, ensure that parents adhere to the compulsory schoolattendance for children as stipulated by the state rules concerningeducation.

CommunityOrganized Programs

Partof the health teaching outreach in the society required that I attendthe community-based programs related to giving assistance to thepopulation. These programs were supposed to be organized by acommunity-based self-help group, or the community advisory board onhow the program will serve the public (Sela &amp Cooper, 2016).

Iattended and assisted in teaching at the “Hands on CPR” programon 2/22/2017. This project was organized by El Monte City SchoolDistrict nurses for the parents and family of the students. Thesecond community event I was able to attend was certifying the schoolstaff, (Teachers and Secretaries) in various fields like CPR, firstaid, and medicine administration. We had an attendance of thirty-fiveemployees to the program. The purpose of the program is to givefurther insight to the staff because they are the first people torespond to the students or other situations requiring healthexpertise.

Thefinal meeting was with my preceptor during the clinical as planned tomake a report during the Individualized Education Program (IEP) (withthe issue of health) about a particular student. The student has amedical history of Osteogenesis Imperfecta. This session had beenrescheduled because it was colliding with another meeting. We were toreport that the student is now able to move out of the chair and goto the toilet without external support. Secondly, the progress madeby the student was still being monitored. Special arrangements werebeing made for extra support because the parent used to carry thepatient all the time due to fear of the health condition.

Inconclusion, the clinical at El Monte City School District was a greateye opener concerning the real medical world. Both the community andI benefitted a lot from the interactions during the operation. Iappreciate the great support I received from the staff at theinstitution to use their facilities together with the districtauthorities. Finally, I give much credit to my preceptor for thepositive guidance and assistance in preparation, implementation, andevaluation of the entire operation. It was a success because of themall.

References

Feinberg,I. (2016). “Health Literacy in High-Risk Populations.”Dissertation.Georgia State University. Retrieved fromhttp://scholarworks.gsu.edu/sph_diss/6/

HealthServices. (2017). A Web.emcsd.org. Retrieved from

http://web.emcsd.org/departments/health-services

Kuo,A. A., Coller, R. J., Stewart-Brown, S., &amp Blair, M. (Eds.).(2015).&nbspChildHealth: A

PopulationPerspective.Oxford University Press.

Sela,I., &amp Cooper, B. S. (2014). Helping underprivileged childrensucceed. SageJournals,95(5).http://journals.sagepub.com/doi/abs/10.1177/003172171409500519?journalCode=pdka

VanDijk, F. S., &amp Sillence, D. O. (2015). Erratum to: Osteogenesisimperfecta: Clinical

diagnosis,nomenclature, and severity assessment.&nbspAmericanJournal of Medical Genetics Part A,&nbsp167(5),1178-1178.

Ro,Y. S., Do Shin, S., Lee, Y. J., Lee, S. C., Song, K. J., Ryoo, H. W.,… &amp Myklebust, H.

(2017).Effect of Dispatcher-Assisted Cardiopulmonary Resuscitation Programand

Locationof Out-of-Hospital Cardiac Arrest on Survival and NeurologicOutcome.&nbspAnnals

ofemergency medicine,&nbsp69(1),52-61.

http://www.annemergmed.com/article/S01960644(16)30408-5/abstract?cc=y