thoughtfully respond to the 2 posts. Please make sure to reference both your course textbook, as well as the website utilized, using APA 6th Edition Format.
WEEK 3 DISCUSSION
Utilizing the Case Study found in Table 8.2 (pg. 206) of your course textbook, describe the steps utilized for the breast cancer education planning model. Which steps did you find were most helpful/effective? Which steps would you modify to make them more effective?
Based on my reading, the textbook highlited a number of steps that are used in the planning education model for breast cancer. They are gain attention, presentation of the stimulus, and provide guidance. The first step is to gain attention. This step requires assisting the participants in identifying their personal risks to breast cancer. It also calls for the sharing of benefits associated with breast self-examination, as well as regular breast examination by physicians and mammograms. The health educator can use breast cancer risk assessment or breast cancer pretest during this step. The next step is presentation of the stimulus material. During this stage, the health educator will construct a message that encompasses knowledge and vales on breast cancer. He/she can use information from risk appraisal or pretest in constructing breast cancer knowledge and information. This information can be presented by form of discussion with the participants. The health educator needs to demonstrate observable effectiveness by explaining to the participants the significance of early breast cancer diagnosis, and by doing this, it encourages peer education. This can be done by showing the participants steps in breast self-examination and encouraging them to make appointments with their physicians and getting a mammogram.
The next stage in the breast cancer education model is to provide guidance to the participants. During this step, the health educator will encourage the participants to share their experience of breast self-examination with each other. Eliciting of performance and provision of feedback is carried out during this stage. This can be done by repeating the steps in breast self-examination (by using breast models) and allowing the participants to practice the breast self-examination on the models. The health educator can then assist anyone having trouble following the steps, and this will enhance information retention. The steps that I found most useful/effective are gaining attention and providing guidance. I believe that through gaining attention, the health educator will be able to help the participants identify their personal risks associated with breast cancer. Providing guidance is also useful/effective because it enables the participants to retain the information they have leaned. They get to practice with models on how to perform the breast self-examination and by demonstrating how to perform the breast self-examination, they are able to retain whatever information has been passed to them. The step that I would modify to make more effective will be the presenting stimulus materials. I believe that the use of peer educators can be replaced with participants so that they can interact and role play with the health educator or each other, in order to make their experience more practical.
McKenzie, J.F., Neiger, B.L., & Thackeray, R. (2017). Planning, implementing, & evaluating health promotion programs: A primer (7th Ed.). San Francisco, CA: Pearson/Benjamin Cummings.
Week 3 Discussion
Which steps did you find were most helpful/effective?
From our textbooks, Chapter 6 titled: Planning a Health Promotion Program, the case study table instructional labeled; “Design Framework for a Lesson on Breast Cancer”, I easily identified helpful, and effective steps, for the education on breast cancer, within its content (McKenzie , Neiger , & Thackeray , 2017).
As an example, under the column labeled: Stage or “Gain Attention” it was indicated to assist; “Participants in identifying personal risk” (McKenzie , Neiger , & Thackeray , 2017). This I found to be a great first line intervention, in the early diagnosis of breast cancer. Helpful to those with a family history, but equally important to providers since historical information is used when ordering any diagnostic test. Which is noted, under the column labeled; “Method of Presentation”, for the same table.
I also felt, the suggestions for the column labeled: Present Stimulus Material, where it recommended; “Providing desired behaviors easy to understand” (McKenzie , Neiger , & Thackeray , 2017). With the live integration of shared personal experience, and demonstration is on how to conduct the self-breast exams can be remarkably effective. Particularly, when there are language barriers, I believe sometimes visual is key, and much more informative then written instructions.
Which Steps would you modify to make them more effective?
Moving forward, in terms of what I would do to modify to make some of the Methods More Effective, I would first say, that they were all in one way or another effective, but as with everything, it could always be improved.
I found that the suggestions for role play, were good based on my own experience, because I am a visual learner. To further improve, such presentations would be to provide the presentations in a variety of languages catered to the participants. This would make them feel like they can relate, and therefore encourage to ask questions regarding concerns. Not otherwise, voice if they felt limited, or that they would not be understood.
Having breast models, is also a great method, and a teaching experience for those giving the demonstration, and because it allows the participants to demonstrate what they knew. Along with what, was just shown or talked about. This gives everyone involved a reassurance that the topic discuss was thoroughly understood, and can be done, independently as well.
McKenzie , J. F., Neiger , B. L., & Thackeray , R. D. (2017). Interventions. In Planning, Implementing & Evaluting Health Promotion Programs (7 ed., p. 206). Pearson.