Course Work Project: Health Education/Promotion
ASSESSMENT GUIDELINES
 Client Education Process
PATIENT/FAMILY HEALTH EDUCATION REPORT TEMPLATE
1. Client Assessment:
Patient Name: ASM
Age: 59
Reason for Visit & Diagnosis: Check-up and take medication for Anemia in relation to iron
deficiency anemia
Physical Needs: (What kind of care does the patient need?)
Dietary Focus:Emphasis on iron-rich foods (lean meats, beans, leafy greens) and enhanced
absorption with vitamin C.
Regular Monitoring:blood tests are to be done to track hemoglobin levels and adjust treatment
accordingly.
Addressing Underlying Causes:Identification and management of the cause of anemia which
can be due to the nutritional deficiencies or due to the chronic conditions.
Blood Transfusions (if needed):In severe cases, transfusions are done to regain the normal level
of erythrocytes and red blood cell levels in case of the low levels of anemia
Symptom Management: Strategies are being made to cope with fatigue and others such as
weakness and shortness of breath.
Lifestyle Adjustment:Healthy habits, such as regular exercise and sufficient sleep, to contribute
to overall well-being (with consultation).
Medication as Needed: other than iron, additional medications such as vitamin B12 injections)
are for specific type of anemia such as the iron deficiency anemia
2. Client Education Process
a. Learning Needs
Teaching clients about anemia entails providing them with fundamental knowledge about the
illness, its origins, and its symptoms. The value of early detection and the necessity of routine
testing to check hemoglobin levels are explained to clients. There is helpful guidance on dietary
modifications, such as consuming foods high in iron. Medication compliance and comprehending
the purpose of prescription medications are emphasized. Lifestyle suggestions, such appropriate
exercise and sufficient sleep, are customized for each person. Talks about follow-up treatment,
preventive actions, and encouraging honest communication between patients and medical staff are
all part of the teaching process. A knowledgeable patient is in a better position to take an active
role in their own care, make wise choices, and help control their anemia.
b. Learning Objectives
1. Understanding Anemia Fundamentals:
- The fundamental ideas of anemia, such as the function of hemoglobin and red blood cells, will
be understood by clients in order to establish a solid understanding of the illness.
2. Identifying Causes and Symptoms:
The ability to identify typical anemia causes and symptoms will be imparted to clients, enabling
them to actively take part in early detection and intervention.
3. Implementing Effective Self-Care:
- Clients will gain knowledge about lifestyle changes, medication compliance, and dietary
alterations, empowering them to manage and prevent anemia proactively.
c. Barriers to Learning
1. Lack of Health Literacy:
A limited knowledge of medical terms and concepts may make it difficult to interpret
information about anemia.
2. Cultural and Language Differences:
Language and cultural differences can make it difficult to communicate effectively and
understand anemia teaching.
3. Limited Access to Resources:
- Access to technology, healthcare facilities, or educational resources may be restricted,
making it difficult to get vital information on anemia and how to treat it.
d. Planning and implementing teaching (teaching method, material used, content)
Teaching Method:
- Use a dynamic teaching strategy that incorporates group discussions, interactive activities,
and visual aids to meet the needs of diverse learners. Promote a welcoming and encouraging
learning atmosphere that enables students to take an active role in their education. Stress the
value of honest communication and provide space for queries and clarifications.
https://youtu.be/ZjvslDSPT7o?si=MM8pgNTbVNXcuuzI
Materials Used:
- Create an extensive library of educational resources, such as readable info-graphics,
educational films, and aesthetically pleasing brochures. Make sure these resources take into
account a variety of cultural contexts, are multilingual to help with language obstacles, and are
sensitive to cultural differences. To make your content more relatable, provide success stories
and examples from real life.
Content Focus:
- Go over the basic elements of anemia, offering comprehensive explanations of its causes,
signs, and practical treatments. Translate technical medical jargon into plain, understandable
language. Provide helpful advice, such pointing out the iron content on food labels and
including foods high in iron in everyday meals. Make sure the content is relevant, clear, and
succinct by adjusting it to the audience's unique health literacy needs and levels. Incorporate
interactive exercises, tests, and case studies to reaffirm important ideas and enhance the
learning process.
e. Evaluation of Patient Learning
.
- Watch how engaged and useful the participants' practical skills are during interactive sessions.
- Give out tests or surveys to gauge students' understanding, recall, and application of anemiarelated information.
- Promote practical demonstrations to evaluate the application of acquired concepts in real-world
situations, such as identifying meals high in iron.
- Perform follow-up evaluations to track behavioral changes and long-term retention over time.
- Create a feedback loop that is ongoing and incorporates participant input to increase the
program's efficacy.
f. Client Referral / Discharge plan/ Take home message.
.
Client Referral:
Referrals to specialists or other healthcare providers should be carefully considered in situations
of anemia, particularly those linked to iron deficiency. Working in conjunction with
hematologists, nutritionists, or gastroenterologists may be advised if underlying health conditions
that are leading to anemia call for additional research or specialized therapy. This guarantees a
thorough approach to meeting each person's unique demands, particularly when iron deficiency
is a major contributing cause.
Discharge Plan:
A customized discharge plan is essential for people who are managing anemia, especially if it is
associated with iron shortage. The approach should include continuing self-management
techniques to treat the condition's short- and long-term symptoms. This entails a precise plan for
taking iron supplements, instructions for including foods high in iron in the diet, and suggestions
for modifying lifestyle choices to promote general well-being. Appointments for follow-up are
essential for tracking development and modifying the treatment plan as necessary. A smooth
transition of care is ensured by coordination with primary care physicians, which also enables
prompt intervention in the event of difficulties or changes in the patient's health status.
Take-Home Message:
The most important takeaway is to give customers the tools they need to actively manage their
health, especially if they have anemia linked to iron deficiency. Stress the need of long-term selfcare, from taking iron supplements as directed to including foods high in iron in regular meals. A
healthy lifestyle is essential for general well-being and can help treat anemia. Examples of these
lifestyle changes include eating a balanced diet and practicing stress management. Promote
constant communication between patients and healthcare professionals, emphasizing that prompt
and knowledgeable management is crucial for treating and preventing anemia, particularly when
it is linked to iron deficiency. This team-based approach guarantees all-encompassing care and a
beneficial effect on the patient's medical journey.
Reference:
Mills, K. T., Stefanescu, A., & He, J. (2020). The global epidemiology of
hypertension. Nature Reviews Nephrology, 16(4), 223-237.
Benetos, A., Petrovic, M., & Strandberg, T. (2019). Hypertension management in older
and frail older patients. Circulation Research, 124(7), 1045-1060.
Grillo, A., Salvi, L., Coruzzi, P., Salvi, P., & Parati, G. (2019). Sodium intake and
hypertension. Nutrients, 11(9), 1970.