develop contents for brochure based on the health teaching plan COGNITIVE The patient will understand the myths and cultural stigma surrounding tuberculosis and its implications. Affective The patient will communicate feelings and worries about stigma in a safe atmosphere. Regardless of cultural differences, the patient will be more motivated to adhere to the treatment plan. Psychomotor The patient will engage in wearing a mask in public to prevent TB spread and lessen the stigma. 1. Cultural stigma and beliefs around tuberculosis 2. Differentiating between facts and misconceptions 3. The impact of stigma on mental and physical health. A.1. Managing stigma A.2. Overcoming the fear of stereotypes. A.3. Sharing of personal experiences. B.1. Treatment adherence despite stigma. B.2. The long-term advantages of seeking care. Ways for presenting mask application to people avoiding stigma. Lecture with visuals Group discussion and Q&A Role-playing and storytelling. Motivational interviewing. Demonstration and return demonstration. Visuals help culturally diverse learners understand complicated concepts more effectively. Group talks enhance patient participation and address individual concerns about stigma. These methods offer emotional support as well as practical solutions for overcoming stigma-related concerns. Encourages patients to recognize personal barriers and understand the significance of treatment adherence. Demonstrations establish accurate technique, and return demonstrations demonstrate knowledge and skill mastery Specific Time: Time limit: Venue: Date: Tangible resources: Flip charts. Intangible resources: A group setting for discussion to take place. Tangible resources: Role-play scenarios. Intangible resources: Supportive environment. Tangible resources: Guide for motivational interviewing Intangible resources: Non Judgemental communication of student nurses.. Tangible resources: Masks for practice Intangible resources: Student’s recommendations Active involvement and explanation of misconceptions. The patient exhibits a reduced fear of stigma. Demonstration of motivation during interviews. The patient accurately shows mask-wearing procedures.
develop contents for brochure based on the health teaching plan COGNITIVE The patient will understand the myths and cultural stigma surrounding tuberculosis and its implications. Affective The patient will communicate feelings and worries about stigma in a safe atmosphere. Regardless of cultural differences, the patient will be more motivated to adhere to the treatment plan. Psychomotor The patient will engage in wearing a mask in public to prevent TB spread and lessen the stigma. 1. Cultural stigma and beliefs around tuberculosis 2. Differentiating between facts and misconceptions 3. The impact of stigma on mental and physical health. A.1. Managing stigma A.2. Overcoming the fear of stereotypes. A.3. Sharing of personal experiences. B.1. Treatment adherence despite stigma. B.2. The long-term advantages of seeking care. Ways for presenting mask application to people avoiding stigma. Lecture with visuals Group discussion and Q&A Role-playing and storytelling. Motivational interviewing. Demonstration and return demonstration. Visuals help culturally diverse learners understand complicated concepts more effectively. Group talks enhance patient participation and address individual concerns about stigma. These methods offer emotional support as well as practical solutions for overcoming stigma-related concerns. Encourages patients to recognize personal barriers and understand the significance of treatment adherence. Demonstrations establish accurate technique, and return demonstrations demonstrate knowledge and skill mastery Specific Time: Time limit: Venue: Date: Tangible resources: Flip charts. Intangible resources: A group setting for discussion to take place. Tangible resources: Role-play scenarios. Intangible resources: Supportive environment. Tangible resources: Guide for motivational interviewing Intangible resources: Non Judgemental communication of student nurses.. Tangible resources: Masks for practice Intangible resources: Student’s recommendations Active involvement and explanation of misconceptions. The patient exhibits a reduced fear of stigma. Demonstration of motivation during interviews. The patient accurately shows mask-wearing procedures.
Chapter6: Icd-10-cm Outpatient And Physician Office Coding
Section: Chapter Questions
Problem 16MC
Related questions
Question
develop contents for brochure based on the health teaching plan
COGNITIVE
The patient will understand the myths and cultural stigma surrounding tuberculosis and its implications.
Affective
The patient will communicate feelings and worries about stigma in a safe atmosphere.
Regardless of cultural differences, the patient will be more motivated to adhere to the treatment plan.
Psychomotor
The patient will engage in wearing a mask in public to prevent TB spread and lessen the stigma.
1. Cultural stigma and beliefs around tuberculosis
2. Differentiating between facts and misconceptions
3. The impact of stigma on mental and physical health.
A.1. Managing stigma
A.2. Overcoming the fear of stereotypes.
A.3. Sharing of personal experiences.
B.1. Treatment adherence despite stigma.
B.2. The long-term advantages of seeking care.
Ways for presenting mask application to people avoiding stigma.
Lecture with visuals
Group discussion and Q&A
Role-playing and storytelling.
Motivational interviewing.
Demonstration and return demonstration.
Visuals help culturally diverse learners understand complicated concepts more effectively.
Group talks enhance patient participation and address individual concerns about stigma.
These methods offer emotional support as well as practical solutions for overcoming stigma-related concerns.
Encourages patients to recognize personal barriers and understand the significance of treatment adherence.
Demonstrations establish accurate technique, and return demonstrations demonstrate knowledge and skill mastery
Specific Time:
Time limit:
Venue:
Date:
Tangible resources:
Flip charts.
Intangible resources:
A group setting for discussion to take place.
Tangible resources:
Role-play scenarios.
Intangible resources:
Supportive environment.
Tangible resources:
Guide for motivational interviewing
Intangible resources:
Non Judgemental communication of student nurses..
Tangible resources:
Masks for practice
Intangible resources:
Student’s recommendations
Active involvement and explanation of misconceptions.
The patient exhibits a reduced fear of stigma.
Demonstration of motivation during interviews.
The patient accurately shows mask-wearing procedures.
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