One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

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Assignment: Health Information Patient Handout

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

  • Select a health issue of interest to you.
  • Identify the audience or population that you seek to educate about this issue.
  • Search the Internet to find credible sites containing information about your selected topic.
  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

To complete:

  • Design an educational handout on the health issue you selected.
    • Include a cover page.
    • Include an introduction that provides:
      • An explanation of your issue and why you selected it
      • A description of the audience you are addressing
    • In the handout itself:
      • Develop your handout in such a way that it attracts the attention of the intended audience.
      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
      • Recommend four or five sites that provide clear, valuable, and reliable information on the topic.

Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

 

The health care issue could be, obamacare, medicare or medicaid, drug prices regulation, Mariujana.

The paper will be 4-5 pages of the paper  with 4-6 references APA FORMAT with pictures to attract audiences

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Create a 625 word brochure, using the Brochure Builder, that you could present to high school students to encourage better health-seeking behaviors. use this link: https://ecampus.phoenix.edu/secure/aapd/Interaction/BrochureBuilder/brochurebuilder.html

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Select ONE of the body systems of the following body systems:

 

 

Circulatory system
Digestive system
Immune system
Nervous system
Respiratory system
Urinary system
Muscular system
Skeletal system
Endocrine system
Reproductive system

 

 

Create a 625 word brochure, using the Brochure Builder, that you could present to high school students to encourage better health-seeking behaviors.

 

use this link:

https://ecampus.phoenix.edu/secure/aapd/Interaction/BrochureBuilder/brochurebuilder.html

 

Describe why this body system is vital to a healthy life, as well as why you should take care of it.

Answer the following questions in your brochure:

  • What is the function of this major body system?
  • What role does it play in overall health?
  • What major organs comprise this body system?
  • What diseases can affect organs in this body system? What are the effects of these diseases?

Include the following in your brochure:

  • Appropriate pictures, diagrams, and graphics that illustrate your explanations
  • Appropriately cited references

Use terms from your Weekly Vocabulary Exercises. Emphasize the terms by bolding them in your bulletin.

*Note: Students may create a brochure using Microsoft® Word or PowerPoint® if they prefer.

*Note: Brochure Builder works best in Mozilla Firefox and Google Chrome.

 

The post Create a 625 word brochure, using the Brochure Builder, that you could present to high school students to encourage better health-seeking behaviors. use this link: https://ecampus.phoenix.edu/secure/aapd/Interaction/BrochureBuilder/brochurebuilder.html appeared first on homeworkhandlers.com.

Review Chapter 14 in Health: The Basics, 10th edition. Pay particular attention to aging and preparing for death. Complete the Chapter 14 Personal Health Assessment “Are You Afraid of Death?” in Health: The Basics, 10th edition. Think about preparing for death.

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The aging process is a complex interaction of genetic and environmental factors; therefore each individual ages differently. For example, changes in body composition, body weight, and body systems are common effects of aging. It is essential for those who are aging to maintain a healthy lifestyle to reduce the risk of disease and infection. However, the end result of aging inevitably is death. Appropriate preparation for death contributes to well-being of family and friends and brings peace of mind to the dying.

 

 

 

For this Discussion, consider the impact of aging on personal health and wellness and the importance of preparing for death.

To prepare for this Discussion:

 

 

 

  • Review Chapter 14 in Health: The Basics, 10th edition. Pay particular attention to aging and preparing for death.

 

 

  • Complete the Chapter 14 Personal Health Assessment “Are You Afraid of Death?” in Health: The Basics, 10th edition.
  • Think about preparing for death.

 

 

  • Review the media “Dimensions of Health Wheel.” Select two dimensions of health and consider how the aging process might affect each of them.

 

 

With these thoughts in mind:

 

 

 

Select one of the two Discussion Questions.

 

 

 

By Day 4, post a brief description of the two dimensions of health you selected. Then explain how the aging process might affect those dimensions. Finally, describe one strategy you might recommend to improve or enhance the two dimensions of health you selected for someone who is aging.

 

 

 

OR

 

 

 

By Day 4, post an example of a situation in which preparation for death was either adequately planned or inadequately planned. Explain the results and the impact of those results on family and friends. Finally, explain how this situation might influence your own preparations for death and dying.

 

_____________________________________________________________________

___________________________________

 

RESOURCES

 

  • Donatelle, R. J. (2013). Health: The basics, 10th edition. San Francisco, CA: Pearson Benjamin Cummings.
    • Chapter 12, “Reducing Your Risk of Cardiovascular Disease and Cancer”
    • Chapter 13, “Protecting against Infectious and Noninfectious Diseases”
    • Chapter 14, “Preparing for Aging, Death, and Dying”

 

 

  • Meetoo, D. (2008). Chronic diseases: The silent global epidemic. British Journal of Nursing (BJN), 17(21), 1320–1325.

    Retrieved from the Walden Library databases.

 

 

  • Luepker, R. V. (2011). Cardiovascular disease: Rise, fall, and future prospects. Annual Review of Public Health, 32, 1–3.

    Retrieved from the Walden Library databases.

  • Document: Final Project Guidelines (.pdf document)

    Note: This document provides guidlines and requirements for your final project.

 

 

Media

 

 

 

  • Laureate Education, Inc. (Executive Producer). (2012). Personal Health and Wellness: Dimensions of Health Wheel [Multimedia], Baltimore, MD: Author.
    • Dimension of Health: Week 5

 

 

Optional Resources

 

 

 

  • Phelan, E. A., Anderson, L. A., LaCriox, A. Z., & Larson, E. B. (2004). Older adults’ views of “successful aging” — How do they compare with researchers’ definitions? Journal of The American Geriatrics Society, 52(2), 211–216.

    Retrieved from the Walden Library databases.

 

 

  • Emanuel, L., Bennett, K., & Richardson, V. E. (2007). The dying role. Journal of Palliative Medicine, 10(1), 159–168.

    Retrieved from the Walden Library databases.

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INTERVIEW PROJECT:  You will be required to either view two persons in the oral history video collection (available in the Citrus Library) or conduct one personal interview of any person who has lived through a significant historical event.

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INTERVIEW PROJECT:  You will be required to either view two persons in the oral history video collection (available in the Citrus Library) or conduct one personal interview of any person who has lived through a significant historical event. YOU DO NOT HAVE TO DO BOTH OPTIONS, JUST PICK ONE.

VIDEO OPTION: View two of the persons in the Oral History video collection. Here is the link to the online archive collection: (https://calisphere.org/collections/26438/) and in 4-5 pages COMPARE and CONTRAST their experiences in war and your impression of their personal story. You may want to note any information that you find extraordinary, humorous, thought-provoking, unique, or unbelievable.

ACTUAL INTERVIEW OPTION: Instead of viewing the oral history videos, you can choose to interview anyone who has lived through a significant historical event. This person can be a man or woman, young or old, American citizen or foreign. In addition to providing the person’s name, age, and occupation, have them answer questions and summarize their responses in 4-5 pages (please include the questions that you used). YOU MUST write about your own thoughts about this person’s experience and their recounting of the story. What was most interesting? What did you learn?

You can use the following questions or you can design your own interview questions (at least 8-10 questions).

BE SURE TO INCLUDE YOUR OWN THOUGHTS AND WHAT YOU LEARNED.

Segment 1: For the Record: Record on tape (or notebook) the date, place of the interview, the name of the person being interviewed, and the names of the people attending the interview, including the interviewer and his or her affiliation or relationship to the interviewee. Ask the veteran what branch of the service he or she served in, what war, rank, and where he or she served. 
Segment 2: Jogging Memory: Were you drafted or did you enlist? Where were you living at the time? Why did you join? Why did you pick the service branch you joined? Do you recall your first days in service? What did it feel like? Tell me about your boot camp/training experience(s). Do you remember your instructors? How did you get through it? 
Segment 3: Experiences: Which war(s) did you serve in ? Where exactly did you go? Do you remember arriving and what it was like? What was your job/assignment? Did you see combat? Were there many casualties in your unit? Tell me about a couple of your most memorable experiences. Were you a prisoner of war? Tell me about your experiences in captivity and when freed. Were you awarded any medals or citations? How did you get them? Higher ranks may be asked about battle planning. Those who sustained injuries may be asked about the circumstances. 
Segment 4: Life: Ask questions about life in the service and/or at the front or under fire. How did you stay in touch with your family? What was the food like? Did you have plenty of supplies? Did you feel pressure or stress? Was there something special you did for “good luck”? How did folks entertain themselves? Were there entertainers? What did you do when on leave? Where did you travel while in the service? Do you recall any particularly humorous or unusual event? What were some of the pranks that you or others would pull? Do you have photographs? Who are the people in the photographs? What did you think of officers or fellow soldiers? Did you keep a personal diary? 
Segment 5: After Service: Appropriateness of questions will vary if the veteran had a military career. Do you recall the day your service ended? Where were you? What did you do in the days and weeks afterward? Did you work or go back to school? Was it supported by the G.I. Bill? Did you make any close friendships while in the service? Did you continue any of those relationships? For how long? Did you join a veterans organization? 
Segment 6: Later Years and Closing: What did you go on to do as a career after the war? Did your military experience influence your thinking about war or about the military in general? If in a veterans organization, what kinds of activities does your post or association have? Do you attend reunions? How did your service and experiences affect your life? Is there anything you’d like to add that we haven’t covered in this interview? 
Thank the veteran for sharing his or her recollection

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