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TEACHING CASE STUDY

O L IV I A S IM S , K AY LE E S IL L S , K R IS T IN M A R H E E ,
LACEY ORDINI, GISELLE PONCE, ASHLEY CORDWIN,
JANEL SCHOLINE, REBECA SIGUENZA

Group D3

TOPIC: REDUCE THE PROPORTION OF CHILDREN AND ADOLESCENTS


AGED 2 TO 19 YEARS WHO ARE CONSIDERED OBESE

Obesity is defined as having too much


body fat. Obesity occurs overtime
when you eat more calories than you
use.
Genetic Makeup, overeating, high-fat
foods, and not being physically active
can all contribute to obesity.
Being obese increases your risk of
diabetes, heart disease, stroke,
arthritis, and some cancers. (Obesity:
MedlinePlus)

If you are obese, losing 5-10% of your


weight can delay/prevent some of
these.

FAST FACTS from the CDC


Childhood obesity has more
than doubled in children and
quadrupled in adolescents in
the past 30 years.
In 2012, more than 1/3 of
children and adolescents were
overweight and obese.

TOPIC: REDUCE THE PROPORTION OF CHILDREN AND ADOLESCENTS


AGED 2 TO 19 YEARS WHO ARE CONSIDERED OBESE

JD is a 12 year old male.


He weighs 155lbs and is 5 0, his BMI is 30, this
is considered obese.
JD and his mom report eating out at least 5 times a
week. Most meals prepared at home are prepackaged
or frozen.
JDs mother, BD, is also considered obese.
He does not play any sports and his hobbies
include playing video games/reading and watching
movies/tv.
JD enjoys spending time with his family.
JD opts out of physical activity because he claims
it is too tiring and makes him dizzy.
He says he is bullied a lot because of weight.

CLIENT LEARNING NEEDS AND CHARACTERISTICS

Focus on establishing a health lifestyle rather than a quick fix.

Teach information about nutrition and exercise in clients terms.

Include family members in plan of caremake sure everyone is on board

Integrate age appropriate activities.

Make sure that client knows why it is important to lose weight and get healthy.

ASSESSMENT OF HEALTH LITERACY


SCORE SHEET FOR
N V S : H E A LT H
LITERACY

Taken from Pfizer Clear Health Communication Initiative,


2008. (Sample data altered for this case study.)

In order to ensure the success of


this teaching study, BD, the
mother of JD, was administered
and assessed for her health
literacy level.

BD was questioned about her


understanding regarding the
nutritional information on the
label of a pint sized container of
Ben & Jerrys Phish Food icecream, obtained from her freezer.

BD answered 5 out of 6
questions correctly, indicating
that she has adequate health
literacy.

This should allow her to assist


JD in implementing the
necessary changes to improve
both the quality of life and health
of their family.

LEARNING OUTCOMES
After receiving education:
1.

2.
3.
4.
5.

6.

Client will demonstrate understanding of key food groups and recommended daily
nutritional values for his age group at the end of the third 15 minute meeting. Client
will demonstrate this understanding by stating how much food to eat from each food
group per day.
Client will limit time spent in sedentary activities such as watching television, using
the computer, and playing video games to less than an hour per day on weekdays and
three hours a day on weekends.
Client will engage in physical activity such as walking, biking or swimming with his
family members at least 30 minutes twice per week.
Client will demonstrate an understanding of different types of basic exercise
(balance, flexibility, cardio, and strength). Client will describe an exercise in each
category by the end of the second 15 minute meeting.
Client will be able to plan two nutritionally balanced family meals per week
containing food from each major food group (proteins, vegetables, fruit, grains.)
Client will identify a regular physical activity that he enjoys (such a sports team, a
hobby, or an individual activity) and engage in that activity for at least 30 minutes
four-five times a week

TEACHING STRATEGIES & BLOOMS TAXONOMY


Cognitive
Skills in the cognitive domain revolve around knowledge, comprehension, and
critical thinking on a particular topic.
Knowledge
Instructor will teach client about of key food groups
and recommended nutritional values for a person of
his age. He will participate by locating nutrition
facts on food labels.
Comprehension
Instructor will explain the purpose of nutrition facts,
client will understand the benefits of consuming a
balanced diet

Application
Instructor will assist the client in applying his
knowledge about macronutrients and
micronutrients. He will start to construct a healthier
diet while including his eating preferences.

Analysis
Instructor will assist client in analyzing the reasons for adopting
a healthier diet. He will be able to analyze his motives for
making this change. He will list foods that will give him the
greatest health benefits.
Evaluation
Teacher will engage client in conversation about nutrition and
client will be able to present and defend his opinions by making
judgments about nutritional facts.
Synthesis
Teacher will involve client in forming alternative food options
to the unhealthy options he is choosing. For example, he
will be able to convert and unhealthy recipe to a healthy
recipe by replacing undesirable ingredients and explaining
the health benefits of the new ingredients he has included
vs. the originals.

TEACHING STRATEGIES & BLOOMS TAXONOMY


Affective
Affective objectives typically target the awareness and growth in attitudes
emotion, and feelings.
Receiving
Organizing
Client will passively pay attention to the instructor
Instructor will help the client organize what he has
s teachings; he will be able to remember the
learned and apply this knowledge to his personal
importance of changing his diet and recognize that
eating preferences by forming a healthier diet and
the way he is eating is not optimal.
participating in more outside activities.
Responding
Characterizing
The instructor will ask the client questions about
nutrition facts, as wells as all the nutrients and the
Instructor will help the client form his own personal
importance of physical activities. The teacher will
beliefs regarding the importance of balanced diet and
provide accurate information tailored to the clients
outside activities. Instructor will help client decide
answers to the questions
how his beliefs will influence his behavior, and help
Valuing
him form new daily habits.
The teacher will assist the client in drawing
parallels between his weight value and his
inactivity and malnutrition.

TEACHING STRATEGIES & BLOOMS TAXONOMY


Psychomotor
Psychomotor objectives usually focus on change and/or development in
behavior and/or skills.
Perception

Instructor will ask client to differentiate between a


healthy diet and a not-so-healthy diet. Also, he will be
able to perceive the effects of a change in his activity
levels.
Set
Instructor will assist client in actively improving his
mental, physical and emotional sets. He will be able
to recognize his abilities and limitations.
Guided response
In this stage, instructor will help client through
attempts to change his daily habits. Instructor will
support client through failures to employ a healthier
diet and participate in exercise. Ultimately, client will
hopefully succeed in making necessary changes.
Mechanism
Instructor will help client incorporate his new
activities into his lifestyle so hopefully they will become
habitual. The instructor will motivate the client until he
can perform activities with confidence and proficiency.

Complex overt Response


Instructor will stand by and provide assistance as per needs
of the client. At this point, client should be eating a
healthier diet and exercising without hesitation
because client will have been made aware of the
benefits of healthy eating and increased activity.
Adaptation
Instructor will ensure that client is be capable of staying
active and eating healthier. Instructor will assist client in
making last minute modifications to his new patterns. He
will be aware of the importance of staying healthy, but
allows himself a day off once a week and recognize that
he can modify his diet, during certain events such as eating
cake at a birthday party.
Origination
Instructor will show client how to create new effective
eating patterns to be applied in new situations. He will be
able to maintain a healthy diet, when traveling to a place
with new cuisines. Instructor will show client how to
create his own exercise routine.

EVALUATION
The client will:
1. Respond to questions regarding nutritional facts.
2. Demonstrate a change in his diet by explaining his personal creation of a healthy
diet.
3. Explain the importance of physical activity and discuss which outdoor activities
he participates in.
4. State the date, time, and location of his follow-up appointment.

These questions will allow the nurse to see how the client has handled the teaching.
He may have been overwhelmed with too much information, uninterested, or
very interested and motivated to learn more.

TEACHING SUPPLIES
Title

Description

Links

This vs.
That

These books are helpful in instructing one on how to


judge foods at restaurants and in stores without knowing
exact nutritional values.

http://www.amazon.com/ThisThousands-Simple-SwapsPounds/dp/B002M3SP6O

Caloric
Worksheets

Worksheets that help the client understands the basics


on intake and expenditures of calories. This can also
include instruction on MyPlate and general RDAs for the
client.

http://www.nourishinteractive.com/n
utrition-education-printables/678math-computation-caloriesworksheet-elementary-schoolchildren

Get Active!

Discuss and practice different types of activities that


cover flexibility, balance, cardiovascular, and strength.
Help the client identify possible sports or activities of
interest.

http://fit.webmd.com/kids/move/arti
cle/exercise-types

Burger
Comparison

This demonstrates the lack of quality and excess of


preservatives in fast food restaurants. We could do this
ourselves by having a real burger next to a McDonalds
burger in a jar and compare over a 14 day time span.

http://www.huffingtonpost.ca/2014/
10/16/fast-food-burgers-jar-30days_n_5999492.html

TEACHING SUPPLIES

LOCAL/NATIONAL RESOURCES

Fun & Fit Families


Offered by the University of Florida to have families and their obese children have a better
diet and increase physical activity
Families must qualify under specific criteria
16-week program
Call: (352) 334-1399 to register

Junior League of GainesvilleKids in the Kitchen


Empowers kids and their families to make more healthy lifestyles
Children engage in games that teach them about proper nutrition and healthy snacks they can
prepare
Can contact them to schedule an event

Alliance for a Healthier Generation


This is a national organization but provides online tools and ways for children to interact with
each other and learn ways to decrease their obesity
Also can serve as a guiding reference for parents that are trying to help their child fight
obesity
Provides the option of signing up for programs that can connect families with obese children
with good resources and references as well as maybe even bring the Alliance to the childs
school and community

REFERENCES
Adolescent and School Health. (2014, August 13). Retrieved October 19, 2014, from
http://www.cdc.gov/healthyyouth/obesity/facts.html

Armstrong, P. (2005, January 7). Bloom's Taxonomy. Retrieved October 21, 2014, from
http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Obesity: MedlinePlus. (n.d.). Retrieved October 19, 2014, from

http://www.nlm.nih.gov/medlineplus/obesity.html

Wynee, Rhonda (n.d.). Learning Needs Analysis. Retrieved October 20,2014, from
http://www.assetproject.info/learner_metho dologies/before/learning_analysis.htm

Nemours Foundation. (2011). Fitness and Your 6-12 Year Old. Kids Health from Nemours. Retrieved October 21, 2014,
from
http://kidshealth.org/parent/nutrition_center/staying_fit/fitness_6_12.html

REFERENCES
Berman, A., & Snyder, S. (2012). Teaching. In Kozier & Erbs fundamentals of nursing: concepts, process, and practice
(27). Retrieved October 20, 2014, from
http://online.statref.com/Document.aspx?FxId=189&SessionID=1E2958FTIGKXGRNT#H&2&ChaptersTab&cUC_wpUVXvhlr47bEutKQ%3d%3d&&189

Helping Kids Fight Obesity. (n.d.). Retrieved October 22, 2014, from http://diabetes.ufl.edu/my-diabetes/diabetesresources/helping-kids-fight-obesity/

Junior League of Gainesville. (n.d.). Retrieved October 22, 2014, from


https://www.gainesvillejrleague.org/?nd=kids_kitchen

University of Florida Fun & Fit Families program aims to create lifelong healthy habits. (n.d.). Retrieved October 22,
2014, from http://www.gainesville.com/article/20130525/ARTICLES/130529708?tc=ar

UF hosts new program to help overweight children in Alachua County. (n.d.). Retrieved October 22, 2014, from
https://ufhealth.org/news/2013/uf-hosts-new-program-help-overweight-children-alachua-county

REFERENCES
Calorie Count Math Worksheet For Elementary School Children - Breakfast Time. (2012, August
26). Blog RSS. Retrieved October 22, 2014, from http://www.nourishinteractive.com/nutritioneducation-printables/678-math-computation-calories-worksheet-elementary-school-children
Post Canada. (2014, October 16). What Your Favourite Fast Food Burger Looks Like After 30
Days. The Huffington Post. Retrieved October 22, 2014, from
http://www.huffingtonpost.ca/2014/10/16/fast-food-burgers-jar-30-days_n_5999492.html
This Not That. (n.d.). Amazon. Retrieved October 22, 2014, from http://www.amazon.com/ThisThousands-Simple-Swaps-Pounds/dp/B002M3SP6O
More About MOVE. (2014, February 6). Kid Exercises: Types of Physical Activity and Aerobic
Exercise for Kids. Retrieved October 20, 2014, from
http://fit.webmd.com/kids/move/article/exercise-types
Pfizer Clear Health Communication Initiative. (2008b). Score sheet for the Newest Vital Sign
(NVS) questions and answers. The newest vital sign: New health literacy assessment
tool for health care providers: NVS scoring sheet. Retrieved from
http://www.pfizerhealthliteracy.com/pdf/FH_vitals_quest8x10_040605.pdf on Oct 20,
2014.