HED 6/84063: Strategies in Health Education and Promotion

Name:

Health Topic: Enhancing the awareness of diabetes prevention strategies in Hispanic communities within the US Audience:

Lesson Title:

Total Time: 1 hour 30 minutes Lesson Number: __1__/3

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Step 1. Desired Results:

Health Education Standards performance indicator(s), HECAT, or Healthy People:

Students will understand diabetes prevention health concepts and demonstrate necessary prevention capacity for better health enhancements and health promotion. This is because the Hispanic population in the United States has shown higher rates and prevalence of diabetes. This population lives on two jobs which have promoted unstainable life habits like lack of physical activities.

Students will demonstrate improved capacity to adequately deploy interpersonal communication skills promoting health by reducing or affording diabetes-related health risks. Aguayo-Mazzucato et al. (2019) noted that the Hispanic community experience challenge in communicating with other communities since English, commonly used in the United States, is their second language. Interpersonal communication will enhance their communication both at the community and national level.

Students will demonstrate improved capacity to make better and informed decisions that enhance diabetes prevention. For instance, Velasco-Mondragon et al. (2016) argued that diabetes prevalence is higher in Hispanics living in the city and lowest for rural areas. This is because of unfavorable working and living conditions in the city. Therefore, one critical decision to promote health is choosing where to stay.

Behavioral Objectives:

To promote adherence to self-control measures

To create urgency of deployments of primary health goals

To aim at managing healthy lifestyles goals through improvement interpersonal communication

To eliminate lifestyle that develops negative health impacts by making better choices

Step 2. Assessment Evidence:

Performance tasks	Criteria for evaluating participant performance
Objectives	Exceeds Proficiency	Proficiency	Approaching Proficiency	Well Below Proficiency
To promote adherence to self-control measures	Ability to search for more diabetes information and adequately establish multiple self-control measures	Demonstrate a few self-control measures	Ability to demonstrate one self-control measure	Lack of knowledge nor capacity to demonstrate self-control measures
To create urgency of deployments of primary health goals	Ability to adequately understand, establish and follow multiple primary health goals	Ability to understand and deploy a few primary health goals	Ability to understand and deploy at least one primary health goals	Lack of ability to understand and deploy at least one primary health goals
To aim at managing healthy lifestyles goals through improvement interpersonal communication	Adequately use interpersonal communication to interact with all age groups of the other races in deploying healthy lifestyles goals	Ability to adequately use interpersonal communication to interact with their peers from other races with the aim of promoting healthy lifestyles goals	Ability to adequately use interpersonal communication to interact with a few of their peers from other races with the aim of promoting healthy lifestyles goals	Lack of any sign of capacity to use interpersonal communication will interact with other individuals regardless of their background.
To eliminate lifestyle that develops negative health impacts by making better choices	Eliminate multiple previous lifestyles that have negative health impacts	Eliminate a few previous lifestyles that have negative health impacts	Eliminate at least one previous lifestyle that has negative health impacts	Eliminate none of the multiple previous lifestyles that has negative health impacts

Step 3. Active Learning Strategies:

Steps for Facilitators	Steps for Participants	Time
The first step is to introduce the lesson where the facilitator has stated the lesson’s topic and objectives. The facilitator should engage students by asking them what they expect to learn in the lesson. (The lesson involves enhancing the awareness of diabetes prevention strategies in Hispanic communities within the US. Lesson objectives have been identified in the previous section).	Students should give feedback on their expectations about the topic.	3 minutes
The second step will be an engaging simulation, case studies, and scenarios to explain the topic. At this step, the facilitators must have researched Diabetes prevention strategies in Hispanic communities and have chats to support the data. Therefore, this step will involve giving out relevant prevention strategies in Hispanic communities. Enhancing diabetes prevention strategies awareness among the Hispanic community can be completed by the following processes; · Encouraging community members to find out if they are at any risk of being diagnosed with diabetes and help them set health goals. · Educate the community on the basics of diabetes, which includes self-control measures like eating healthier, physical activities, and enough sleep (Galaviz et al., 2018). This information will help the Hispanic community make an informed decision concerning the prevention of diabetes · Emphasizing the importance of effective communication among the Hispanic community in the effort to curb diabetes in that community.	Students are supposed to ask questions or give individual more insight on the	27 minutes
The third step will be setting up debates to discuss concepts captured in class. The teacher will assign each different student roles they should play in this section. Therefore, the teacher should facilitate the process and supervise the process.	This section should be integrated with reciprocal questioning, which involves open dialogue where students take the teacher’s role and develop more concepts on the topic covered. Therefore, students will participate in debate and reciprocal questioning to expound on the strategies to prevent diabetes among the Hispanic community.	25 minutes
The last step will be the closure of the class. In this step, the facilitator should deploy the implementation procedure to assess the outcome of the program. Summative information should be used to evaluate the success of diabetes prevention among the Hispanic community. The facilitator should use questionnaires to collect data from the class that will whether the class achieved the behavioral Objectives.	Students are supposed to ask any questions concerning the class. Also, they are supposed to fill out the questionnaires. Students should demonstrate Exceeds Proficiency, Proficiency, Approaching Proficiency, and Well Below Proficiency.	25 minutes

Materials: Charts, computers, worksheets, mark pen, and questionnaires sheets.

References

Aguayo-Mazzucato, C., Diaque, P., Hernandez, S., Rosas, S., Kostic, A., & Caballero, A. E. (2019). Understanding the growing epidemic of type 2 diabetes in the Hispanic population living in the United States. Diabetes/metabolism research and reviews, 35(2), e3097. https://doi.org/10.1002/dmrr.3097

Galaviz, K. I., Weber, M. B., Straus, A., Haw, J. S., Narayan, K. V., & Ali, M. K. (2018). Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose. Diabetes Care, 41(7), 1526-1534.

Velasco-Mondragon, E., Jimenez, A., Palladino-Davis, A.G. et al. (2016). Hispanic health in the USA: a scoping review of the literature. Public Health Rev 37, 31 https://doi.org/10.1186/s40985-016-0043-

HED 6/84063: Strategies in Health Education and Promotion