– Teaching middle school football players and their parents about likelihood of concussion and head injury in foot ball, measures taken to prevent head injury and recognize concussion and head injury. Nursing diagnosis should be focus on knowledge deficit. a. Develop nursing diagnosis (NANDA) b. Develop two (2) learning objectives c. State methodology (teaching methods) d. Provide and utilize teaching aids e. State needed resources Also show evaluation of teaching with reference used for the paper
a. Nursing Diagnosis (NANDA):
One possible nursing diagnosis for this scenario could be:
– Knowledge deficit related to concussion and head injury prevention and recognition in football players and their parents.
b. Learning objectives:
1. By the end of the teaching session, the participants will be able to explain the likelihood and potential consequences of concussion and head injuries in football.
2. By the end of the teaching session, the participants will be able to demonstrate the appropriate measures to prevent head injuries and recognize the signs and symptoms of a concussion.
c. Methodology (teaching methods):
Various teaching methods can be employed to effectively educate the middle school football players and their parents. Some suggested methods include:
– Lecture: An interactive lecture can be given to provide information on the likelihood and consequences of head injuries, as well as the techniques used for concussion prevention and recognition.
– Demonstrations: Visual aids like diagrams, models, and videos can be used to demonstrate proper tackling and blocking techniques to prevent head injuries.
– Role-playing: Engaging the participants in role-playing activities can help them practice recognizing and responding to signs of a concussion.
– Discussions: Facilitating group discussions can encourage participants to share their experiences and ask questions, thereby enhancing their understanding of the topic.
– Q&A sessions: Allowing for question and answer sessions throughout the teaching session can address any queries or concerns raised by participants.
d. Teaching aids:
To enhance the effectiveness of the teaching session, various teaching aids can be utilized, including:
– PowerPoint presentation: Visual slides can be used to present key information, statistics, and images related to concussion and head injuries in football.
– Video clips: Showing video clips of real-life scenarios can help participants understand the significance of head injury prevention and recognition.
– Handouts/Brochures: Providing printed materials summarizing the information covered during the teaching session can serve as a reference for participants after the session.
– Models and diagrams: Using three-dimensional models or diagrams of the brain and head can aid in explaining the anatomy and impact of head injuries.
e. Needed resources:
To effectively teach the middle school football players and their parents, the following resources may be required:
– A suitable venue, such as a classroom or gymnasium, with appropriate audiovisual equipment for the PowerPoint presentation and video clips.
– Handouts and brochures, either printed or digital, to be distributed to the participants.
– Models, diagrams, and other tangible teaching aids to enhance participants’ understanding of head injuries and prevention measures.
– Access to credible and up-to-date research articles, textbooks, and guidelines related to concussion prevention and recognition in sports.
Evaluation of teaching:
To evaluate the effectiveness of the teaching session, the following strategies can be employed:
– Pre- and post-tests: Administering a knowledge assessment before and after the teaching session can help determine the participants’ improvement in understanding the subject matter.
– Feedback surveys: Distributing feedback surveys to participants after the session can provide valuable insights on the clarity of the teaching content, teaching methods used, and overall satisfaction with the session.
– Observations: Observing participants’ engagement, participation, and interaction during the teaching session can provide qualitative feedback on the effectiveness of the teaching methods.
– Follow-up assessment: Conducting a follow-up assessment a few weeks after the teaching session can evaluate if the participants have retained the knowledge and are applying the recommended measures for concussion prevention and recognition.
References: (Please note that these references are not provided in APA format and should be adjusted accordingly based on the required citation style for your paper.)
1. Centers for Disease Control and Prevention (CDC). (2018). Heads Up: Concussion in Youth Sports. Retrieved from https://www.cdc.gov/headsup/youthsports/index.html
2. National Athletic Trainers’ Association (NATA). (2019). Concussion Management in Youth Sports. Retrieved from https://www.nata.org/sites/default/files/youth-sports-concussion-management-infographic.pdf
3. American Academy of Pediatrics. (2018). Clinical Report—Sports-Related Concussion in Children and Adolescents. Retrieved from https://pediatrics.aappublications.org/content/142/6/e20183074