Breast Self-Examination Lesson Plan Discussion Paper

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In this application, you will describe your audience and learning topic, summarize results of a learning-needs assessment you have conducted, and create specific learning objectives for your proposed lesson. AS noted on this week’s discussion, you may design your lesson plan for an adult-learner group of your choice-patients, staff, nursing students, continuing-education nurses, and community populations, among others.

Begin by revising your needs assessment plan .This should be a lesson you could implement in your current practice or in a position you hope to have in the future ( for example, as faculty in an academic nursing program)n in light of feedback you received in this week’s discussion. Then conduct the assessment with sample learners and/or through literature searches. With this in mind, consider the outcomes you hope to achieve in the lesson, and formulate four learning objectives to accurately reflect these desired outcomes. At least one of these objectives must be behavioral For example;

The student will perform a chemical abuse assessment. (Behavioral)
The student will discuss feelings about people who abuse chemicals. (Affective)

Draw on at least three appropriate sources of evidence to support your ideas- for example, core competency statements, professional guidelines, results of a needs assessment, and other kinds of data. You should review Keatings, section III regarding a framework for this lesson-planning process.

Identify the teaching/learning context for your lesson. Who are the learners? In what setting would the lesson occur, and how long would it last?
Briefly explain your method of assessing the knowledge/skill level and needs of these learners.
Summarize the results of your assessment so far, and explain how you will incorporate this information inyour lesson planning.
Describe in general terms the content to be addressed through this lesson.
In this proposed learning cognitive, psychomotor, or affective? Explain why.
Write objectives (at least one of them behavioral) that accurately reflect the central learning of your proposed lesson. (: These objectives must be measurable in some way.)
Explain your rationale for these objectives and your choice of words. HOw will these objectives lead to the outcomes you identified with the help of the needs assessment?
Of the four objectives, which do you consider more important, and why?

Audience And Learning Topic

The audience in this lesson plan is comprised of women who will be the participants in the training session and the topic is ‘how to carry out breast self-exams.’

Summary of Needs Assessment

Population that is to be studied – The audience in this lesson is comprised of women who will take part in the proposed training session. Breast Self-Examination Lesson Plan Discussion Paper

Scope of the project and potential participants – this training session will involve a group of women who will take part of the training session.

Goals of the needs assessment and methods of Data collection – the objective of carrying out the needs assessment is to accrue what the participants know and what they do not know in order to plan well for the lesson. (Yarber, Sayad & Strong 2013).

Learning Objectives

To provide breast cancer information, related risks and signs and symptoms to women, which includes:
- Instruction on BSE step by step
- Mammography screening
- Regular examination by health experts
To give the importance of breast cancer awareness.
To communicate with the audience in a manner as to give the necessary information and reduce their anxiety.

Population that is to be studied – The audience in this lesson is comprised of women who will take part in the proposed training session.

Scope of the project and potential participants – this training session will involve women who will take part of the training session and the external players who may be interested attending the training session.

Goals of the needs assessment
Resources available for the needs assessment.
Methods of assessment
Summary

The teaching will involve all members in the health practice. Team members will be encouraged to share information and dialogue. The audience needs awareness on breast cancer and the importance of breast self-exam. The participants need to understand philosophies of healthcare and how they relate to breast cancer awareness and self-examination. (Yarber, Sayad & Strong 2013).

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The presentation will be carried out at a local church setup with complete a structured questionnaire which designed to measure the level of knowledge of the participants about breast cancer and its risks. The lesson will last for one and half hours

Interviews and questionnaires were the main techniques of data collection in the needs assessment for this lesson plan. Interviews were held with the participants in order to obtain required information, all carried out with written informed consents.

The answers of the participants about breast cancer and its risks was generally good, with a large percentage giving excellent responses. The most difficult questions were those that related to mammography and reducing the death rate of the disease and the impact of postmenopausal obesity on elevating the risk level of breast cancer.

From the respondents, it was observed that proportion o the respondents believed that a rest lump could vanish away by itself while others believed that mammography itself could induce cancer. A small percentage believed that most women could not afford breast healthcare due to limited finances. A good number of them also believed that generally women fear and expose to expose their breasts to male physicians. On the other hand, 50 percent agreed that mammography screening is the best intervention for any breast complaints.

Assessment Needs

From the results of the needs assessment, it was realized that most of the women often rely on health care providers for knowledge and guidance on screen and health promoting. The findings illustrate an insufficient compliance to positive attitudes towards breast screening amongst the general health practitioners despite the widespread general awareness. In order to increase capacity building amongst the women it is important to ensure that the existing barriers are overcome through direct interventions in order to fully abide by the principles and protocols of screening. (Miller & Baines 2011).

Teaching /Learning Context and Learners

The teaching /learning context is awareness on breast cancer and the importance of breast self-exam and how to do it. The participants will need to understand philosophies of healthcare and how they relate to breast cancer awareness and self-examination. (Yarber, Sayad & Strong 2013). The learners are composed of a group of women, and the venue will be at a building at a local church.

Breast cancer is the leading type of cancer affecting women. (Gurman, Rubin & Roess 2012)

Causes of cancer

Being a woman
Age

Statistics related to cancer

Other factors which increase the risk of getting cancer.

- Personal history
- High animal fat in diet
- Overweight
- Conceiving in old age
- Break in menstruation
- Smoking

Describe the anatomy of the breast.

Give a rationale for each step of the process in the procedure.

Group discussions

Breast Care

Mammography

Normal breast changes
BSE technique
Physical examination

Healthy Lifestyle factors

Group discussion

Suggested discussion points
Exercise
Diet
Stress management
Summary/Conclusion

To promote awareness of breast cancer and leverage early detection of breast cancer so as to reduce death related with the disease.
Improve knowledge on breast cancer and change attitudes about screening amongst the minority women.
Encourage early detection initiatives (mammograms, CBE, pap tests and BSE).
Lower mortality rates of cervical and breast cancer amongst low income women.
To make it known to the audience the importance of carrying out breast self-examinations as one of the initiatives of detecting breast cancer early. (Tavafian, Hasani, Aghamolaei, Zare & Gregory 2009).
To give participants skills and information that they need in order to do a breast self-exam.

List of resources

Black board/Whiteboard
Highlighter pens
Markers
Plain sheets

The participants will discuss their feelings about male physicians carrying out breast screenings for breast cancer.
Participants will be able to Estimate their personal chances of developing breast cancer.
Demonstrate required techniques for doing BSE.
The participants should understand the causes and risk factors of breast cancer.

This is psychomotor leaning because it involves giving knowledge for information. (Karayurt, Özmen & Çetinkaya 2008)

Participants will be able to Estimate their personal chances of developing breast cancer.

This is because it is estimated that 1 out of eight women will develop breast cancer. (Woolf, S 2010)

Most female patients shy away from exposing their breast anatomy to male physicians. (Avci 2008). In some communities, it is a taboo and hence most women will find it difficult to do. (Hether, Huang, Beck, Murphy & Valente 2008)

Most women have misconceptions and fallacies on breast cancer. Many, from the findings of the needs assessment, believe that mammography causes cancer. Others believe that a breast cancer nipple can go away by itself. (Harford et al 2011).

BSE is one of the most effective ways to detect early cancer development in order to prevent mortality rates as a result of this disease. (Lauby-Secretan et al 2015)

The most important objective is that participants should demonstrate the required skills for doing BSE. This is because BSE is one of the simplest interventions for preventing breast cancer.

References

Avci, I. A. (2008). Factors associated with breast self-examination practices and beliefs in female workers at a Muslim community. European journal of oncology nursing, 12(2), 127-133.

Gurman, T. A., Rubin, S. E., & Roess, A. A. (2012). Effectiveness of mHealth behavior change communication interventions in developing countries: a systematic review of the literature. Journal of health communication, 17(sup1), 82-104.

Hether, H. J., Huang, G. C., Beck, V., Murphy, S. T., & Valente, T. W. (2008). Entertainment-education in a media-saturated environment: Examining the impact of single and multiple exposures to breast cancer storylines on two popular medical dramas. Journal of health communication, 13(8), 808-823.

Harford, J. B., Otero, I. V., Anderson, B. O., Cazap, E., Gradishar, W. J., Gralow, J. R., … & Rieger, P. T. (2011). Problem solving for breast health care delivery in low and middle resource countries (LMCs): consensus statement from the Breast Health Global Initiative. The Breast, 20, S20-S29.

Karayurt, Ö., Özmen, D., & Çetinkaya, A. Ç. (2008). Awareness of breast cancer risk factors and practice of breast self examination among high school students in Turkey. BMC Public Health, 8(1), 359.

Lauby-Secretan, B., Scoccianti, C., Loomis, D., Benbrahim-Tallaa, L., Bouvard, V., Bianchini, F., & Straif, K. (2015). Breast-cancer screening—viewpoint of the IARC Working Group. New England journal of medicine, 372(24), 2353-2358.

Miller, A. B., & Baines, C. J. (2011). The role of clinical breast examination and breast self-examination. Preventive medicine, 53(3), 118-120.

Tavafian, S. S., Hasani, L., Aghamolaei, T., Zare, S., & Gregory, D. (2009). Prediction of breast self-examination in a sample of Iranian women: an application of the Health Belief Model. BMC women’s health, 9 (1), 37. Breast Self-Examination Lesson Plan Discussion Paper