Health promotion is a procedure conducted so as to help a patient improve and take control of his or her health. Having a heart attack implies that a blood vessel supplying to the heart has been blocked. After a heart attack incident, it is advisable to adhere to some measures, to prevent the possibility of heart failure in the near future. This topic is important because usually after a person is discharged from the hospital they immediately hop into living their lives as though nothing had happened. It is, therefore, essential for patients to be taught on how to promote their health.
People vary in character and awareness; as a result, not everyone will be cautious as expected after recovering from a cardiac arrest. For instance, some individuals are addicted to smoking and quitting seems impossible. When such people become victims of heart illness, educating them on ways to stop smoking comes in handy in reducing the risk of having another heart attack in future. The best place to start teaching a patient about health promotion is in the hospital while they are still receiving treatment (McBride & Kanekar, 2015).
Health promotion should not be biased on age, gender or race. Any patient that has recovered from a heart attack deserves to be enlightened on the same. To be able to assess the learning need of a patient, one must understand their condition and show sympathy. This will create a good relationship making them devote themselves towards learning how to promote their health even after finishing their treatment. Although educating patients on how to live after a heart attack might be substantial, it should be at the cost of denying them their free time or expecting them to implement what they are taught immediately. The audience will be ready to learn when in a comfortable environment, since they are not pressurized.
Means of teaching health promotion are related and complement one another. These teaching strategies can either be direct or indirect/non-verbal.
After teaching the patient on health promotion, it is expected that they will be more careful of their lifestyle. They are also supposed to pass on what they learned to their friends and family members who might be in the same condition as them. Despite it being difficult to evaluate a teaching plan for health promotion, it is important as it helps one to know if what they have been doing has been a waste of time or productive. Evaluation strategies ought to combine the advantages of different research techniques in a relevant manner (Forshaw, 2016). The primary methods of evaluating a health promotion are through the quantitative or qualitative approach.
References
Forshaw, M. (2016). Principles of Health Promotion. International Journal of Health Promotion and Education, 54(4), 204-204.
McBride, L. G., & Kanekar, A. S. (2015). The Scholarship of Teaching and Learning. Pedagogy in Health Promotion, 1(1), 8-14.
