Teaching Session Is Necessary For The Risk Of Future Strokes

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elseveir.

learning which is very useful in the adult learning process. It is important to help students

Patient presents with his wife for followup after inpatient stay for a cardioembolic stroke. He is 74 years old, right-handed. He has a history of atrial fibrillation. He is on Tikosyn. He previously was on Xarelto, but this was stopped due to gross hematuria. He has been on aspirin 325 mg and compliant with this. The patient was admitted after having an event of sudden onset where he could not get up due to right-sided weakness and had difficulty speaking. His wife states that he was talking gibberish and his right arm was uncoordinated. She called EMS and when they arrived, his right arm clumsiness and speech problem was noted. He was brought to the emergency room, where an unenhanced CAT scan was

Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375

2) Do I understand exactly what the problem is and how it influences the client?

There are many different medications that can be taken to help prevent a stroke or that can be taken after a stroke. I work in a pharmacy and see hundreds of medication prescribed daily to prevent or help with symptoms that could all lead to stroke. I myself take a blood pressure medication called propranolol. Propranolol is a beta blocker that treats high blood pressure, chest pain, migraine headaches and tremors. Blood thinner medications can be given to people who have been diagnosed with blood clots. That medication thins the blood and helps prevent clots from forming. If a blood clot goes unnoticed it can reach the lung or brain and end in a fatality. A medicine called tissue plasminogen activator can break up blood clots in the arteries of the brain, however it has to be injected within 4 hours of symptoms start time to work (National Institutes of Health, 2014). Often the long list of side effects for medication can be overwhelming and seem worse than the actual cause for taking the medication in the first place. Some side effects of the drug warfarin used to treat existing and new blood clots are blurred vision, confusion, nausea, vomiting and muscle

3. Theoretical Approach: State which theory you might use withe the client and provide your rationale.

3) Goal setting- allow the client to set reasonable goals for his/or herself. Once the goal has been established, then we will discuss how important it

Treatment for an ischemic stroke needs to be received within three hours. Clot busting medication is given to restore blood flow to the brain. Emergency medications include intravenous injection of TPA. It is given within four and a half hours of first stroke symptom. It can also be given through a catheter fed from the artery in the groin to the brain and given directly to the area of the clot. Aspirin is also given to prevent risk of another stroke and will be given immediately. Aspirin prevents formation of clots. Mechanical clot removal is also an

The learning material should be relevant to their social positions and lifestyle, and because the learning material directly concerns their lives, they would want to be involved in the whole process – from the introduction of information to the outcome. Adult learners zero in to the elements that are of most relevance to their immediate needs and conditions. Those aspects that well give them the necessary knowledge and skill to resolve life-centered or problem-centered learning experiences.

Delivering the earliest possible definitive treatment for acute ischemic stroke is the most primary goal of health care providers caring for stroke patients. In the United States, the use of fibrinolytics for ischemic stroke received Food and Drug Administration approval on June 18, 1996. Clinical demonstration presented that shorter time to fibrinolysis prominently enhanced clinical outcome in acute ischemic stroke patients. National Institute for Neurological Disorders and Stroke trials demonstrated that treatment within 3 hours of symptom onset is beneficial for patients with acute ischemic stroke. Even within the 3-hour window, benefit from fibrinolysis decreases as time from symptoms onset

In reviewing current trends, educators must take into account adult learning principles that include three different styles. These styles consist of the auditory, visual and kinesthetic learners. Programs must be developed to include or to allow the adult learner to choose their preferred learning style. For example, Donna Wright provides a competency program that is designed around eleven different elements of competencies.

Did you know that 80% of strokes are preventable, and it also causes the double of deaths by breast cancer in American women? Stroke is one of the most serious diseases, leading to deaths and severe morbidities around the world. The causes of stroke are closely related to lifestyle and are keys to reduce the incidence of this disease that causes abrupt deaths or worsens the quality of life. Jahan (2012) reminds the risk factors that increase the chances to have a stroke, the signs and symptoms, the treatment for this disease and how to prevent stroke. Certainly, the major risk factors mentioned by Jahan could be managed, and then it would be possible to prevent this severe disease and its terrible consequences. Among those risk factors, three are more harmful: hypertension, smoking and atherosclerosis.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

8 Tutorial/Seminar/Workshop Program ....................................................................................................... 8 Additional Tutorial/Seminar/Workshop Comments ................................................................................. 11 Attendance Requirements ........................................................................................................................... 11 Participation/Contribution to Tutorials/Seminars/Workshops ................................................................. 11 Recent Improvements to Subject ................................................................................................................ 12 Section B: Assessment ................................................................................................................................. 13 Assessment Summary ................................................................................................................................ 13 Performance Level ...................................................................................................................................... 16 Types of Assessment and Collaboration ..................................................................................................... 17 Submission, Retention and Collection of Written Assessment ................................................................... 17 Submitting