Free Report Example on 1 in 134 Women at Risk of Cervical Cancer: Get Screened Now

Introduction

According to research, 1 in every 134 women get cervical cancer at one point in their lives, but the condition is more prevalent in people in their thirties (Tsikouras et al., 2016). Women are advised to go for regular screening, and the exercise is a common part of a person’s health check-up. The condition is manageable when detected early enough, hence the need for regular check-ups. During cervical cancer screening, two primary tests are conducted; the HPV test and the Pap test. Both tests require a doctor to collect some cells at the surface of the cervix. The Pap test, cancer cells, and other abnormal cells that could be potentially cancerous are observed (Tsikouras et al., 2016). The cells are checked under a microscope for any signs of the disease. Women between the ages of twenty-four and sixty-four are advised to have regular cervical cancer screening since the risk of developing the condition in younger and older women is low (Tsikouras et al., 2016).

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Learning Needs Assessment

There is critical information that the student should earn regarding cervical cancer screening for women. Methods of assessing learner needs are literature review, the reviewing of documents, data collection methods, benchmarking, and seeking learner input. The needs assessment is to enable the learners to get as much information as possible regarding cervical cancer screening through data collection, reviewing of literature and documents, and benchmarking, among other procedures. Therefore, by the end of the course, the students will be aware of the reasons and processes involved during cervical cancer screening and how to conduct the exercise on a person from a different ethnic and cultural background. A review of past literature can significantly assist the student in knowing the outcomes of cervical cancer screening and the results expected in middle-aged racial women. Both quantitative and qualitative data collection techniques can assist in getting the required information regarding cervical cancer screening in middle-aged women from different cultural and ethnic backgrounds.

Educational Theory

As mentioned earlier, the student is a thirty-year-old female; thus, the adult learning technique that will be used is andragogy. Andragogy is an adult-learning technique that focusses on several special learning needs of learners. The techniques are self-concept, the need to know, prior experience, readiness and motivation to learn, and learning orientation. Therefore, the patient is an adult learner who will have control over her learning and experience and will be fully responsible for her learning (Horntvedt et al., 2018). The learner will be deeply involved in learning and in evaluation. According to Knowles, there are four principles of andragogy that apply to adult learning. The first principle is that an adult must be involved in the planning and evaluation of the instructions given to them. Secondly, the experience that the client has acts as a basis for their learning activities (Lepine & Hall, 2017). Thirdly, adults are more interested in learning subjects that are relevant to what they interested in and what has an impact on their lives. The final principle is that adult-learning is problem-centered rather than being content-oriented. Regarding the application of the principles mentioned above, the learner will be allowed to discover things and knowledge regarding cervical cancer screening. The instructions given by the tutor should take into consideration the learner’s background (Lepine & Hall, 2017). In this case, the learner is a thirty-year-old Korean non-English speaking woman. Thus, the learner’s language and background must be considered. For instance, there can be a translator or a translation tool.

Learning Style

The student is a Generation Y person, an age group, also referred to as millennials. There are various strategies that are crucial when engaging millennials so that they can benefit from the learning environment. In this case, the student must be presented with learner-based methods to cater to her visual, kinesthetic, and auditory needs (Valiee et al., 2016). The learner can be shifted to group-based projects instead of issuing more lectures. The Korean student can be introduced to groups of other nursing students studying cervical cancer screening to ensure that there is a collaboration among peers. The relevance of the information given to the student is critical so that she engages in hands-on and application-based case studies involving cervical cancer screening (Horntvedt et al., 2018). A less authoritative environment should be maintained since millennials do not respond well to commands.

Conclusion

The learning styles that will be most effective in teaching the named student are visual, verbal, physical, logical, and social. The visual learning style requires the use of images and spatial understanding for the conceptualization of information (Valiee et al., 2016). The student is non-English speaking may require images to understand the topic more. The verbal learning style will be used in both speech and writing, and the student will be provided with a translator. The logical learning style is applicable since the issue requires rational thinking.

References

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for Teaching Evidence-Based Practice in Nursing Education: A Thematic Literature Review. BMC medical education, 18(1), 172.

Lepine, P. A., & Hall, D. A. (2017). An Application of Malcolm Knowles' Principles of Andragogy to Learner-Centred Teaching in The Intensive Care Unit. In B37. Innovations in Professional Education (pp. A3291-A3291). American Thoracic Society.

Tsikouras, P., Zervoudis, S., Manav, B., Tomara, E., Iatrakis, G., Romanidis, C., ... & Galazios, G. (2016). Cervical Cancer: Screening, Diagnosis and Staging. J buon, 21(2), 320-325.

Valiee, S., Moridi, G., Khaledi, S., & Garibi, F. (2016). Nursing Students' Perspectives on Clinical Instructors' Effective Teaching Strategies: A Descriptive Study. Nurse Education in Practice, 16(1), 258-262.