Understanding and Preventing Influenza

This assignment provides a comprehensive overview of influenza, covering its different types (A, B, C), causes, risk factors, symptoms, modes of transmission, and effective prevention strategies. It includes a lecture on basic influenza knowledge, a demonstration of personal protective equipment usage against transmission, and emphasizes the importance of vaccination and hygiene practices.

Running head: LESSON PLAN
Lesson plan
Name of the student:
Name of the university:
Author note:

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Introduction
Influenza that is commonly known as “Flu” is a type of infectious disease which is caused by the
influenza virus. During my nursing study I was doing microteaching on the disease influenza
disease. This report is being divided into three parts. The first part consists of the lesson plan
which provides the design for providing the adults learning and provides the knowledge about
influenza, the second part consist of the strategies for the adult learning and the third part is the
reflection of the lesson plan (Avian Influenza 2013).
Lesson plan (Below in the Appendix)
Strategies for adult learning
Demonstration and lectures exhibits are the most widely recognized showing strategies in grown-
up instruction. They are infrequently alluded to as a monetary method for showing since they
don't require any expert or regulatory help. As an instructor I had utilize these strategies
completely (Gurav et al. 2017). The lectures must be provided for fifteen to twenty minutes. The
maximum time of the presentation must be of small time, i.e. five minutes. Secondly, the
discussion must contain an introduction part, then the matter of study and then conclusion. It
implies that if the study material is clearly organized then, it will help the students to understand
what the objective is before starting the study (Thomas 2014). This strategy has lots of
conceivable outcomes how to be utilized. This strategy can help to lessen the gap between the
teaching of the classroom and the practices of the real world. These conducted activities for
study offers various ways to make the process of learning more interesting, lively and
challenging. During the study, the adults need to be avoided to be told the process of doing a

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work instead they must learn everything by their own. It can be thought that many adults do not
enjoy games, but it is not true at all.
Project work is a type of study which is based on the communication and entertainment and also
a combination of practical and theory. A project work is a type where the learners have to make
everything by working in groups for solving a problem. The learners can decide the topic and the
types of activities which they will do during the time of their learning and which help them in
solving the problems. The project is the most appropriate type of work for all levels of learners
such as from the beginners to the experienced.(Eibach et al. 2014).
For teaching the adults about the influenza there are some strategies which are necessary to
cover. Below are the ideas for all the educators those who are health professionals and are
willing to develop the knowledge and learning activities that are related to the influenza and its
effects on the human health (Pagani et al. 2015). These ideas are being arranged on the basis of
the adult learners, their ways of learning, needs and scope of learning.
While entering the room where the patient suffering from influenza is kept a person should keep
in mind that he must take care of the following things:
Hand Hygiene
 The adults should be cautious about the hand hygiene and they must wash their hands
frequently, while being in contact with the patient before or after putting on and removal
of the personal equipment which will help in protection, including gloves. Hand hygiene
at the healthcare settings are to be done by washing the hands with soap and water or
rubbing the hands in alcohol.

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Gloves
 They must wear gloves before coming at contact with any of the material which is
infectious. They must remove the gloves when they come to meet with the patient and
then wash the hands properly. They must use one pair of gloves only for one patient and
never wash the gloves for reusing them (Broor and Maheshwari 2015).
Gowns
 The persons must wear gowns during the time of the patient-care when they come in
contact with blood, secretions, body fluids or excretions are expected. They must remove
the gowns and performs the hand hygiene before they leave the room of the patient. They
must not wear the same gown for more than one patient because if they were it then there
are greater chances of contamination from one patient to another and from the patient to
the healthy person (Reed et al. 2015).
Objectives of learning:
At the end of the learning activity, the learner will be able to:
1. Explain about the impacts of influenza on human health, mainly in the systems of health,
clinical aspects and the dimensions of public health.
2. Describe the ways in which the health professionals will be able to contribute for the
preparedness and response against the influenza.
3. Able to analyze critically analyze the various roles of the health professionals while
dealing with the infection of influenza or an epidemic of influenza (Yang et al. 2015).
Main categories in which the professionals will take care includes:

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 Individual person
 Families of them and their community
 Organization in which they work
4. Able to describe the strategies needed for the treatment and prevention of influenza.
Options for Learning Activities:
1. They can access through the online resources during the class and can discuss the
applications and utilization for them.
2. They can lead a discussion in class about the impacts of influenza and how to deal with
them. The discussion questions are as:
 Describe the levels and the symptoms of severeness associated with influenza.
 What are the implications of influenza on public health?
 How influenza can affect the different types of health systems for example hospitals,
community care centers and healthcare coalitions?
 What information does the healthcare professionals will provide for the prevention of
transmission, for seeking care in the healthcare setting, care for their ill relatives or
friends and self-care?
3. The learners are asked to respond for some questions either in written or by verbally:
How they will contribute for the treatment and response against influenza as a health
professional, within the time of their practice?
4. In case of an influenza epidemic how they will deal while considering the following:
 What do they expect of themselves?
 What does their family or friends expect from them?
 What does their organization expect from them?

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 What does their profession expect from them?
 What does their community expect in which they used to live?
5. The learners are invited to work in some small groups for drafting an announcement in
the context of the common people to the government of the state or the county for taking
actions which will help in reducing the illness among the citizens of the country (Ahmad
2017).
6. A member is invited from any other professional group for discussing the inter-
professional synchronization and collaboration that are necessary at the time of an
influenza outbreak (Rowe et al. 2014). Also to discuss the barriers that might arise in
doing such inter-professional collaboration and management.
7. The members in a group will identify any population which is mainly vulnerable to
influenza and its ill effects. They can develop some strategies which can be implemented
for protecting their health during the season of flu (Perez 2016).
Reflective analysis (gibbs relective cycle)
What had happened?
I was providing a microteaching to the adults about influenza adult. I use the computer lab at the
community care center to do research and to gather data from an assortment of web sources,
ideally those that show confirm base practice inquire about. I consolidate the utilization of proof
base practice to make our showing design and handouts to give the seniors the most up and
coming data to enable themselves with information about wellbeing advancement and illness
avoidance. The greater part of our lessons and introductions were directed in the meeting room
with proper lighting and room temperature.

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What was the thinking?
I believe that group teaching is extremely fulfilling and testing and gives you the chance to have
any kind of effect in the lives of such huge numbers of customers and their families. Group
teaching about the some disease additionally enable you to bond with your customers on a more
close level in this manner, making it simpler for the medical attendant to viably survey, actualize
and assess nursing care. As an instructor I had utilize these strategies completely. As I said
earlier that during the study, the adults need to be avoided to be told the process of doing a work
instead they must learn everything by their own. My clinical experience of working in the group
widens my perspective of all the distinctive elements that influences the group's wellbeing,
customers and their families and in particular the one of a kind commitment of group nursing in
the battle against illness prevention and promotion of health.
How is the experience?
From this class I had learnt about the adults and the way they learn and regardless of the way that
I educate and also work with the adult students. In September, I began this class with no details
information or experience about the adult learning theory or why it was even suitable to me in
my work setting. But now I know how to work with the adults. Additionally, in working with my
partners, I have been considerably more conform to their developmental needs and I now attempt
to offer reliability to their experience, which, going before this class was something I felt should
be kept at home. I also leave this class with incredible social affair information and two
exceptional friends. I was constrained to place stock in different people unprecedented for an
enlightening condition. These two individuals are truly brilliant and remembering that I was the

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most young individual in the social event, they moved toward me with yielding and believed in
my informative limits. That suggested so especially to me.
What was the analysis?
All strategies were assessed by having the customers exhibit or re-verbalize what was
beforehand instructed. I generally make myself promptly open to every one of my customers to
render help with whichever way I can. I take after the American Nursing Association gauges of
care to gather information and to create instructing plans that tends to my customers' needs. I
practice inside my extension and show sense of duty regarding long lasting learning. My conduct
is as per focus' principles and rules; moreover, I respect and support their central goal to serving
the customers of this group.
Conclusion
Thus it can be concluded that through this lesson plan a person can know about the influenza its
types, causes, symptoms, contamination and treatment. Every lesson incorporates all vital data
and materials, individual and bunch exercises, a synopsis and a rundown of further assets, and
freebees to be utilized amid the exercises. The self-learning module likewise incorporates self-
appraisal works out, with answers (Appiah et al.2016). Teaching the adults must not be the same
as teaching youngsters and youths. As we stated, instructors of grown-ups should utilize an
alternate style of teaching which depends on the hypothesis of andragogy which propose that
grown-ups expect student - focused settings where they can decide their own objectives and sort
out their picking up as indicated by their present life needs.
What was the action plan?

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The teaching methods ought to be picked concerning necessities of all students (Fusaro et al
2016). We ought to consider what approach and strategies appear to be suitable for our students.
We need to regard our students' distinctive learning styles; we ought to support them, propel
them and give them appropriate input. At the point when the students realize that everything
what they realize can be utilized as a part of a reasonable way, they will perform better. A decent
instructor of grown-ups can regard these particular factors and work with them for the advantage
of students. This is your test as an instructor of grown-ups.

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References
Ahmad, A., 2017. Mucoadhesive Nanoparticles for Treatment of Influenza A (Master's thesis,
University of Waterloo).
Appiah, G.D., Chaves, S.S., Kirley, P.D., Miller, L., Meek, J., Anderson, E., Oni, O., Ryan, P.,
Eckel, S., Lynfield, R. and Bargsten, M., 2016. Increased Antiviral Treatment among
Hospitalized Children and Adults with Laboratory-Confirmed Influenza, 2010-2015. Clinical
Infectious Diseases, p.ciw745.
Avian Influenza, A., 2013. Preliminary report: epidemiology of the avian influenza A (H7N9)
outbreak in China.
Broor, S. and Maheshwari, M., 2015. Update on Influenza A H1N1 pdm09 virus (swine flu).
Indian Journal of Health Sciences and Care, 2(1), pp.51-56.
Eibach, D., Casalegno, J.S., Bouscambert, M., Bénet, T., Regis, C., Comte, B., Kim, B.A.,
Vanhems, P. and Lina, B., 2014. Routes of transmission during a nosocomial influenza A
(H3N2) outbreak among geriatric patients and healthcare workers. Journal of Hospital
Infection, 86(3), pp.188-193.
Fusaro, A., Tassoni, L., Milani, A., Hughes, J., Salviato, A., Murcia, P.R., Massi, P., Zamperin,
G., Bonfanti, L., Marangon, S. and Cattoli, G., 2016. Unexpected Interfarm Transmission
Dynamics during a Highly Pathogenic Avian Influenza Epidemic. Journal of virology, 90(14),
pp.6401-6411.

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Gurav, Y.K., Chadha, M.S., Tandale, B.V., Potdar, V.A., Pawar, S.D., Shil, P., Deoshatwar,
A.R., Aarthy, R. and Bhushan, A., 2017. Influenza A (H1N1) pdm09 outbreak detected in inter-
seasonal months during the surveillance of influenza-like illness in Pune, India, 2012–
2015. Epidemiology & Infection, 145(9), pp.1898-1909.
Hata, A., Akashi-Ueda, R., Takamatsu, K. and Matsumura, T., 2014. Safety and efficacy of
peramivir for influenza treatment. Drug design, development and therapy, 8, p.2017.
Higashiguchi, M., Matsumoto, T. and Fujii, T., 2017. A meta-analysis of laninamivir octanoate
for treatment and prophylaxis of influenza. Antiviral therapy.
Paccha, B., Shawn Gibbs, M.B.A. and Rabinowitz, P.M., 2016. Swine worker precautions during
suspected outbreaks of influenza in swine. Journal of environmental health, 78(9), p.22.
Pagani, L., Thomas, Y., Huttner, B., Sauvan, V., Notaridis, G., Kaiser, L., Iten, A., Pittet, D. and
Harbarth, S., 2015. Transmission and effect of multiple clusters of seasonal influenza in a Swiss
geriatric hospital. Journal of the American Geriatrics Society, 63(4), pp.739-744.
Perez, C., 2016. Pediatric influenza: testing, treatment, and prevention: influenza season is in full
swing, and despite public health efforts to vaccinate and prevent infections, every year thousands
of children across the us are hospitalized with the disease. RT for Decision Makers in
Respiratory Care, 29(1), pp.14-17.
Prager, F., Wei, D. and Rose, A., 2017. Total economic consequences of an influenza outbreak in
the United States. Risk Analysis, 37(1), pp.4-19.
Reed, C., Chaves, S.S., Kirley, P.D., Emerson, R., Aragon, D., Hancock, E.B., Butler, L.,
Baumbach, J., Hollick, G., Bennett, N.M. and Laidler, M.R., 2015. Estimating influenza disease

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burden from population-based surveillance data in the United States. PloS one, 10(3),
p.e0118369.
Rowe, E., Ng, P.Y., Chandra, T., Chen, M. and Leo, Y.S., 2014. Seasonal Human Influenza:
Treatment Options. Current Treatment Options in Infectious Diseases, 6(3), pp.227-244.
Sarkar, T., Das, S., De, A., Nandy, P., Chattopadhyay, S., Chawla-Sarkar, M. and Nandy, A.,
2015. H7N9 influenza outbreak in China 2013: In silico analyses of conserved segments of the
hemagglutinin as a basis for the selection of peptide vaccine targets. Computational biology and
chemistry, 59, pp.8-15.
Sun, L., DePuy, G.W. and Evans, G.W., 2014. Multi-objective optimization models for patient
allocation during a pandemic influenza outbreak. Computers & Operations Research, 51,
pp.350-359.
Thomas, R.E., 2014. Is influenza-like illness a useful concept and an appropriate test of influenza
vaccine effectiveness?. Vaccine, 32(19), pp.2143-2149.
Yang, W., Lipsitch, M. and Shaman, J., 2015. Inference of seasonal and pandemic influenza
transmission dynamics. Proceedings of the National Academy of Sciences, 112(9), pp.2723-
2728.
Zachary, K.C., Hirsch, M.S. and Thorner, A.R., 2016. Treatment of seasonal influenza in adults.
UpToDate, Waltham, MA.(Accessed on Jan 21, 2017).

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APPENDIX
Content Time Resources Learning style
Learning
outcomes
Key skills
The influenza is a type of
contagious respiratory
disease that is caused by
influenza virus which
generally infects nose,
lungs and throat
(Grohskopf et al. 2015). It
is generally of three types
– Type A, Type B and
Type C. The risk factors
of influenza include sinus
infections, dehydration
and increase the chronic
medical conditions such as
asthma or diabetes. The
signs and symptoms of
influenza are fever, sore
throat, body ache fatigue
and headaches. The
influenza mainly spread
by droplets from sneezing
or coughing of the peoples
3-4 minutes PowerPoint
presentation
Lecture +
Visual
Students get a
basic idea of
influenza, its
types, causes,
symptoms and
ways of
transmission
By this power-
point
presentation, the
students can learn
the formatting of
the slides,
addition of the
slides, using the
slide master,
using of common
fonts and writing
the speaker notes.

13LESSON PLAN
suffering from flu. It is
also transmitted by air,
water and touch (Thomas
2014).
Influenza can be
transmitted by direct
transmission, i.e., when
any effected person
sneezes into the face of
another person; through
the airborne route or from
hand to eye or nose or
mouth transmission. The
best preventive measures
for influenza are
vaccination. Other
measure for the prevention
of influenza is avoiding
contact, taking rest,
covering your mouth and
nose, to avoid touching of
your eyes or nose and
practicing good health
(Reed et al. 2015).
5 minutes
To wear
 Mask
 Gloves
 Hand
sanitizer
 Apron
Demonstration
From this
session
students will be
able to learn
about the ways
of transmission
of influenza
and the
preventive
measures.
Learn the process
for preventing the
influenza by
transmission.
In this paper you can find
a plan where there is a
5 minutes - Demonstration - Here I had taught
the basics about