Prevention of Heat-related Illness in Clients who are taking Psychotropic Medications

Prevention of Heat-related Illness in Clients who are taking Psychotropic Medications
Background
With the rapid climate change that is happening, the hot weather is becoming more prevalent and relentless, and it is often associated with more morbidities and mortalities. People taking psychotropic medications are more at risk than other groups of individuals due to the adverse impacts that heat has on the mechanisms of actions of these drugs (Westaway et al., 2015). Psychotropic drugs include tranquilizers, antidepressants, antipsychotics, mood stabilizers and stimulants. Most of the resulting complications from heat are often preventable. Psychotropic drugs are commonly used drugs. Westaway et al. (2015) contend that they are among the medications that interfere with the thermoregulatory response through various mechanisms, and this increases the risk of dehydration and morbidities due to heat in clients who use them. According to Schmeltz and Gamble (2017), some of the impacts of the extreme hot weather conditions in people with psychiatric conditions include “physical injuries and mortality due to heatwaves, floods, and vector -borne diseases”. The average risk of morbidities related to heat in these groups of people, during the hot weather, in higher than in other individuals (Westaway et al., 2015). Schmeltz and Gamble (2017) also agree that several studies reveal that more heat-related hospitalizations are noted among clients who have been diagnosed with mental health conditions. For instance, in a meta-analysis involving six case control studies, an evaluation of 1,065 patients revealed that psychiatric conditions had the highest association with heat-related mortalities (Schmeltz & Gamble, 2017). It’s sad that most people in this category are not aware of the potential adverse side effects that heat could have on them. Therefore, it is critical to avail information and teach them before the hot weather season commences. Increasing their awareness on the potential risks of dehydration and morbidities associated with heat will encourage them to incorporate the appropriate and feasible protective measures during the hot weather season.

Target audience

The target audience for this teaching plan is clients who are taking psychotropic medications. This includes those diagnosed with psychotic por mood disorders, substance abuse disorders, impairment of the cognitive processes. Their ability to make good judgment is significantly impaired during the hot weather season. The impact of heat on mental health and behavior poses a serious risk to those with mental health conditions. With projections indicating that the number of people exposed to extreme hot weather conditions is set to increase in several American cities, especially in the south, it is imperative that the vulnerable groups be educated to manage morbidities and mortalities due to extreme heat (Cooper, 2018). The progressive climate change ensures that we will continues having extreme hot weather conditions, with the temperatures getting hotter season by season. Extreme heat exacerbates the symptoms of mental health conditions, including causing agitation, lethargy, and irritability. Cooper (2018) further establish that extreme how weather conditions are associated with increased interpersonal violence by 4%, intergroup violence by 14%, and aggression. This is evidenced by the increased rates of violence among prison inmates during extreme hot weather seasons (Cooper, 2018).

Cooper (2018) suggest that adequate evidence in previous studies indicate the significant impairment of cognitive tasks during heat stress. People suffering from mental health conditions and those who abuse substances are quite vulnerable to the impacts of climate change such as extreme heat (Cooper, 2018). Other factors such as poverty, living in houses below standard, and impaired access to cool environments worsen the situation (Summer Heat and Sun Risks When Taking Psychiatric Medications, n.d.). Mentally ill patients who are able to execute some personal activities independently may not be able to do so during extreme hot weather conditions. Their independence as well as ability to make judgements are impaired (Schmeltz & Gamble, 2017). Consequently, they are at a high risk of experiencing heat stroke and the associated morbidities. Therefore, educating this group of vulnerable population is imperative to improving the health and the quality of life of a nation.

Goals

The goal of this teaching plan is to educate those who are taking psychotropic medications on the significance of and how to prevent heat-related illnesses during the hot weather season. As a healthcare provider, it is our duty to ensure that the mentally ill patients are well protected from the environmental factors that might exacerbate their psychotic symptoms. In collaboration with other departments such as social services, the public health, and emergency response departments, this teaching plan intends to expand the awareness of this vulnerable group of individuals to the impacts of extreme heat to their health, as they go on with their psychotropic treatment regimen. By increasing the awareness of this group concerning their susceptibility to other morbidities during the hot weather season, they will be more inspired to take up the personal responsibility of incorporating the preventive and intervention strategies in their daily activities to protect them from the adverse effects of extreme heat. This teaching plan aims to achieve this by meeting the following objectives:

By the end of the session, the learner should be able to:

  1. List the factors that make this group a vulnerable one during the extreme hot weather seasons.
  2. Demonstrate understanding of how the use of psychotropic drugs can deteriorate their health during the extreme hot weather seasons.
  • List and demonstrate understanding of the preventive strategies that one can use during extreme hot weather seasons to protect them from experiencing the adverse effects of heat.
  1. List and demonstrate understanding of the intervention strategies that one can use during the extreme hot weather seasons to protects them from adverse effects of heat.

Teaching strategies

The first strategy is the use of lecture. The lecture method is a common teaching strategy employed in almost every classroom today. Lecture method has demonstrated effectiveness particularly when used in large groups of people as information is passed easily, within a short time from the instructor to the audience. This being a target group where the cognitive functions might be impaired, the lecture method is effective in precise and clear delivery of information. Bastable (2019) asserts that the instructor has the chance to filter and provide the learners with the most important information. Communicating to this group of individuals effectively might be hard, therefore, special communication skills are required for the instructor too make the audience understand the critical information. Skills such as creating emphasis, engaging learners, gauging their understanding, demonstrations and use of tonal variation are key in conveying the information intended. While this is passive learning and the learners are not actively involved in the learning process, boredom tends to ensue. The incorporation of digital media in the learning activities lights up the atmosphere and makes the learning activity more individualistic and stimulating.

The second teaching strategy that will be employed in educating this group is the use of digital media. The use of technology devices in a teaching environment significantly improves the level of student engagement in the learning activity (Bastable, 2019). The digital media include interactive whiteboards and tablets. These would be used to display videos of the interventional activities the program intends to teach the learners. They would be solely for audiovisual items that supplement the learning activity.

Instructional materials

The instructional materials that will be used for this session will include brochures and a PowerPoint presentation. PowerPoint presentation is a software application that enables the user to present information in form of texts, and diagrams with animation and images. The audience can easily understand if the information being presented is the same thing that is presented in a various way.  The slides in a PowerPoint presentation facilitates presentation of information that is clear and precise (Bastable, 2019). The instructor communicates the most important points only.

The preventive strategies that will be taught through PowerPoint are the use of cooling systems for those who can afford (Cooper, 2019). Additionally, the use of a wearable earpiece that monitors the level of exposure to heat and issues an alert when one is exposed to heat for too long (Matsumoto, 2019). According to Matsumoto (2019), the use of the wearable earpiece, particularly among the elderly population in Japan points towards its effectiveness in other vulnerable groups. Other than those on psychotropic medications, the device can be used excellently in the homeless, those who live in shelters or residential programs (Matsumoto, 2019). The earpiece sends audio signals or spoken language to urge the user to drink some water, or alarms a caretaker, or the attached emergency unit.

The learners will be taught on the principle signs and symptoms of heat-related illnesses, and relevant helplines will be provided to call. Some of the recognizable signs include dehydration, excessive sweating, fainting and confusion (Summer Heat and Sun Risks When Taking Psychiatric Medications ,n.d.). The symptoms include lightheadedness, low blood pressure, excessive thirst, extreme constant fatigue, and flushing (Summer Heat and Sun Risks When Taking Psychiatric Medications, n.d.). Once these symptoms begin to appear, one should call their doctor, or guardian, or family member immediately. The advantage of using PowerPoint is the ease of teaching and the communication of precise information. It also accommodates several stimulants that keep the learners engaged in the learning activities, such as audiovisuals (Bastable, 2019). The primary disadvantage of this method is that it does not accommodate all types of learners. Mostly, it accommodates the fast learners, leaving behind the slow ones.

To overcome this setback, particularly in a target audience where the cognitive processes are impaired, brochures will be used. The brochures will contain images mostly, with short explanations in simple language beneath them, for easy understanding. Using images of flames of fire to show heat, and drawings of people at a higher risk will communicate the message. The use of bold and highlighted words where emphasis is required will attract the attention of the learners to the critical information intended for them. additional information such as the relevant help lines in case of an emergency will be included in the brochure so that every individual has access to it. They will be provided to everyone so that every learner can go through it at their own pace. The brochures accommodate both fast and slow learners. In case someone missed anything during the PowerPoint presentation, they can still get it in the brochure since it captures everything that was in the PowerPoint presentation.

 Method of evaluation

To evaluate the psychomotor skills, the learners will be assessed on the use of the wearable earpiece using the teach-back method. This method is a simple one, that the instructor can use to determine if the learners have understood the presentation or not. Learners demonstrate their understanding of a concept if they are able to paraphrase an idea from their own perspective. Before ending the session, learners will be given a chance to ask questions and seek clarifications on areas that do not seem clear to them. based on these questions, the instructor will be able to determine the level of understanding of the concept he or she has achieved with the class. If there are any areas that are not well understood then the instructor will clarify further.

For this teaching session, the learners will be evaluated using posttests, after the learning session is complete. The post tests will assess the learners understanding of the classroom presentation. Posttests is an efficient way of evaluating a large group of learners and will be effective in this group, where lecture method was the main strategy of teaching. Feedback will be generated after a maximum of 72 hours, and the instructor will address the least understood areas again. This will be determined by the areas where most learners will score the least. Generation of feedback plays a significant role in the learning process. It improves the learner’s confidence, self-awareness, and morale for acquiring knowledge. Ultimately, it enhances learning and improves evaluation of performance.

Content outline/ Topics for discussion

  1. Factors that make clients of psychotropic medications a vulnerable group during the extreme hot weather seasons.
  2. How the use of psychotropic drugs can deteriorate the users’ health during the extreme hot weather seasons.
  3. Signs and symptoms of heat-related illnesses.
  4. The preventive strategies that clients on psychotropic medications can use during extreme hot weather seasons to protect them from experiencing the adverse effects of heat.
  5. The intervention strategies that clients on psychotropic medications can use during the extreme hot weather seasons to protect them from adverse effects of heat.

 

Teaching plan

Target audience: clients who are taking psychotropic medications

Purpose: Provide patients and caregivers with information on the significance of and how to prevent heat-related illnesses during the hot weather season.

Goal: to educate those who are taking psychotropic medications on the significance of and how to prevent heat-related illnesses during the hot weather season.

Objectives:

Patients and caregivers will be able to:

  1. List the factors that make this group a vulnerable one during the extreme hot weather seasons.

Behavioral objective: Cognitive

Content outline: the characteristics of psychotropic drugs that put the users at a higher risk of adverse heat effects.

Method of teaching: Lecture

Time allotted: 10 minutes

Resources: Brochure & PowerPoint presentation

Methods of evaluation: Post test

  1. Demonstrate understanding of how the use of psychotropic drugs can deteriorate their health during the extreme hot weather seasons

Behavioral objective: Cognitive

Content outline: how psychotropic drugs increases the risks of adverse heat effects.

Method of teaching: lecture

Time allotted: 10 minutes

Resources: Brochure & PowerPoint presentation

Methods of evaluation: Post test

  1. List the signs and symptoms of heat-related illnesses.

Behavioral objective: cognitive

Content outline: the signs and symptoms of heat-related illnesses.

Method of teaching: lecture

Time allotted: 10 minutes

Resources: brochures and PowerPoint

Method of evaluation: posttests

  1. List and demonstrate understanding of the preventive strategies that one can use during extreme hot weather seasons to protect them from experiencing the adverse effects of heat.

Behavioral objective: cognitive and psychomotor

Content outline: the preventive strategies that one can use during extreme hot weather seasons to protect them from experiencing the adverse effects of heat.

Method of teaching: lecture

Time allotted: 15 minutes

Resources: brochure and PowerPoint

Method of evaluation: posttest

  1. List and demonstrate understanding of the intervention strategies that one can use during the extreme hot weather seasons to protect them from adverse effects of heat.

Behavioral objective: cognitive and psychomotor

Content outline: the intervention strategies that one can use during the extreme hot weather seasons to protects them from adverse effects of heat

Method of teaching: Lecture

Time allotted:15 minutes

Resources: brochure and PowerPoint

Method of evaluation: posttest

 

References

Bastable, S. B. (2019). Nurse as Educator Principles of Teaching and Learning for Nursing

Cooper, R. (2018, June 26). Extreme heat and mental health: Protecting patients. MDedge. Retrieved November 10, 2020, from https://www.mdedge.com/psychiatry/article/168917/depression/extreme-heat-and-mental-health-protecting-patients

Matsumoto, K. (2019). “An earbud-type wearable (A hearable) with vital parameter sensors for early detection and prevention of heat-stroke,”. Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), pp. 7049–7055. Retrieved November 10, 2020, from https://doi.org/doi: 10.1109/EMBC.2019.8856821.

Practice. (5th ed.) Burlington, MA: Jones & Bartlett Learning

Schmeltz, M. T., & Gamble, J. L. (2017). Risk characterization of hospitalizations for mental illness and/or behavioral disorders with concurrent heat-related illness. PLOS ONE, 12(10), e0186509. Retrieved November 10, 2020, from https://doi.org/10.1371/journal.pone.0186509

Summer Heat and Sun Risks When Taking Psychiatric Medications. (n.d.). NJ Department of Human Services Division of Mental Health and Addiction Services. Retrieved November 11, 2020, from https://www.nj.gov/humanservices/dmhas/resources/mental/Summer HeatSunRisks.pdf

Westaway, K., Frank, O., Husband, A., McClure, A., Shute, R., Edwards, S., Curtis, J., & Rowett, D. (2015). Medicines can affect thermoregulation and accentuate the risk of dehydration and heat-related illness during hot weather. Journal of Clinical Pharmacy and Therapeutics, 40(4), 363–367. https://doi.org/10.1111/jcpt.12294

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