Education Plan for Seniors Focused on the Health Benefits - Critical Thinking Example

2 pages
493 words
Vanderbilt University
Type of paper: 
Critical thinking
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Smart Objective One

I would like to create an education plan for seniors above 65 years old, by focusing on the health benefits of increased physical activity such as management of chronic conditions, improved immune function, and enhanced cardio-vascular and respiratory functions within a period of 3 months.

Smart Objective Two

I would like to create a learning program for seniors above 65 years old, by researching evidence-based techniques of attaining physical fitness and meeting with professionals to obtain information regarding the impacts of increased activity by the end of August, 2017.


Currently, one of the top health priorities among American practitioners is the need for seniors to engage in increased physical activities. Despite the knowledge that exercises lead to many emotional and physical benefits, only 40% of the older adults engage in regular leisure-time physical activities (Sink, Espeland, Castro, Church, Cohen, Dodson & Lopez, 2015). As a result, it is vital to implement evidence-based programs that can facilitate the attainment of measurable benefits and positive outcomes.

I think that one of the greatest strengths of program is that many older adults are members of religious-based organizations and faith groups. Hence, it is possible to work collaboratively with them to design programs that meet their physical and spiritual needs. Additionally, Bethancourt, Rosenberg, Beatty & Arterburn (2014) note that the staff and stakeholders are knowledgeable in designing programs that are culturally sensitive, thus, increasing the rate of enrollments. I think their research is essential in completing the topic under discussion because the authors work is credible and valid. In particular, the mixed research approach of his work ensures that the weaknesses of one method are complemented by the other.

Noteworthy, men are less-likely than women to reach through educational programs for increasing physical activity (Pahor, Guralnik, Ambrosius, Blair, Bonds, Church & King, 2014). Therefore, there is a need to offer separate orientation programs for men to meet their specific needs. However, implementers face a difficult task of creating enthusiasm for the project. Additionally, some members of the staff may not have the skills and competencies required to handle older adults in different contexts. Besides, the program would require expensive equipment and materials to educate the seniors. As for Sink et als. (2015) research, the sample size was quite large involving 1635 respondents aged 70-89 years.



Bethancourt, H. J., Rosenberg, D. E., Beatty, T., & Arterburn, D. E. (2014). Barriers to and facilitators of physical activity program use among older adults. Clinical medicine & research, 12(1-2), 10-20.

Pahor, M., Guralnik, J. M., Ambrosius, W. T., Blair, S., Bonds, D. E., Church, T. S., ... & King, A. C. (2014). Effect of structured physical activity on prevention of major mobility disability in older adults: the LIFE study randomized clinical trial. Jama, 311(23), 2387-2396

Sink, K. M., Espeland, M. A., Castro, C. M., Church, T., Cohen, R., Dodson, J. A., ... & Lopez, O. L. (2015). Effect of a 24-month physical activity intervention vs health education on cognitive outcomes in sedentary older adults: the LIFE randomized trial. Jama, 314(8), 781-790


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