ALFONSO, ANTON; MAGTOTO, PRINCESS (2-1); RONCALES, JAMES; BARGOLA, EUGENE; CURA, MIGUEL;

GILBUENA, CHRISTOPHER
BSPT2-3 LAB GROUP 6 SUBGROUP 1

SHORT FORM HEALTH SURVEY (SF-36)

Demographics
Name: A.B.C.
Age: 20
Gender: M

RESULTS

• Role limitations due to physical health: 25 %

• Role limitations due to emotional problems: 0 %

I. ASSESSING THE NEED

NEEDS:
a.) Role limitations due to physical health - An exercise and educational class that teaches the patient in
strength and endurance training and a safe way to do it.
b.) Role limitations due to emotional problems – An exercise and educational class that teaches the
patient in reducing emotional related issues that affects physical and emotional well-being.

II. SET GOALS AND OBJECTIVES

Goal: Develop exercises that can enhance the client’s strength, endurance, physical and emotional well-
being.
Objectives:
• Educate client about the importance of exercise and having a good emotional state.
• Educate the client about the proper techniques in doing exercises and relaxation.
• Enhance physical strength and reduce the feeling of stress.

III. DEVELOP THE INTERVENTION

Screenings
 The patient answered the Short Form Health Survey (SF-36) which contains 36-item questionnaire
that measure health-related quality-of-life.
 The SF-36, as described in the name, is a 36-item patient-reported questionnaire that covers eight
health domains: physical functioning (10 items), bodily pain (2 items), role limitations due to
physical health problems (4 items), role limitations due to personal or emotional problems (4
items), emotional well-being (5 items), social functioning (2 items), energy/fatigue (4 items), and
general health perceptions (5 items). Scores for each domain range from 0 to 100, with a higher
score defining a more favorable health state.

Education
 Developed the content and objectives for each exercise/ education session including handouts
for the patient.

Exercise

PHYSICAL HEALTH EXERCISE EMOTIONAL HEALTH EXERCISE

Cycling (30mins x 3x/wk) Breathing Exercises
Brisk walking Relaxation technique
Yoga and meditation
Body weight squats (5 sets of 25 reps)
Actively participate in sports

Logistics
 Scheduled weekly sessions for 4 weeks and scheduled the class for Thursday evenings from 6:00
to 8:00
 Developed a brochure which include time and location of the class and a home exercise program

IV. IMPLEMENT THE PROGRAM

 Teach and demonstrate the exercises to the patient

 Make sure to perform return demonstration to test if the patient understands the exercise
procedures
 Inform the patient that he/she should also continue his/her exercise at home
 Teach and demonstrate the exercises to one of the family
 Motivate the patient before, during, and after exercise

V. EVALUATE THE PROGRAM

 Record baseline data and assess progress during the program and at the end.
 Ask participant to evaluate the exercise program.
 Give the participant a course evaluation sheet regarding the location, time, content and overall
satisfaction with the program.
 Ask for feedback on what could be done to improve the program
 SELF ASSESSMENT WELLNESS
Demographics
Name: AC.B.A
Age: 20
Gender: M

I. ASSESSING THE NEED

A is a client who used the Wellness assessment and the results are the following :
Probably these are the dimension that the client must be willing to work on, the scores that have 20 or
below score. It is evident that he has lapses and even weaknesses when it comes to these.

Social and Occupational Wellness

Social Wellness (20) – Pt. said that a lot of people including his classmates and some profs, know that he
is socially awkward and don’t interact with his classmates as he enjoy being alone and having time for
myself. Guess, maybe it’s because he is introvert and Ihave the tendency to really choose people to be
with. Pt. stated that he is not anti- social, he's just selective of who he spends his energy with and to. Pt.
enjoys the company of atleast 1 or 2 people but his social battery drains so fast and the Pt. can’t blame
myself for that. Pt. stated that it’s somewhat bothering being 20 yrs old and still having problems
interpersonal interaction/relationship with people. And being in a course which deals with people, and
inclined with interacting with different kind of personality, well he knew that this has to be changed.

Occupational Wellness (20) - This factor is undeniably connected with the social one because how can
the Pt. even properly manage tasks and some group responsibilities if the Pt. don’t even have the audacity
to interact and reach out to them because of his shyness. Pt. insisted that he could manage my own
workload and sometimes effectively handle the tasks the Pt. must accomplished but when it comes to
groupings or collaboration, he's anxious.

NEED: A habit on correcting the mindset and outlook with socialization and interacting with people

II. SET GOALS AND OBJECTIVES

Goal:
Develop socialization and interactive skills for Increased Quality of Life / Happiness.

Objectives:
1. Build more Relationships
2. establishing good rapport with patients
3. build confidence/self-esteem
4. More Efficiency in interaction
5. Improve Communication Skills.

III. DEVELOP THE INTERVENTION

Screenings
 The patient answered the Princeton UMatter Wellness Self-Assessment which is a tool to
determine the areas of wellness (emotional, environmental, intellectual, occupational, physical,
social, and spiritual) where you are thriving, as well as those that may need greater attention.
Taking this assessment will also help you to reflect on components of health that you may not
have considered before.

Education
 Developed the content and objectives for each exercise/ education session including handouts
for the patient.
Exercise

The Health and Wellness Knowledge and Skills for Physical Therapists (Kisner, 2017) This intervention
and its patient education are described in detail.

KNOWLEDGE SKILLS
Recommend sleep habits and conditions Role modeling healthy sleep habits
conducive to sleep
Difference between positive and negative stress Screening for sleep disorders
Theory supporting relaxation techniques Ability to provide instructions about optimal sleep
habits
Role of physical activity in managing stress Ability to recognize need to refer to another
provider
Resilience theory Physical activity prescription to enhance sleep
Ability to ask the question “Do you feel stressed?”
and provide guidance when the answer is “Yes”
Role modeling stress management
Screening for stress
Ability to instruct in relaxation techniques (e.g.,
deep breathing, PMR, visualization, meditation,
autogenic training, biofeedback, massage)
Physical activity prescription to manage stress,
including
Tai chi and yoga

Logistics
 Scheduled weekly sessions for 3 weeks and scheduled the class for Monday evenings from 6:00
to 8:30
 Developed a brochure which include time and location of the class and the program design

IV. IMPLEMENT THE INTERVENTION

SMART APPROACH
A SMART goal is used to help guide goal setting. SMART is an acronym that stands
for Specific, Measurable, Achievable, Realistic, and Timely. Therefore, a SMART goal incorporates all of
these criteria to help focus your efforts and increase the chances of achieving that goal.

Specific – He won’t let my social anxiety define his decisions and waste opportunities in the future. He
would want to handle my interactions with people well. He want to be socially stable as it will be of a big
help in my future self and career.

Measurable – He would probably count and keep on track with the days that are not socially good and
learn from them to have a better one.

Attainable – He stated that it takes guts to deal with something that is within himself. It can be
challenging, it can be tough but so he is.
Realistic – It can be done in any course of time as long as there’s a progress, a slow one or a fast one, a
progress is still a progress.
Time-bounded – He doesn’t want to give deadline to this, he believes that healing is a process that
doesn’t require any deadline to be accomplished. The process and the progress itself is already what
matters.

V. EVALUATE THE INTERVENTION

• The client can evaluate the results by asking the following questions:
1. What are/would be the benefits of working on this behavior?
2. What could get in the way of achieving your goal?
3. How can you reward yourself for achieving your desired goal?
4. What can help you achieve your goal?
5. On what date will you start?
• Record baseline data and assess progress during the program and at the end.
• Ask participant to evaluate the exercise program.
• Give the participant a course evaluation sheet regarding the location, time, content and overall
satisfaction with the program.
• Ask for feedback on what could be done to improve the program