Create a plan for reality offentation session

Create a plan for reality offentation session, Detall what skills it aims to develop and who needs to be involved, as

well as materials required."

To create a plan for a reality orientation session, follow these guidelines:To design reality orientation session plan, consider the following:

 Reality oriented session proposal

 Objective:

 To increase participants’ understanding of time, place and identity and thus their orientation and cognition, the following activities will be used:To increase participants’ understanding of time, place and identity and thus their orientation and cognition, the following activities will be used:

 Skills Aimed to Develop:

 Time Awareness: The capability to determine the particular hour of the day, day of the week, month and the year.

 Place Awareness: The capacity to indicate and recognise present location, setting and environment and to have the ability to recall them.

 Identity Awareness: Knowing and explaining who one is and that way one fits into the group or any given environment.

 Memory and Cognitive Function: Preserving and even in some ways improving short term memory and the cognitive processes related to tasks in daily life.

 Participants:

 Primary Participants: Those who require reality orientation, for instance, patients suffering from a disordered state of mind, the elderly suffering from Alzheimer’s disease.

 Facilitators: Some of them are for instance; Nurses, Occupational therapists, or even trained caregivers.

 Support Staff: Others, who can assist with activities and other matters and problems that the child may encounter.

 Materials Required:

 Calendars: Several large wall calendars with the current date and day and month in large letters and bold fonts.

 Clocks: A wall clock or a digital watch so as to know the time at any point of time in a very convenient manner.

 Environmental Cues: Posters or signs indicating different parts of the facility to be occupied (for instance dining area, activity area, washroom etc).

 Personalized Memory Boards: Photos with the names and other details on cards and/or boards or in books for the purpose of SELF awareness.

 Activity Sheets: The tools which are employed to enable participants to talk about time, place and identity: materials for use or exercises for the participants.

 Interactive Tools: Auditory and group work: Whiteboards or flip charts.

 Visual Aids: Others are; pictures or maps to help in the identification of the facility.

 Session Structure:

 Introduction (10 minutes):

 Greetings to the participants and objectives of the session.

 Please, spend a few minutes and review the time table for the session below.

 Time Awareness Activity (15 minutes):Time Awareness Activity: (15 minutes):

 To confirm the date, day and time of the day one has to use calendars and clocks.

 Have someone come up with a debate or a trivia that is in some way related to the date or an event.

 Place Awareness Activity (15 minutes):Geographical orientation Activity (15 minutes):

 Let the participants understand various areas in the facility through the use of signs and maps.

 Hold a “search” in which people are required to find and identify different areas.

 Identity Awareness Activity (15 minutes):GROUP ACTIVITY: Identity Awareness Activity (15 minutes):

 To help participants know their names, roles and experiences use the following aids; names and roles on flip charts or any board.

 Get the participant to talk about him or herself or tell a story.

 Memory and Cognitive Function Activity (15 minutes):Memory and Cognitive Function Activity (Intervention): (15 minutes):

 Some of the activities that can be done include simple games such as the memory games or even puzzles that have a time and place element.

 Use tools that can assist learners to participate in group activities and also to ensure that learners are informed on the lesson to be covered.

 Review and Wrap-Up (10 minutes):Review and Wrap-Up (10 minutes):

 Explain the points that were made in the session.

 Make positive statements and in case there is something that the patient may wish to know or is concerned about address it.

 Follow-Up:

 Block time for revisit to revisit some concepts or skills or just to check on the student.

 Make alterations on the learning activities and learning resources as the participants’ response and their learning accomplishment.