NR305 Chamberlain Healthy eating Patient Teaching Plan Paper

NR305 Chamberlain Healthy eating Patient Teaching Plan Paper NR305 Chamberlain Healthy eating Patient Teaching Plan Paper Purpose To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment. NR305 Chamberlain Healthy eating Patient Teaching Plan Paper This assignment enables the student to meet the following course outcomes. CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1) CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2). R305 Chamberlain Healthy eating Patient Teaching Plan Paper Due Date Patient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT. Points This assignment is worth 125 points. NR305 Chamberlain Healthy eating Patient Teaching Plan PaperNR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment. Prior to beginning this assignment, follow the link to read the article below . The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population. Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26 (5), 331-337. permalink (Links to an external site.) Links to an external site. Directions Please read all directions carefully before you begin. Click to download the Patient Teaching Plan Form (Links to an external site.) Links to an external site. . Type your answers directly into this Word document and submit . The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.) Links to an external site. . Click on the envelope at the top of the page. R305 Chamberlain Healthy eating Patient Teaching Plan Paper Health Topic : Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. Select from the following health topics to complete your Patient Teaching Project: Stress and Time Management Self-Care (can choose a specific self-care activity) Prevention of Hazards at Work Bicycle Safety Ergonomics (related to work, posture) Skin Cancer Prevention Healthy Eating Exercise/Physical Activity Suicide Human Trafficking Eating Disorders Substance Abuse (Opioid, Alcohol, Nicotine) Depression Palliative Care/Hospice Care Population and Setting : Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair) Learning Barriers : Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population. Example: The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding. Learning Objectives : Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify). Example: At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet. At the end of this education, the learner will be able to describe how to perform a breast self-exam. At the end of this education, the learner will be able to list three benefits of regular physical activity. NR305 Chamberlain Healthy eating Patient Teaching Plan Paper Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. **Academic Integrity Reminder** ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments. By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page. Please see the grading criteria and rubrics on this page. NOTE: Please use your browser’s File setting to save or print this page. R305 Chamberlain Healthy eating Patient Teaching Plan Paper. NR305 Chamberlain Healthy eating Patient Teaching Plan Paper NR305 Chamberlain Healthy eating Patient Teaching Plan Paper NR305 Week 4 Patient Teaching Plan Grading Rubric NR305 Week 4 Patient Teaching Plan Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Health Topic (20 points) State the topic you have selected. (Please select from the list provided in the Patient Teaching Plan assignment guidelines.) Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. 20.0 pts Health topic is selected from the list provided; Excellent rationale for the importance of the topic and clearly supported by related evidence from text, lesson or outside scholarly source 18.0 pts Health topic is selected from the list provided; Good rationale for the need for the importance of the topic and supported by related evidence from text, lesson, or outside scholarly source 16.0 pts Health topic is selected from the list provided; Minimal rationale for patient education on the topic and/or related evidence not provided 8.0 pts Health topic is NOT selected from list provided 0.0 pts This section is blank 20.0 pts This criterion is linked to a Learning Outcome Patient Population (15 points) Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool. (This may include age, gender, health status, similarities among individuals, or any other important characteristics.) 15.0 pts Excellent description of patient population including several characteristics listed in detail 13.0 pts Good description of patient population with several characteristics listed 12.0 pts Minimal description of patient population, 1-2 characteristics listed briefly 6.0 pts Population is poorly described, with no additional characteristics listed 0.0 pts This section is blank 15.0 pts This criterion is linked to a Learning Outcome Learning Barriers (20 points) What are some potential learning barriers for this population of learners? How can you address these learning barriers in your Visual Teaching Tool design? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.) 20.0 pts Excellent description of potential learning barriers; thorough plan for addressing barriers 18.0 pts Good description of potential learning barriers; appropriate plan for addressing barriers 16.0 pts Brief description of potential barriers and plan for addressing them is present but lacks detail 8.0 pts Minimal description of potential barriers; plan for addressing barriers lacking 0.0 pts This section is blank 20.0 pts This criterion is linked to a Learning Outcome Setting (20 points) Describe, in detail, the setting where you will utilize your Visual Teaching Tool. Include details as appropriate, such as room or table set up, technical equipment needed, whether teaching will take place in a group or one-on-one. (Examples: primary care clinic, health fair, school, home) 20.0 pts Excellent description of setting; includes thorough consideration of how the teaching will take place 18.0 pts Good description of setting; includes consideration of how the teaching will take place 16.0 pts Brief description of setting with little to no discussion of details related to how the teaching will take place 8.0 pts Minimal description of setting with no additional details in regards to how the teaching will take place 0.0 pts This section is blank 20.0 pts This criterion is linked to a Learning Outcome Learning Objectives (20 points) Write three specific learning objectives your visual teaching tool will address. (Refer to examples in the assignment guidelines to complete this section.). R305 Chamberlain Healthy eating Patient Teaching Plan Paper 20.0 pts Learning objectives are clear, very well-written; written per assignment guidelines; and make sense for the selected topic 18.0 pts Learning objectives are written per the assignment guidelines and make sense for the selected topic 16.0 pts Learning objectives are present and make sense of the topic; but are not written per the assignment guidelines 8.0 pts Learning objectives are present, but are off-topic or unclear 0.0 pts This section is blank 20.0 pts This criterion is linked to a Learning Outcome Evaluation Plan (15 points) Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. 15.0 pts Excellent evaluation plan; very detailed, realistic for the population’s abilities and setting 13.0 pts Good evaluation plan; adequate detail; realistic for the population’s abilities and setting 12.0 pts Fair evaluation plan; lacks detail, may not be realistic for the population’s abilities and setting 6.0 pts Evaluation plan is poorly written, and/or is not realistic for the population and setting 0.0 pts This section is blank 15.0 pts This criterion is linked to a Learning Outcome Clarity of Writing Criteria (15 points) In-text citations in APA format (author, year). Full sentences with good flow. Free from spelling errors. Excellent grammar. 15.0 pts Excellent writing overall, all criteria met 13.0 pts Good writing overall, 1 criterion not met 12.0 pts Fair writing overall, 2 criteria not met 6.0 pts Poor clarity of writing, 3 criteria not met 0.0 pts Very poor clarity of writing, multiple errors 15.0 pts This criterion is linked to a Learning Outcome Use of Template 0.0 pts Correct template, no points deducted. 0.0 pts Template not used = -12.5 points (10%) NR305 Chamberlain Healthy eating Patient Teaching Plan Paper 0.0 pts Total Poin ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS nr305_week_4_patient_teachnng_plan_form_april.19.edit__2_.docx educating_patients__u Chamberlain College of Nursing NR305 Health Assessment Patient Teaching Plan NOTE: Please do NOT remove any of the text on this form. Do NOT use any other form but this one. Fill it in and submit in its entirety to aid in its grading. Your Name: Date: Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population. Directions: • This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project. Patient Teaching Plan HEALTH TOPIC ANSWER State the topic you have selected for your Teaching Project. (Please select from the list provided in the Teaching Project guidelines located in Module 4.) Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. NR305_W4_Patient Teaching Plan Form Rev. 8/2018 KC 1 Chamberlain College of Nursing NR305 Health Assessment POPULATION ANSWER Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool. BARRIERS ANSWER What are some potential learning barriers for this population of learners? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.) Describe how you could develop your Visual Teaching Tool in a way that will address these potential barriers. SETTING ANSWER Where do you plan to utilize your Visual Teaching Tool? (Examples: primary care clinic, health fair, school, etc…) Will you be teaching one-on-one, in small groups, or to a large crowd? NR305_W4_Patient Teaching Plan Form Rev. 8/2018 KC 2 Chamberlain College of Nursing NR305 Health Assessment LEARNING OBJECTIVES ANSWER 1. Write three specific learning objectives your visual teaching tool will address. Example: At the end of this education, the learner will be able to list 3 benefits of regular physical activity. 2. 3. EVALUATION ANSWER Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. REFERENCES ANSWER List any references used to create this Teaching Plan in APA format. (Hanging indent not required.) Remember to also use in-text citations within this document, when appropriate (Author, year). NR305_W4_Patient Teaching Plan Form Rev. 8/2018 KC 3 Educating Patients: Understanding Barriers, Learning Styles, and Teaching Techniques Linda Beagley, MS, BSN, RN, CPAN Health care delivery and education has become a challenge for providers. Nurses and other professionals are challenged daily to assure that the patient has the necessary information to make informed decisions. Patients and their families are given a multitude of information about their health and commonly must make important decisions from these facts. Obstacles that prevent easy delivery of health care information include literacy, culture, language, and physiological barriers. It is up to the nurse to assess and evaluate the patient’s learning needs and readiness to learn because everyone learns differently. This article will examine how each of these barriers impact care delivery along with teaching and learning strategies will be examined. Keywords: patient education, barriers, culture, literacy, perianesthesia nursing. Ó 2011 by American Society of PeriAnesthesia Nurses EDUCATING PATIENTS HAS become a challenge for health care providers because the patient length of stay has decreased and the need to deliver complex information has increased. A new version of the melting pot society requires special efforts by health care professionals to ensure that the patient understands the information given to him or her. Barriers that inhibit patient education are literacy, language, culture, and physiological obstacles.NR305 Chamberlain Healthy eating Patient Teaching Plan Paper Assessing and evaluating the learning needs of the patient are essential before planning and implementation of an educational plan. Presenting a well-formulated plan will increase the likelihood of a successful recovery for the patient. In this article, barriers will be dissected and strategies examined to determine what will best suit the educational needs of the patient. Linda Beagley, MS, BSN, RN, CPAN, is a PACU Clinical Educator, Swedish Covenant Hospital, Chicago, IL. Conflict of interest: None to report. Address correspondence to Linda Beagley, Swedish Covenant Hospital, 5140 N. California Ave, Chicago, IL 60625; e-mail address: [email protected] Ó 2011 by American Society of PeriAnesthesia Nurses 1089-9472/$36.00 doi:10.1016/j.jopan.2011.06.002 Journal of PeriAnesthesia Nursing, Vol 26, No 5 (October), 2011: pp 331-337 Adult Learning To effectively educate patients, health care providers must have an understanding of the principles of adult learning. Malcolm Knowles, who began to study adult learners in the 1960s, is known as the father of adult learning principles because of his extensive writing on adult education. The term andragogy, the art and science of teaching adults, is synonymous with that of Knowles. He deduced that adults learn differently than children. His studies determined five assumptions on learning: self-concept, experience, readiness to learn, orientation to learning, and motivation to learn.1 According to Knowles, as a person matures, his self-concept moves from one of being a dependent personality towards one of being a self-directed human being. Humans accumulate a growing reservoir of knowledge, followed by a readiness to learn, which increasingly is oriented towards developmental tasks related to social roles with immediate application of their new knowledge. Knowles’ final assumption reflects the motivation of learning as moving from external to internal.1,2 Table 1 compares and summarizes Knowles’ assumption regarding the adult (andragogy) and the child (pedagogy) learner. 331 LINDA BEAGLEY 332 Table 1. Assumptions Differences of Pedagogy and Andragogy1,2 Assumptions Self-concept Experience Readiness Orientation to learning Motivation Pedagogy Andragogy Dependency Happens to learner Biologic and academic development Logical; directed by teacher External approval of teacher Self-directed Rich resource Evolving social and life roles Life centered; task/problem centered Internal drive; life goals Literacy Barrier Literacy is defined as ‘‘an individual’s ability to read, write and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals, and to develop one’s knowledge and potential.’’3 Illiteracy does not discriminate; it can be found in all populations, and a person’s grade level is not an accurate gauge for reading ability.4 Having any level of illiteracy can cause a number of problems with activities of daily living, such as analyzing a transportation schedule, following directions, understanding recipes, and completing job applications. Low literacy is described as those people who have the ability to read, write, and understand information only at the seventh grade reading level. According to the US Department of Health and Human Services (DHHS),3 demographics does play a role in literacy; certain groups demographically have a higher prevalence of low literacy. Table 2 outlines this population. Low literacy and low health literacy are related but not interchangeable. Health literacy is defined in Healthy People 2010 as ‘‘the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.’’5 Low health literacy is content specific. An individTable 2.NR305 Chamberlain Healthy eating Patient Teaching Plan Paper Demographics of Low Literacy3 Fewer years of education Lower cognitive ability Elderly Some racial or ethnic groups from the South or Northeast Female Incarceration Low income status ual may be able to read and write in certain contexts but struggle to comprehend the unfamiliar vocabulary and concepts found in health-related materials or instructions.5 According to the US Department of Education, which conducts a nationwide survey of adult Americans to evaluate literacy skills,5 an estimated nearly one half of Americans (90 million) have difficulty understanding and acting on health information. These studies have linked low health literacy with delayed diagnosis, poor disease management skills, and higher health care costs. These same individuals demonstrate a limited understanding of their disease processes resulting in worse health care outcomes.6 Unnecessary health care costs ranging from $106 to $238 billion are attributed to limited health literacy.7 Factors associated with health literacy are dependent on the skills, preferences, and expectations of health information providers. At times, health care professionals may be oblivious to the effect of limited health literacy on patients and the health care system. In one study7 of 240 health care providers and students, researchers found fewer than 12% of participants were aware of their degree of limited health literacy. Twenty-five percent were found to have a common misconception that health literacy could be determined by race, ethnicity, culture, age, or socioeconomic status.7 To heighten matters, responders inaccurately believed that patients with a higher level of education were not at risk for having limited health literacy (7.4%). In health care, nurses comprise the largest group of providers and are responsible for ensuring patient education. The researchers recommend health literacy education for nurses during the education process. Cutilli8 completed a systematic review of the literature for the purpose of analyzing and evaluating the research on health literacy and the elderly. EDUCATING PATIENTS Age becomes an important demographic marker with an inverse relationship to health literacy. Cutilli found that as the patient’s age increases, the health literacy level decreases. This is an important element because of the aging population in the United States and the projected trend of aging. By 2030, it is estimated that 20% of the population will be 65 years and older.9 The Federal Interagency Forum on Aging9 reports older Americans are proportionately more likely to have below basic health literacy than other age groups. Thirty-nine percent of people aged 75 years or older have below average health literacy skills compared to 23% of people aged 65 to 74 years and 13% of people aged 50 to 64 years. Language and Culture Barrier The United States has been known as a melting pot of diversity over the last 100 plus years. Some changes, however, have occurred from those early years. Ethnicities are found in large urban neighborhoods, as well as the suburbs and rural areas of the country. The diversity now existing across the country has presented many challenges for health care providers. In 2001, DHHS published national standards on culturally and linguistically appropriate services. These DHHS standards10 required health care institutions to demonstrate cultural competency while caring for patients in a manner responsive to their beliefs, interpersonal styles, attitudes, language, and behaviors of the individual and required that care be provided in a manner that demonstrates respect for individual dignity, personal preference, and cultural differences. Health care providers must be knowledgeable of cultural competencies.R305 Chamberlain Healthy eating Patient Teaching Plan Paper Nurses should have awareness of biases and prejudices by examining generalizations they might use routinely about cultures other than their own. Any biases must be confronted. A commitment to learn more about the cultures that have been generalized in the past must be made.11 Second, core cultural values need to be examined and understood about the varying populations that frequent the institution. Cultures have several core values on which all other values are based.12 This foundation is a starting point for health care providers in understanding different cultures. 333 A challenging aspect is the ability to communicate effectively to the patient whose native language is not English. Thoroughly assessing the patient’s comprehension and the need for a translator is vital. Every attempt must be made to provide a qualified translator whether the translator is physically present or available via a telephone translation line. Family members as translators may not be able to translate important terms needed in obtaining informed consent or education. Furthermore, caregivers must provide written education materials for the patient to take home. Many concepts are not easily translated, and it is imperative to have a fluent translator translate the written word into the targeted language.11 An estimated 40 different languages are spoken by the patients who use the services at one Midwest community hospital. Managing multiple languages and cultures has proven to be a challenge. The hospital intranet offers resources for many of the cultures including common practices, values, and beliefs. Another unique attribute for this hospital is the diverse nursing population. In the surgical arena, every effort is made to pair similar culture/ language of the patient to the health care provider. This luxury of a diverse nursing population is not common for many facilities, creating a need to rely on telephone language lines or hospitalemployed interpreters. Madeleine Leininger’s theory of cultural care diversity and universality defines culture as a guide whereby the individual’s thinking, as well as his decisions and actions, is patterned and usually passed on from one generation to another.12 A person uses culture as a framework in viewing the world, including health and the need for health care. Because patients can feel a sense of losing control, they have a tendency to hold onto family beliefs when they become ill. Successful teaching plans are congruent with patient and family values.4 Nursing care that incorporates cultural values and practices can be positively related to patient satisfaction, and patient compliance to treatment will be greater. Conflict will result if nursing care is in discord with the patient’s belief systems. Knowing one’s patient is important for delivery of care. A recent Swahili refugee was admitted to have a cholecystectomy. She had been treated with tribal medicine, which resulted in several 334 healed burn scars on her abdomen. Arousing from anesthesia, the patient relayed through her interpreter that she wanted to see what was removed during surgery. The nurse tried to explain that the patient’s gallbladder had been removed and sent to pathology. The patient continued to insist that she needed to see the gallbladder. For this patient, it was imperative to visualize the gallbladder to confirm that she was healed from her illness. The nurse recognized the needs of the patient, contacted the surgeon, and between the two of them, they were able to have the patient see her gallbladder through pictures taken during surgery. Another example of the importance of cultural awareness is demonstrated in the story below. The diabetic educator consults with patients who have gestational diabetes frequently in the clinic. A Muslim patient and her husband were scheduled for education. In this patient’s culture, the educator was not permitted to address the patient directly and was to speak only to the husband. To acknowledge the patient’s cultural beliefs, the educator instructed the husband, who then instructed the patient in her presence. NR305 Chamberlain Healthy eating Patient Teaching Plan Paper The educator used several different teaching techniques to quantify that the patient could safely administer insulin to herself. In the American culture, the patient is the key decision maker in health care.13 The patient may consult with other family members, but ultimately, the patient makes the final decision.14 Traditionally, American families have been defined as having a mother, father, and child/children. Familial hierarchy can be different for some cultures. How is the ‘‘family’’ defined for this patient? Is it the immediate nuclear family or the family that may include extended family members, close friends, or neighbors? Identifying who is the health care decision maker for the patient is important.4,13 For some cultures, the decision maker is the head of the household or the entire extended family. All key players must be involved in any decisions because they will either reinforce or block health care behaviors. The nurse must be aware of both verbal and nonverbal communication behaviors. There are vast differences in culturally defined communication behaviors. Before discussion of personal information, it is important to understand cultural practices related to nonverbal communication during LINDA BEAGLEY conversation, communication practices related to the opposite gender, and cultural practices of social conversation.4 Gender-specific topics could be taboo for some cultures. For some, direct eye contact is a sign of disrespect. Be aware of cultures in which disagreement is perceived as impoliteness. The patient may be agreeing with what the health provider is saying purely out of civility rather than out of agreement.13,15 Physical and Environmental Barriers Physiological factors play a role in how the patient is able to process health information. As a person ages, visual clarity and auditory acuity will decrease, making it difficult for the person to receive information. Many times, a patient may refuse to wear corrective devices. Altered mental capacity because of pathologic disease processes, such as Alzheimer disease, or pharmacologic interventions, such as medications, can create a barrier for effective teaching. Increased aging may cause decline in cognitive capabilities in processing information, memory, and comprehending abstractions.16 As the adult ages, the ability to reason and process information occurs at a slower rate and reaction or response time increases significantly after the age 65. Managing multiple messages simultaneously is harder to do. Short-term memory loss and the quantity of new information may limit the length of the teaching session and amount of information given. The capacity to draw conclusions from inference decreases in the older adult. Vague terms of ‘‘adequate,’’ ‘‘several times a day,’’ and ‘‘often’’ can have multiple meanings. Directions should be specific to time and order with quantities defined. Physical conditions can limit mobility and the patient’s ability to sit and be receptive to learning. Many times, patients seek out health care because of pain or not feeling well. Uncontrolled pain will block the patient’s ability to receive information. Anticipation, anxiety, and fear are all contributing factors in diminishing reception of knowledge. In the perianesthesia area, pain and anxiety are obstacles that must be identified and controlled for the patient to comprehend information. Because of busy schedules, environmental barriers are challenging at times. Poor lighting, noise levels, and room temperatures can inhibit the learning EDUCATING PATIENTS process. These barriers are difficult to control because of capped thermostats and controlled lighting. Noise levels are under careful consideration because of the complaints of patients who have not been able to rest because of noise while hospitalized. Hospitals have responded by instituting quiet times during the day. Physical space for the health care professional to share information with the patient that is private, quiet, and with minimal distractions can be at a premium, …R305 Chamberlain Healthy eating Patient Teaching Plan Paper Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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