MODULE 4: NIHSeniorHealth FAQs, Site Map, and Search Box

In this module, you will find

  • An introduction
  • A lesson plan for the trainer
  • Handouts for students

To teach the module, you will need

  • A PC with Internet access for each student and the trainer
  • A computer projector and a screen
  • A 3-ring binder to store materials

To get started, you should

  • Read the Introduction
  • Read and print out the lesson plan and insert it in a binder
  • Print out and make copies of the handouts for students

Questions or comments about the Toolkit? Contact the National Institute on Aging at (301) 496-1752 or e-mail daileys@nia.nih.gov

Go to www.nihseniorhealth.gov to download Toolkit materials, go to www.nihseniorhealth.gov/toolkit

INTRODUCTION

LESSON OVERVIEW

Lesson Goals

In this lesson, students will:

  • Recall how to use the Home Page and the Health Topics A-Z pageto find health topics.
  • Recall how to use the special features (optional).
  • Learn how to use the Frequently Asked Questions.
  • Learn how to use the Site Map.
  • Learn how to use the Search Box to find aging-related health information on NIHSeniorHealth and on other reputable websites.
  • Learn how to sign up for free Healthy Aging Tips.
  • Learn how to find answers to health questions of personal interest.

Lesson Materials

In this lesson, students will need:

  • Handout 4A: Lesson Goals
  • Handout 4B: Glossary*
  • Handout 4C: Donald and Alice Talk about Medicines (Acts I and II)
  • Handout 4D: Medicines and You
  • Handout 4E: Find Information Using FAQs
  • Handout 4F: Find Information Using the Site Map
  • Handout 4G: Find information Using the Search Box
  • Handout 4H: Take Home Assignment
  • Handout 4I: Lesson Review with Screen Shots
  • Pens or pencils

*This glossary only includes Internet terms relevant to this lesson. An alphabetical list of all glossary terms introduced in the nine Toolkit lessons is available online at www.nihseniorhealth.gov/toolkit.

Lesson Length

This lesson should last:

Approximately 2 ½ hours, with an optional stopping point at 90 minutes. Includes 35 minutes of review material.

LESSON PREPARATION

Before the lesson, you should:

  • Read over the entire lesson plan. Also review the Lesson Review with Screen Shots handout to get a quick overview of what students will learn.
  • Store the lesson plan in a 3-ring binder to use while teaching.
  • Make copies of the handouts for students. To avoid distraction, we recommend that you wait to distribute the handouts until indicated in the lesson plan.
  • Check out the links that you and your students will be visiting in the lesson.

When you arrive in the classroom, you should:

  • Write your name and the title and level of the lesson on the board. [Searching for Health Information Online – Lesson 4: NIHSeniorHealth FAQs, Site Index and Search Box – Beginning Students]
  • Make sure your computer projector and students’ computers are working and that there is Internet access.
  • Set students’ screens to the NIHSeniorHealth home page at www.nihseniorhealth.gov.

You should also:

  • Read QuickTips for a Senior Friendly Computer Classroom at www.nihseniorhealth.gov/toolkit.
  • Watch the short video Introducing the Toolkit at www.nihseniorheatlh.gov/toolkit.

LESSON STRUCTURE – Senior Friendly, Trainer Friendly

The senior-friendly lesson structure includes:

  • Set-up activities to prepare students for learning.
  • Core activities to teach the website features and how to navigate to them.
  • Practice activities to let students apply web skills they have learned.
  • Reinforcement activities to summarize and reiterate the learning.

The trainer-friendly lesson plan features:

  • An easy-to-read layout.
  • Short, well-defined segments of teaching material per page.
  • Clearly marked, scripted transition boxes at the top of each page announcing the next learning point and ensuring a smooth transition between segments.
  • Suggested teaching times for each skill.
  • Time checks and optional stopping points, offering flexibility in total class length.
  • Helpful sidebars, providing teaching and navigation tips and describing the purpose for activities.
  • Meaningful icons.

Important Note

In the discussions of health issues that may occur during class, refrain from offering medical advice or advocating specific treatments, physicians, hospitals, insurance plans, etc. Also, discourage this type of activity among students. Always emphasize that students should consult their health care providers about any medical information they may hear about in class or find on the Internet.

REACHING THE OLDER STUDENT

To help your students grasp, apply, and retain the skills and information they are taught, be sure to:

  • Proceed slowly through the lesson. Some older adults will take longer than younger people to get the knack of using the Internet. If you move too quickly, they may not be able to keep up. They need time to practice and to absorb new information.
  • Circulate to make sure students are following you. Check students’ screens frequently to make sure they are not lost. If possible, arrange to have one or more classroom assistants work with students individually during the lesson.
  • Speak slowly and repeat information as often as necessary. Don’t make assumptions based on students’ age. They are learning new skills, and they will probably need to hear the information more than once to retain it.
  • Encourage questions. Pause frequently to ask if there are questions. After soliciting questions, allow at least 10 seconds for students to formulate them.
  • Create a senior-friendly environment. It is important to read Quick Tips for a Senior Friendly Computer Classroom for help on setting up the classroom to accommodate the needs of older adults.

These training techniques from the lesson can also help you be successful:

  • The use of scripted transition boxes to announce each new segment helps the class stay focused and on track.
  • Presenting material in small, well-defined steps makes it easier for students to grasp new skills and information.
  • Frequent summarizing and hands-on practice helps students retain what they’ve learned.
  • Handouts and printed screen shots help students understand and recall what is taught.
  • Group discussions and short dialogues help put students at ease.

LESSON PLAN

OPENING COMMENTS (5 Minutes)

SET-UP ACTIVITY

“Welcome to Lesson 4: NIHSeniorHealth FAQS (Frequently Asked Questions) Search Box, and Site Map. (Pronounced N-I-H Senior Health.) My name is _________. (This is our classroom assistant_________.) Before we start the class, I’d like to review a few general points.”

Tell students the following:

  • This Lesson...
    • Is intended for beginning students.
    • Is the fourth in a series of nine lessons developed by the National Institute on Aging to help older adults learn to find accurate online health information on their own.
  • The NIHSeniorHealth website they will visit...
    • Is sponsored by the National Institute on Aging and the National Library of Medicine, both part of the National Institutes of Health, or NIH.
    • NIH is part of the U.S. Government’s Department of Health and Human Services.
  • Please be aware that...
    • Online health information is in no way meant to substitute for medical advice from a doctor.
    •  In class discussions, students should not attempt to provide medical advice to classmates, however well-intentioned it may be.
  • Housekeeping Issues...
    • Class will last about __minutes with stretch break(s) lasting ___minutes.
    • Bathroom breaks can be taken anytime. Restrooms are located______.
  • Ask students if they have any questions.

INTRODUCTIONS (3 Minutes)

SET-UP ACTIVITY

“Before we get started, let’s introduce ourselves.”

  • Introduce yourself, giving your name and your experience teaching computers and the Internet. If you have a classroom assistant or peer coach, introduce that person.
  • Ask students to give their names and tell whether they are at a beginning, intermediate, or advanced level with regard to their Internet experience.
  • If time permits, ask each student to tell something about his or her background (family, work, travels, education...), why they decided to take this class, and what they hope to learn.

Purpose of Activity

  • Introductions help students feel more at ease.\
  • Sharing computer or Internet experience may help the class be patient with less experienced students who need more time with an activity.

CLASS PROCEDURES (3 Minutes)

SET-UP ACTIVITY

“Let’s talk for a moment about how the class will proceed. You will be learning new ways to use technology, and in order for everyone to be successful, here are some things we need to do.”

Tell students the following:

  • To make sure everyone grasps the information and learns the skills...
    • We will proceed in a step-by-step manner and at a slow-to-moderate pace.
    • I (or my assistant) will circulate frequently during class to make sure everyone is keeping up with the lesson.
    • There will be plenty of hands-on practice activities to let you apply the skills that you learn.
    • There will be plenty of handouts to help you learn the skills while in class and to use as a reference once you leave class.
  • As students, you should...
    • Feel free to raise your hand and ask a question if you do not understand something.
    • Feel free to ask me to repeat anything I’ve said.
    • Not worry about hurting the equipment because it is very sturdy.
    • Not worry about making mistakes because that is to be expected when learning a new technology.
    • Have a binder or folder to store the handouts you will receive.
  • Ask students if they have any questions about class procedures.

Purpose of Activity

  • To communicate expectations, put students at ease, and facilitate learning.

TAKE-HOME ASSIGNMENT (5 Minutes)

SET-UP ACTIVITY

“Before we get started with the new material, let’s go over the take-home assignment from the last class.”

  • Restate the take-home assignment from Module 3.
    • Completing one of the practice activities on Handout 3C.
  • Ask students to share any new health information they found. (Class Discussion)
  • Ask students to share any problems they had navigating NIHSeniorHealth or finding the information they were searching for. Respond to their questions.

Note

  •  This activity assumes use of the previous module. If you did not teach that module, you can skip this activity.

Purpose of Activity

  • Let’s you see how well students understood the previous lesson.
  • Serves as a kind of icebreaker, promoting interactivity and discussion early in the class.
  • Let’s you see what you might need to emphasize in the first parts of this lesson.

LESSON GOALS (2 Minutes)

SET-UP ACTIVITY

“In this lesson we will learn how to use Frequently Asked Questions – or FAQs – the Search Box, and the Site Map on the NIHSeniorHealth website. We will also explore health issues of interest to you. Let’s take a look at the specific goals for today’s lesson.”

Pass out Handout 4A: Lesson Goals.

  • Go over the handout with students.

Purpose of Activity

  • Focuses students on what they will learn.
  • Introduces goals that you can return to throughout the lesson.

INTERNET TERMS (5 Minutes)

SET-UP ACTIVITY

“Before we actually get into the heart of the lesson, let’s review a few basic Internet terms.”

Pass out Handout 4B: Glossary

  • Knowing the meaning of these Internet terms will help students understand the lesson. In addition to reviewing new terms (marked with ***), you may wish to go over the terms from this list that were introduced in previous lessons to help students recall their meaning.
  • You may want to demonstrate the terms for students from your computer projector.

INTERNET TERMS

  • back arrow
  • FAQs***
  • link (or hyperlink)
  • scroll
  • scroll bar
  • site map
  • window

Tips for Glossary review

  • Refer students to the page and item number of the term.
  • Make sure students locate the term.
  • Read, or have a student read, the definition aloud. Point out details in the illustration or on your computer screen.
  • Tell students they will understand these terms better as they use them in the lesson.

Module 4 – Lesson Plan: NIHSeniorHealth FAQs, Site Index and Search Box Go to www.nihseniorhealth.gov To download Toolkit materials, go to www.nihseniorhealth.gov/toolkit

REVIEW: THE HOME PAGE (5 Minutes)

SET-UP ACTIVITY

“Let’s start with Goal 1 – reviewing how to use the Home Page and the Health Topics A-Z page on the NIHSeniorHealth website.”

  • Students’ screens should be set on the Home Page of NIHSeniorHealth at www.nihseniorhealth.gov.
  • Recall and point out for students:
    • The purpose of the site (for adults 60 and older)
    • The alphabetical list of health topics
    • The categories of health topics
    • The Health Topics A-Z link
  • Point out that they can use the Health Topics A-Z link at the top of each page to locate all of the health topics on the website.
  • Demonstrate as students navigate with you.
  • Show students how clicking on the Health Topics A-Z link takes them to the Health Topics A-Z page.
  • Scroll down the Health Topics A-Z page to reveal the health topics, arranged alphabetically.
  • Ask students if they have any questions.
  • Return to the Home Page.

REVIEW: SPECIAL FEATURES (optional) (5 Minutes)

SET-UP ACTIVITY

“Now, for Goal 2. You will recall that NIHSeniorHealth has special features to make the information on the website easier for older adults to grasp. These features let you change the size of the text and change the color contrast of the page. The buttons for these features are found at the top of each page.”

  • Text Size
    • Demonstrate as students navigate with you.
    • Enlarge the text using the text size button. Let students set the text at the size they prefer. They can switch back to the normal (default) text size if they like.
  • Contrast
    • Demonstrate as students navigate with you.
    • Change the contrast using the contrast button.
    • Students can switch back to the normal (default) colors if they like.

SUMMARIZING (2 Minutes)

REINFORCEMENT ACTIVITY

“Now let’s take a look at the Lesson Goals to see what we have accomplished so far.”

Refer to Handout 4A: Lesson Goals.

  • Demonstrate and summarize the following learning objectives from Goals 1 and 2:
    • Using the Home PagetHealth Topics A-Z link
    • Using the special features (if presented)
  • Ask students if they have any questions.
  • Ask students to check off Goals 1 and 2 on their handout.

TIME CHECK: 35 minutes elapsed; 1 hour, 20 minutes left.

Purpose of Activity

  • Let’s students know what they should have grasped by this point in the lesson.
  • Gives students another chance to ask questions about material already covered.
  • Let’s you see what goals might need further explanation.
  • Gives students a sense of accomplishment.
  • Keeps the class on track.

TAKING MEDICINES (8 Minutes)

CORE ACTIVITY

“Before we move to the next goal, let’s look at a subject of interest to just about all older adults – the subject of medications.”

Pass out Handout 4C: Donald and Alice Talk about Medicines.

  • Ask two students to read the parts of Donald and Alice in Act I.
  • Ask students what important issues were raised in the dialogue. (Class Discussion)

MEDICINES AND YOU (10 Minutes)

SET-UP ACTIVITY

“Now we’ll do an exercise where you write down answers to questions about medicines. This handout is for your personal use and will not be handed in.”

Pass out Handout 4D: Medicines and You.

Small Group Discussion

  • Ask students to complete the handout.
  • When they have finished, pair them up and ask them to share their answers to the questions with their partner.
  • Have each pair share with the class one important question they have about taking medicines.

USING THE FREQUENTLY ASKED QUESTIONS (FAQS) (10 Minutes)

CORE ACTIVITY

“Now, let’s move on to Goal 3 – learning how to use the Frequently Asked Questions or FAQs. FAQs are a list of common questions and answers about a specific topic. Let’s look at the Taking Medicines topic and see what we find when we use the FAQs.”

Short discussion in pairs

  • Demonstrate as students navigate with you.
  • From the Home Page Ask students to click on the letter “M” and find the term “Medications”. Click on “Taking Medicines” to go to that topic.
  • Once there, ask them to go to the Left Menu and click on Frequently Asked Questions.
  • On the FAQ page, ask a student to read FAQ #1 aloud.
  • Have students mouse over the question. Point out that clicking on the question will reveal the answer.
  • Ask students to click on the question to find the answer.
  • Ask a student to read the answer aloud.
  • Show students how to return to the list of FAQs by clicking on Return to list of Questions.
  • Let students scroll down the list of FAQs and click on another question of interest and read the answer silently.
  • Pair students up and ask them to share what they learned.

SUMMARIZING (3 Minutes)

REINFORCEMENT ACTIVITY

“Now let’s take a look at the Lesson Goals to see what we’ve covered so far.”

Refer students back to Handout 4A: Lesson Goals.

  • Summarize and demonstrate the following learning objectives for Goal 3:
    • Getting to the FAQ page
    • Finding answers to FAQs
    • Returning to the FAQ page after reading an answer
  • Ask students if they have any questions.
  • Ask students to check off Goal 3 on their handout.

Purpose of Activity

  • Let’s students know what they should have grasped by this point in the lesson.
  • Gives students another chance to ask questions about material already covered.
  • Let’s you see what goals might need further explanation.
  • Gives students a sense of accomplishment.
  • Keeps the class on track.

FIND INFORMATION USING FAQS (10 Minutes)

PRACTICE ACTIVITY

“Let’s see what’s happening with Donald and Alice.”

Refer to Handout 4C: Donald and Alice Talk About Medicines.

  • Ask two other students to read the parts of Donald and Alice in Act II.
  • After the dialogue has been read, tell students that they are going to use the FAQs to try and find answers to Alice’s questions about taking medicines.

Pass out Handout 4E: Find Information Using FAQs.

  • Go over the steps on the handout to familiarize students with the activity.
  • Have students do the practice activity independently.

Teaching Tip

  • Walk around to students’ computers and make sure they are able to perform the functions.

Purpose of Priming

  • Reading through the steps beforehand is a way to prime, or familiarize, students with the activity. Priming helps students perform better.

CHECKING FOR UNDERSTANDING (8 Minutes)

REINFORCEMENT ACTIVITY

“Let’s see what information you found that might address Alice’s concerns.”

Whole Class Discussion

  • Have students share the information they wrote down on Handout 4E: Find Information Using FAQs.
  • Once the class has finished the discussion, ask them what was easy for them to do and what may have been a bit difficult.
  • Clear up any questions students may have.
  • If there is time, let students browse the FAQ list again to find answers to their own questions about taking medicines.
  • Clear up any questions students may have.

OPTIONAL STOPPING POINT

About 1 1/2 hours elapsed; about 60 minutes left. (If you choose to stop here, you may teach the remaining material in the next class.)

Purpose of Activity

  • Let’s students apply new skills to health interests.
  • Helps students realize what new skills are already easy for them, reinforcing their confidence and sense of accomplishment.
  • Let’s instructor know what needs more work.

THE SITE MAP (10 Minutes)

CORE ACTIVITY

“Let’s move on to Goal 4 – learning how to use the Site Map. It’s like the index of a book, listing everything on a website in an outline or alphabetical format.”

  • Demonstrate as students navigate with you.
  • From the “Taking Medicines” FAQ page, ask students to scroll to the bottom of the page and click on Site Map.
  • As they scroll down the Site Map page, point out the links to:
    • the Home Page (Home)
    • the About NIHSeniorHealth page
    • the health topics, listed alphabetically the link to videos (at the end of the page)
  • Ask them to scroll up to the “Taking Medicines” topic.
  • Ask them to click on Frequently Asked Questions under “Taking Medicines.”

FIND INFORMATION USING THE SITE MAP (10 Minutes)

PRACTICE ACTIVITY

“Let’s see if we can apply what we have learned about using the Site Map to locate information on other health issues facing older adults.”

Pass out Handout 4F: Find Information Using the Site Index.

  • Go over the steps on the handout with the class to familiarize students with the activity.
  • Ask students do the activity independently or in pairs.
  • Go over the answers with students.

Teaching Tip

  • Walk around to students’ computers and provide assistance if needed.

Purpose of Priming

  • Reading through the steps beforehand is a way to prime, or familiarize, students with the activity. Priming helps students perform better.

SUMMARIZING (3 Minutes)

REINFORCEMENT ACTIVITY

“Now let’s take a look at the Lesson Goals to see what we have covered.”

  • Demonstrate and summarize the following learning objective for Goal 4.
    • Learning to use the Site Map
  • Ask students if they have any questions.
  • Ask students to check off Goal 4 on their handout.

Purpose of Activity

  • Lets students know what they should have grasped by this point in the lesson.
  • Gives students another chance to ask questions about material already covered.
  • Lets you see what goals might need further explanation.
  • Gives students a sense of accomplishment.
  • Keeps the class on track.

USING THE SEARCH BOx (10 Minutes)

PRACTICE ACTIVITY

“Now let’s take a look at another feature that is commonly found on websites – the Search Box. You can use the Search Box to type in words or phrases that you want information about.”

  • Demonstrate as students navigate with you.
  • Locate the Search Box in the upper right-hand corner of the page. Place the cursor in the Search Box.
  • Type the word “eating” into the search box, and hit “Enter” on your keyboard.
  • You will see a list of search results from topics on the NIHSeniorHealth website. The green link under each search result shows the website for that result.
  • Click on the first link and ask students to identify:
    • The name of the website (NIHSeniorHealth)
    • The health topic (“Eating Well as You Get Older” or “Eating Safely”)
  • Return to the list of search results by clicking on the back button (arrow) in the upper left-hand side of the page.
  • Type “bone health” into the Search Box.
  • This time you will see results from NIHSeniorHealth and other websites. Choose a result from a different website and click on it. Ask students to identify:
    • The name of the website they are on
    • The main title on the page
  • Return to the list of search results by clicking the back button

FIND INFORMATION USING THE SEARCH BOX (10 Minutes)

PRACTICE ACTIVITY

“Let’s practice using the Search Box to find information of interest to you.”

Pass out Handout 4G: Find Information Using the Search Box.

  • Depending on the level of the class, you can lead the students through the exercise as a group, with all students typing in the same term. Or, if the class is more advanced, students can do the activity in pairs or independently.
  • If students do the activity in pairs or independently, go over the steps on the handout beforehand to familiarize the class with the activity.
  • Review the answers with students.

Purpose of Priming

Reading through the steps beforehand is a way to prime, or familiarize, students with the activity. Priming helps students perform better.

Teaching Tip

  • Walk around to students’ computers and provide assistance if needed.

SUMMARIZING (3 Minutes)

REINFORCEMENT ACTIVITY

“Now let’s take a look at the Lesson Goals to see what we have covered.”

  • Demonstrate and summarize the following learning objective for Goal 5.
    • Learning to use the Search Box to find aging-related health information on NIHSeniorHealth and on other reputable websites.
  • Ask students if they have any questions.
  • Ask students to check off Goal 5 on their handout.

Purpose of Activity

  • Let’s students know what they should have grasped by this point in the lesson.
  • Gives students another chance to ask questions about material already covered.
  • Let’s you see what goals might need further explanation.
  • Gives students a sense of accomplishment.
  • Keeps the class on track.

SIGNING UP FOR HEALTHY AGING TIPS (OPTIONAL ACTIVITY) (10 Minutes)

OPTIONAL ACTIVITY

“If you have e-mail and would like to receive free tips on healthy aging from NIHSeniorHealth twice a week, here is how you can do it. This activity is OPTIONAL. Participate only if you are interested.”

  • (It is recommended that the instructor sign up for Healthy Aging Tips prior to the class to see the steps involved in the sign up process.)
  • Demonstrate the process for students while they watch.
  • On any page of the website, click on the Sign Up button near the top, just below the image of the bicyclists.
  • Follow the prompts to sign up.

WRAPPING UP (3 Minutes)

REINFORCEMENT ACTIVITY

“Let’s briefly review what we’ve covered in this lesson. You have

  • Recalled how to use the Home Page and the Health Topics A-Z page to find health topics.
  • Recalled how to use the special features (optional).
  • Learned how to use the Frequently Asked Questions.
  • Learned how to use the Site Map.
  • Learned how to use the Search Box to find aging-related health information on NIHSeniorHealth and on other reputable websites.
  • Learned how to sign up for free Healthy Aging Tips. (optional)
  • Learn how to find answers to health question of personal interest.

Here is a handout to help you recall what you learned.”

Pass out Handout 4I: Lesson review with Screen Shots.

  • Read the cover description, How to Use This Handout, to students.
  • Go over each screen shot, reading the captions to remind students of the navigation steps they learned on each page. (You do not need to refer back to the computer screen at this point.)
  • Encourage students to use the handout as a reference when practicing the skills they learned in this lesson.

Purpose of Activity

  • Summarizes all of the Learning Goals for the lesson.
  • Gives students a visual map of the lesson to remind them of the web pages visited and the skills learned.

WRAPPING UP (contd.) (5 Minutes)

REINFORCEMENT ACTIVITY

“In our next lesson, we will explore the issue of exercise and older adults using the NIHSeniorHealth website.

Remember, always check with your doctor or health care provider about health information you find on the Internet.

Here’s your take-home assignment, which will give you more practice with the skills you’ve learned today.”

  • Pass out Handout 4H: Take Home Assignment.
  • Go over the steps in the handout.
  • Ask students for the address of the NIHSeniorHealth web site. Answer: www.nihseniorhealth.gov.
  • Remind them that the address of the website can be found at the bottom of their handouts

Teaching Tip

  • You may wish to write the take-home assignment and URL for NIHSeniorHealth on the board.

END OF LESSON 4

HANDOUTS

HANDOUT 4A: Lesson Goals

During this lesson, you will:

  • Recall how to use the Home Page and Health Topics A-Z page to find health topics.
  • Recall how to use the special features (optional).
  • Learn how to use the Frequently Asked Questions.
  • Learn how to use the Site Map.
  • Learn how to use the Search Box to find health information on NIHSeniorHealth and on other reputable websites.
  • Learn how to sign up for free Healthy Aging Tips.
  • Learn how to find answers to health questions of personal interest.

HANDOUT 4B: Glossary

  • Back Arrow:
    This arrow is found at the top of most browsers. When you click on the back arrow, it takes you back – in order – through all of the web pages you have seen. (Sometimes called the back button.)

    Back arrow in browser
  • FAQs:
    Stands for Frequently Asked Questions. These are commonly asked questions and answers that appear on many websites. Clicking on the question reveals the answer.

    FAQs or Frequently Asked Questions foro Eating Well As You Get Older
  • Link (or hyperlink):
    A highlighted or underlined feature on a web page that, when clicked, will take you to another web page. A link most often appears as underlined words or an image. One sure way to tell if something is a link or not: Whenever your cursor turns into a pointing hand, the image or word you are pointing to is a link.

    FAQs link on MedlinePlus

  • Scroll:
    To move text or other information on a computer screen up, down, or sideways, with new information appearing as the old disappears.

  • Scroll Bar:
    A narrow, rectangular bar on the right edge and bottom edge of a web page that lets you move the page to see more of the information it contains. The scroll bar on the right moves the web page up and down, and the scroll bar on the bottom moves the web page right and left.

    Horizontal and vertical scroll bars in browser window

  • Site Map:
    A list of all of the contents on a website, similar to an index in a book. A link to the site map is usually found at the top or bottom of the home page.

    NIHSeniorHealth Site Map
  • Window:
    A framed area of a computer screen that appears in front of the web page. Sometimes the appearance of a window means that you have entered another website. At other times, it means you may still be on the same website.

    Separate Window with the Exercise for Seniors topic from MedlinePlus

HANDOUT 4C: Donald and Alice Talk About Medicines

ACT I

Alice: Answering phone) Hello?

Donald: Hello, Alice? It’s Donald. How are you feeling?

Alice: Oh, hi Donald. Much better, thanks.

Donald: Glad to hear it! You really gave us a scare last week when they rushed you to the hospital.

Alice: Me too. Everything worked out okay, though. But, guess what?

Donald: What?

Alice: The doctor says I have to take even MORE medicine for my heart condition. Can you believe it? I’m up to eight different pills every day! It’s hard for me to keep them all straight. So many of them are the same color – white.

Donald: Join the club. Last week, my doctor gave me prescriptions for two more pills. That makes five a day, not counting the vitamins I take.

Alice: Oh, so YOU take lot, too. Do you ever get mixed up about what pills to take when?

Donald: Well, I did in the beginning. I would forget to take my morning pills and then didn’t know whether I should take them that evening or just wait until the next day.

Alice: That’s happened to me too.

Donald: Also, since some of the pills look alike, I wasn’t always sure if I had taken the right one.

Alice: Yeah, I’m afraid of getting confused too. I think the doctor gave me some written instructions about taking the pills, but I can’t seem to find that piece of paper.

Donald: Everyone has to come up with a way to organize their medicines that works for them. If you’ve got a minute, I can tell you what worked for me.

Alice: That would be great!

ACT II

Donald: (Answering phone) Hello?

Alice: Hello, Donald? It’s Alice.

Donald: Oh, hi Alice. How have you been doing?

Alice: Oh, I’m okay, but I’m still trying to get used to taking all these medicines. I did follow your advice and got one of those plastic pill boxes so I could separate the pills by days of the week and time of day. That really helps.

Donald: Oh, good. I’m glad that’s working for you.

Alice: One other thing, though: My stomach’s been upset ever since I began taking all the new pills. I don’t know if I should stop taking them or not.

Donald: Well, maybe you –

Alice: And get this: I’m taking so many at one time, it gets hard for me to swallow them. What I really want to do is grind them up and dissolve them in water to make them easier to take. Is there a reason I have to take them with food every time?

Donald: Oh, I’m not really able to answer those questions, Alice. I really think you ought to call your doctor.

HANDOUT 4D: Medicines and You

  • Do you or an older family member take medicines or supplements (i.e., vitamins, herbs, etc.)?
  • What are the two most important concerns you have about taking medications and/or supplements?
    • ___________________________________
    • ___________________________________

HANDOUT 4E: Find Information Using FAQs

Alice has a couple of questions about taking medicines. Use the Frequently Asked Questions (FAQs) to find answers to her questions. Write down any answers you find in the spaces provided.

FIRST CONCERN: After she leaves the doctor’s office, Alice cannot remember everything the doctor told her about her new medication.

  • On the FAQ page of the Taking Medicines topic, scroll down to question #8 (“How can I remember all the details about a new medicine the doctor prescribes for me?”) and click on the question to see the answer.
  • Read the answer.
  • What is one thing Alice can do to make sure she has the information she needs about her new medication?
  • Click on Return to list of Questions to get back to the list of FAQs.

HANDOUT 4E: Find Information Using FAQs

SECOND CONCERN: Alice doesn’t usually eat anything before 11:00 am, but she now has to take a pill at 8:00 every morning. And the doctor says she must take it with meals. She wonders why she can’t just take her pill with plain water.

  • On the FAQ page, scroll down to question #14 (“Why do some medicines need to be taken with meals?”) and click on the questions to see the answer.
  • Read through the answer.
  • What is one reason some medications should be taken with food?
  • Click on Return to list of questions to get back to the list of FAQs.

HANDOUT 4F: Find Information Using the Site

  • Return to the Site Map by clicking on the Site Map button at the bottom of the page.
  • On the Site Map page, scroll down to Creating A Family Health History.
  • Click on Why Create a Family Health History?
  • Read the first page you come to.
  • What is a family health history and how can it benefit you?
  • Return to the Site Map by clicking on the Site Map button at the bottom of the page.
  • Scroll down to the Sleep and Aging topic.
  • Click on Frequently Asked Questions.
  • Go to question #8: “What are the most common sleep disorders among older adults?”
  • Click on the question to see the answer.
  • Read the answer and respond to this question: What is one common sleep disorder among older adults?
  • Click on Return to list of Questions to return to the list of Frequently Asked Questions.
  • Click on the Site Map button at the top of the page to return to the Site Map.

HANDOUT 4G: Find Information Using the Search box

  • Locate the Search Box in the upper right-hand corner of the page.
  • Place the cursor in the Search Box.
  • Type in a health-related word or phrase that you are interested in.
  • Hit the Enter button on your keyboard. A list of search results will appear on the screen.
  • Choose a link from the search results and click on it.
  • Write down the name of the website and the subject matter.
  • Return to the list of search results by clicking on the Back Button (arrow) in the upper left-hand corner of the screen.
  • Repeat the exercise (steps 1 – 7) using another health-related term or phrase.
  • Be prepared to share with the class:
    • New health information you discovered
    • Your experience using the Search Box and search results to find health information (i.e., problems, interesting discoveries, etc.)

HANDOUT 4H: Take Home Assignment

Directions: You may do one or all of the following activities

Activity One: Using the Frequently Asked Questions (FAQs)

  • Go to the NIHSeniorHealth website at www.nihseniorhealth.gov.
  • Click on the Health Topics A-Z button at the top of the page.
  • Scroll down to a topic of interest to you and click on it.
  • On the Left Menu, click on Frequently Asked Questions (FAQs).
  • On the FAQ page, click on a question you would like to have answered.
    • Write down something you learned:

Activity Two: Using the Site Map

  • Go to the NIHSeniorHealth website at www.nihseniorhealth.gov.
  • Click on the Site Map at the bottom of the page.
  • Scroll to a topic of interest to you and click on it, OR click on a link under that topic.
  • Read the information on the page you come to.
  • Write down something you learned:

Activity Three: Using the Search Box

  • Go to the NIHSeniorHealth website at www.nihseniorhealth.gov.
  • Place your cursor in the Search Box on the upper right-hand side of the page.
  • Type in a health-related word or phrase that you’re interested in knowing more about.
  • Hit the Enter button on your keyboard (or click on GO next to the Search Box).
  • You will see a list of search results. Click on one that interests you.
  • What is the name of website?
  • What is the title of the page?
  • What did you learn?

LESSON REVIEW WITH SCREEN SHOTS Handout 4I

How to Use this Handout

  • Use this handout to help you review the lesson.
  • The screen shots (pictures of web pages) will help you recall the places you visited in class, and the descriptions will remind you of the navigation skills you learned.
  • You may wish to refer to this handout when searching the website you visited in class.
  • If you have questions about how to navigate any of these pages, write your questions in the spaces provided and bring them to the next class.

Searching for Health Information Online: An Internet Course for Older Adults

ANY QUESTIONS? LIST THEM HERE

 

LESSON REVIEW NIHSeniorHealth FAQs, Site Map and Search Box

  • You went to the NIHSeniorHealth website at www.nihseniorhealth.gov (See Screen Shot 1: Home Page). On the Home Page, you learned that health topics are organized by:
    • first letter of the alphabet and
    • by category
  • You recalled how to use the Health Topics A-Z link located at the top of every page (See Screen Shot 2: Health Topics A-Z Page).  Clicking on the Health topics A-Z link – available on every page of the website – always leads you to this page, where you can find a list of all of the topics on the website, organized alphabetically.
  • Optional Activity – You recalled how to use the Special Features, located at the top of each page (See Screen Shot 3: Special Features).
    • To make the text larger, click one of the “A’s” on the Resize Text button.
    • To increase the color contrast, click on the Change Contrast button.
  • You clicked on the letter “M” on the Home Page to get to the alphabetical list of health topics. You scrolled down to “Medications” and then were directed to click on the link to the Taking Medicines topic (See Screen Shot 4: List of Links to Health Topics).
  • In the taking Medicines topic, you went to the Left Menu and clicked on Frequently Asked Questions, also known as FAQs (See Screen Shot 5: Link to Frequently Asked Questions).
  • On the Frequently Asked Questions, or FAQ page, you scrolled down the list of questions. To find an answer to a question, you clicked on the question itself (See Screen Shot 6: List of FAQs).
  • You read the answer to the question you had clicked on. To return to the list of FAQs, you clicked on Return to list of Questions (See Screen Shot 7: Answer to FAQ).
  • You learned how to find the link to the Site Map by scrolling to the bottom of any page on the website. You clicked on the link for the Site Map (See Screen Shot 8: Link to Site Map).
  • On the Site Map, you scrolled down the alphabetical list of topics, which also included links to specific sections within each topic (See Screen Shot 9: Site Map (Index)).
  • You went to the Search Box, which is located at the top of every page on the website. You placed your cursor in the box and typed in “bone health.” You hit enter on your keyboard to see the search results. (Or, you clicked on GO next to the Search Box.) (See Screen Shot 10: Search Box)
  • You saw the search results, which are links to websites with information about the term you typed into the Search Box. You scrolled down the list and clicked on a link which took you to a website with information about bone health (See Screen Shot 11: Search Results).
  • You found the Sign Up button, located on every page, near the top. Clicking on this button allows you to sign up to receive free Healthy Aging Tips from NIHSeniorHealth in your e-mail twice a week (See Screen Shot 12: Sign Up Button).

ANY QUESTIONS? LIST THEM HERE

Screen Shot 1: Home Page

NIHSeniorHealth Home apge with Health Topic by First Letter and Category sections highlighted

Screen Shot 2: Health Topics A-Z

Health Topics A-Z Page

Screen Shot 3: Special Features

Special Features in banner highlighted for Resize Text and Change Contrast

Resize Text

Change Contrast

Screen Shot 4: List of LInks to Health Topics

LIst of Links to Health Topics with Taking Medicines link higlighted

Screen Shot 5: Link to Frequently Asked Questions

Link to Frequently Asked Questions highlighted on Drugs in the Body page

Screen Shot 6: List of FAQs

Screen Shot 6: List of FAQs

Screen Shot 7: Answer to a FAQ

Taking Medicines FAQ answer page with Return to list of Questions link highlighted

Screen Shot 8: Link to Site Map

Footer of NIHSeniorHealth Page with link for Site Map highlighted

Screen Shot 9: Site Map (Index)

Site Map with arrow instructing user to scroll down the page

Screen Shot 10: Search Box

Search box with query for bone health

Screen Shot 11: Search Results

Search Results for bone health with first result highlighted and arrow instructing user to scroll down the page

Screen Shot 12: Sign Up Button

Sign Up for email button on NIHSeniorHealth pages

 

Last reviewed: November 2013