Healthy Eating Patient  Teaching Discussion

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Healthy Eating Patient  Teaching Discussion

Healthy Eating Patient  Teaching Discussion

Healthy Eating Patient  Teaching Discussion

Question Description
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.

Course Outcomes
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)
Due Date
Patient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT.

Points
This assignment is worth 125 points.

Background Information
NR305 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.
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.
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**

Healthy Eating Patient  Teaching Discussion

Healthy Eating Patient  Teaching Discussion

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.

Rubric
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 OutcomeHealth 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 ptsHealth 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 ptsHealth 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 ptsHealth topic is selected from the list provided; Minimal rationale for patient education on the topic and/or related evidence not provided
8.0 ptsHealth topic is NOT selected from list provided
0.0 ptsThis section is blank
20.0pts

This criterion is linked to a Learning OutcomePatient 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 ptsExcellent description of patient population including several characteristics listed in detail
13.0 ptsGood description of patient population with several characteristics listed
12.0 ptsMinimal description of patient population, 1-2 characteristics listed briefly
6.0 ptsPopulation is poorly described, with no additional characteristics listed
0.0 ptsThis section is blank
15.0pts

This criterion is linked to a Learning OutcomeLearning 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 ptsExcellent description of potential learning barriers; thorough plan for addressing barriers
18.0 ptsGood description of potential learning barriers; appropriate plan for addressing barriers
16.0 ptsBrief description of potential barriers and plan for addressing them is present but lacks detail
8.0 ptsMinimal description of potential barriers; plan for addressing barriers lacking
0.0 ptsThis section is blank
20.0pts

This criterion is linked to a Learning OutcomeSetting (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 ptsExcellent description of setting; includes thorough consideration of how the teaching will take place
18.0 ptsGood description of setting; includes consideration of how the teaching will take place
16.0 ptsBrief description of setting with little to no discussion of details related to how the teaching will take place
8.0 ptsMinimal description of setting with no additional details in regards to how the teaching will take place
0.0 ptsThis section is blank
20.0pts

Healthy Eating Patient Teaching Discussion

This criterion is linked to a Learning OutcomeLearning 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.)
20.0 ptsLearning objectives are clear, very well-written; written per assignment guidelines; and make sense for the selected topic
18.0 ptsLearning objectives are written per the assignment guidelines and make sense for the selected topic
16.0 ptsLearning objectives are present and make sense of the topic; but are not written per the assignment guidelines
8.0 ptsLearning objectives are present, but are off-topic or unclear
0.0 ptsThis section is blank
20.0pts

This criterion is linked to a Learning OutcomeEvaluation 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 ptsExcellent evaluation plan; very detailed, realistic for the population’s abilities and setting
13.0 ptsGood evaluation plan; adequate detail; realistic for the population’s abilities and setting
12.0 ptsFair evaluation plan; lacks detail, may not be realistic for the population’s abilities and setting
6.0 ptsEvaluation plan is poorly written, and/or is not realistic for the population and setting
0.0 ptsThis section is blank
15.0pts

This criterion is linked to a Learning OutcomeClarity 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 ptsExcellent writing overall, all criteria met
13.0 ptsGood writing overall, 1 criterion not met
12.0 ptsFair writing overall, 2 criteria not met
6.0 ptsPoor clarity of writing, 3 criteria not met
0.0 ptsVery poor clarity of writing, multiple errors
15.0pts

This criterion is linked to a Learning OutcomeUse of Template
0.0 ptsCorrect template, no points deducted.
0.0 ptsTemplate not used = -12.5 points (10%)
0.0pts

Total Poin

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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