Part One of the Assignment.

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)

 

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.

  1. 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.
  2. 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.
  3. 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
  4. Population and Setting: Once you have selected a topic, you must decide WHOyou 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)
  5. 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.
  6. 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.
  7. 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.

PART 2 OF THE ASSIGNMENT

 

Purpose

To utilize the Patient Teaching Plan (developed in a prior assignment) to create a Visual Teaching Tool to educate the selected patient population about the selected health topic.

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)

 

This assignment is worth 75 points.

Select an Option to Complete this Assignment

There are 3 options for creating your Visual Teaching Tool. Be sure to choose a format that makes sense for your selected topic, population, and setting. For example, if will be teaching adults at a health fair, then an educational brochure would be an appropriate choice. You must use the Patient Teaching Plan you have developed in this course to create your Visual Teaching Tool.

Option #1 – Power Point

Directions: 

  1. Create a 6-8 slide Power Point presentation for your selected population setting.
  2. The goal of this Power Point Presentation is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Power Point, all three of the learning objectives should have been met.For Example:
    If a learning objective in the teaching plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Power Point related to how to properly wear a bike helmet.
  3. Tips for a great Power Point presentation:
    • Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.
    • Incorporate graphics, clip art, or photographs to increase interest.
    • Use words and phrases suitable for your selected population.
    • Avoid writing paragraphs. Use simple sentences and bullet points.
    • Cite all sources used to create the educational content with (author, year).
    • Proofread for spelling and grammar errors prior to final submission.
  • NOTE: The Patient Teaching Plan Form and the Article are the attachment below. You can use additional Article.

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.

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?

LEARNING OBJECTIVES

ANSWER

Write three specific learning objectives your visual teaching tool will address.

Example: At the end of this education,

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.

Linda Beagley, M

cator, Swedish Cov

Conflict of intere

Address corresp

nant Hospital, 51

e-mail address: lbe

� 2011 by Ame
1089-9472/$36.

doi:10.1016/j.jo

Journal of PeriAnesth

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 read-

iness 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.

� 2011 by American Society of PeriAnesthesia Nurses

EDUCATING PATIENTSHAS 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 pa-

tient understands the information given to him or

her. Barriers that inhibit patient education are liter-
acy, language, culture, and physiological obstacles.

Assessing and evaluating the learning needs of

the patient are essential before planning and im-

plementation 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 edu-
cational needs of the patient.

S, BSN, RN, CPAN, is a PACU Clinical Edu-

enant Hospital, Chicago, IL.

st: None to report.

ondence to Linda Beagley, Swedish Cove-

40 N. California Ave, Chicago, IL 60625;

[email protected].

rican Society of PeriAnesthesia Nurses

00

pan.2011.06.002

esia Nursing, Vol 26, No 5 (October), 2011: pp 331-337

Adult Learning

To effectively educate patients, health care pro-

viders must have an understanding of the princi-

ples o