NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint
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Course Project
Milestone 2:
Patient Teaching Plan
PowerPoint
Guidelines and Grading
Rubric
Purpose
The purpose of this
PowerPoint presentation is to apply information gathered from the Family
Genetic History and Milestone 1assignments to aid with identifying one
modifiable risk factor and develop an evidence-based teaching plan that
promotes health as well as improves patient outcomes.
Course Outcomes
This assignment
enables the student to meet the following Course Outcomes.
CO #4:Identify
teaching/learning needs from the health history of an individual. (PO#2)
Points
This assignment is
worth a total of 250 points.
Due Date
The assignment is to
be submitted to the Dropbox by Sunday, 11:59 p.m. MTat the end of Week 6. Post
questions to the weekly Q & A Forum. Contact your instructor if you need
additional assistance. See the Course Policies regarding late assignments.
Failure to submit your assignment to the Dropbox on time may result in a
deduction of points.
Directions
Prepare a patient
teaching plan for your participant based on the information you discovered in
your previous assignments. Present your plan using Microsoft PowerPoint.
·
Title slide (first slide): Include a title slide with your name and title of the
presentation.
·
Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet,
smoking, activity, etc.)that will be the focus of your presentation.
o
Identify at least one
important finding you discovered in Milestone 1 that is associated with this
risk factor.
o
Explain how this
places your adult participant at increased risk for developing a preventable
disease(obesity, Type II Diabetes, etc.), which is described.
o
List short and
long-term goals.
·
Intervention(four to five slides): Choose one evidence-based intervention related
to the modifiable risk factor chosen that has been shown to be effective at
reducing an individual’s risk for developing the preventable disease.
o
Describe the
intervention in detail.
o
Provide rationale to
support the use of this intervention. Support your rationale with information
obtained from one scholarly source as well as Healthy People 2020 (http://healthypeople.gov).Include any additional resources (websites,
handouts, etc.) that you will share with your adult participant, if applicable.
·
Evaluation (three to four slides):Describe at least one evaluation method that
you would use to determine whether your intervention is effective. Outcome
measurement is a crucial piece when implementing interventions.
o
Describe at least one
method (weight, lab values, activity logs, etc.) you would use to evaluate
whether your intervention was effective.
o
Describe the desired
outcomes you would track that would show whether your intervention is working.
o
Include additional
steps to be considered if your plan proved to be unsuccessful.
·
Summary (one to two slides):Reiterate the main points of the presentation and conclude with
what you are hoping to accomplish as a result of implementing the chosen
intervention.
·
References (last slide):List the references for sources that were cited in the
presentation.
Remember, you are
creating a patient teaching plan so be sure to include terms easily understood
by the general population and limit your use of medical jargon. Slides should
include the most important elements for them to know in short bullet-pointed
phrases. You may add additional comments in the notes section to clarify
information for your instructor.
Guidelines
·
Application: Use
Microsoft PowerPoint 2010 (or later).
·
Length: The PowerPoint
slide show is expected to be no more than 14 slides in length (not including the title slide
and References list slide).
·
Submission: Submit
your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m.
Sunday end of Week 6.
·
Save the assignment
with your last name in the file’s title: Example: Smith Patient Teaching Plan.
·
Late Submission: See
the Policies under Course Home on late submissions.
·
Tutorial: For those
not familiar with the development of a PowerPoint slideshow, the following link
to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx The Chamberlain Student Success Strategies
(CCSSS) offers a module on Computer Literacy that contains a section on
PowerPoint. The link to SSP CCSSS may be found under the Special Courses list
in eCollege.
Best Practices in Preparing PowerPoint
The following are best
practices in preparing this presentation.
·
Be creative.
·
Incorporate graphics,
clip art, or photographs to increase interest.
·
Make easy to read with
short bullet points and large font.
·
Review directions
thoroughly.
·
Cite all sources
within the slides with (author, year) as well as on the Reference slide.
·
Proofread prior to
final submission.
·
Spell check for
spelling and grammar errors prior to final submission.
·
Abide by the
Chamberlain academic integrity policy.
Grading Criteria
|
Category
|
Points
|
%
|
Description
|
|
Introduction/ Identification
|
70
|
28
|
Based on information
gathered from the completion of the Family Genetic History and Milestone 1
assignments, identify one preventable diseasethat the adult participant is at
increased risk for developing and choose one modifiable risk factorthat is
contributing to their increased risk for developing this disease.Provide
rationale why this modifiable risk factor is contributing to this
individual’s risk for developing this specific disease. Cite family history,
current symptoms, and cultural considerations if present.
|
|
Intervention
|
100
|
40
|
Choose one
evidence-based intervention shown to be effective at reducing an individual’s
risk for developing the preventable disease identified. Create a teaching
plan to present this information to your adult participant. Support the use
of this intervention with at least onecurrent scholarly source and
information gathered from Healthy People 2020.Relate one or two additional, relevant
resources such as handouts or websites as applicable.
|
|
Evaluation
|
30
|
12
|
You will not have an
opportunity to evaluate the effectiveness of your teaching plan. Instead,
comment on what criteria you would measure in order to evaluate the
effectivenessof your plan. Include additional steps to be considered if the
plan would prove to be unsuccessful.
|
|
Summary
|
20
|
8
|
The summary
reiterates the main points of the presentation and concludes with what you
are hoping to accomplish as a result of implementing the use of the chosen
intervention
|
|
Clarity of Presentation
|
30
|
12
|
Total of 10–14
slides (not including title and Reference slides), appropriate graphics that
add visual appeal, proper grammar, spelling, and professional terminology to
aid in patient understanding,no medical jargon. Detailed speaker notes are
required.
|
|
Total
|
250 points
|
100%
|
A quality
presentation will meet or exceed all of the above requirements.
|
Grading Rubric
|
Assignment Criteria
|
A
Outstanding or
highest level of performance
(92–100%)
|
B
Very good or high
level of performance
(84–91%)
|
C
Competent or satisfactory
level of performance
(76–83%)
|
F
Poor or failing or
unsatisfactory level of performance
(0–75%)
|
|
Patient Teaching Plan
|
||||
|
Identification
70 points
|
Correctly identifies
one preventable disease and corresponding modifiable risk factor. Provides in-depth
rationale including family history, current symptoms, and cultural
considerations for why the adult participant is at increased risk for
developing this disease.
64–70 points
|
Correctly identifies
one preventable disease and corresponding modifiable risk factor. Provides
some rationale for why the adult participant is at increased risk for
developing this disease but does not include family history, current
symptoms, or cultural considerations
59–63 points
|
Correctly identifies
one preventable disease and corresponding modifiable risk factor but does not
provides rationale for why the adult participant is at increased risk for
developing this disease.
53–58 points
|
Does not identify
one preventable disease or corresponding modifiable risk factor.
0–52 points
|
|
Intervention
100 points
|
Chooses one
evidence-based intervention shown to be effective at reducing an individual’s
risk for developing the specific disease chosen. Thoroughly supports the use
of this intervention with at least one current scholarly source and
information gathered from Healthy People 2020. Additional resources that may be of value
to the individual such as handouts or websites are included.
92–100 points
|
Chooses one
evidence-based intervention shown to be effective at reducing an individual’s
risk for developing the specific disease chosen. Supports the use of this
intervention with current but not scholarly sources and information gathered
from Healthy People 2020. Additional resources that may be of value to the
individual such as handouts or websites are included.
84–91 points
|
Chooses one
evidence-based intervention shown to be effective at reducing an individual’s
risk for developing the specific disease chosen. Supports the use of this
intervention information gathered from Healthy People 2020. Additional resources that may be of value
to the individual such as handouts or websites is included.
76–83 points
|
Chooses one
evidence-based intervention shown to be effective at reducing an individual’s
risk for developing the specific disease chosen but does not support the use
of this intervention with anysources.
0–75 points
|
|
Evaluation
30 points
|
Criteria listed to
thoroughly evaluate effectiveness of health education provided in meeting
established short and long-term goals. Includes measures to be implemented if
initial plan were shown to be ineffective.
28–30 points
|
Criteria listed
mostly evaluates effectiveness of health education provided in meeting
established short or long-term goals. Includes measures to be implemented if
initial plan were shown to be ineffective.
25–27 points
|
Criteria listed
partially evaluates effectiveness of health education ordoes not Include
measures to be implemented if initial plan were shown to be ineffective.
23–24 points
|
No evaluation
criteria listed.
0–22 points
|
|
Summary
20 points
|
Summary thoroughly
reiterates the main points of the presentation and concludes with an in-depth
description of what you are hoping to accomplish by implementing the chosen
intervention.
18–20 points
|
Summary mostly
reiterates the main points of the presentation and concludes with a
description of what you are hoping to accomplish by implementing the chosen
intervention.
16–17 points
|
Summary reiterates a
few main points and concludes with a brief description of what you are hoping
to accomplish by implementing the chosen intervention.
15 points
|
No summary included
or fails to reiterate main points of the presentation.
0–14 points
|
|
Clarity of Presentation
30 points
|
Includes 10–14
slides (not including title and reference slides), uses appropriate graphics
for visual appeal, uses proper grammar, spelling, and professional
terminology to aid in patient understanding rather than medical jargon.
Includes detailed
speaker notes, introduction, and summary.
28–30 points
|
Includes 10–14
slides (with title and reference slides), uses appropriate graphics for
visual appeal, uses proper grammar, spelling, and professional terminology to
aid in patient understanding rather than medical jargon.
Includes speaker
notes, but they are lacking detail.
Introduction and
summary are included.
25–27 points
|
Includes 10–14
slides (withtitle and reference slides), uses inappropriate or visually
unappealing graphics, uses proper grammar, spelling, and professional
terminology rather than medical jargon.
No speaker
notesincluded. Introduction or summary is missing.
23–24 points
|
Presentation does
not meet the required number of slides even when including title and
reference slides, contains multiple spelling or grammatical errors or
contains excessive amounts of medical jargon not appropriate for patient
teaching.
0–22 points
|
|
Total Points Possible = 250 points
|
||||
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