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.

 NOTE: The Patient Teaching Plan Form and the Article are the attachment below. You can use additional Article. Please let the patient population be on Middle school  children.

Professional Capstone and Practicum Reflective Journal and Scholarly Activities

Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose.

The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10.

Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10.

In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week:

1. New practice approaches
2. Intraprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Population health concerns
6. The role of technology in improving health care outcomes
7. Health policy
8. Leadership and economic models
9. Health disparities

In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives.

Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

In Topic 10, you will submit a summary report of your scholarly activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

AttachmentsNRS-490-RS-ScholarlyActivitySummary.docx 

Professional Capstone and Practicum Reflective Journal and Scholarly Activities

Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose.

The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10.

Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10.

In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week:

1. New practice approaches
2. Intraprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Population health concerns
6. The role of technology in improving health care outcomes
7. Health policy
8. Leadership and economic models
9. Health disparities

In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives.

Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

In Topic 10, you will submit a summary report of your scholarly activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

AttachmentsNRS-490-RS-ScholarlyActivitySummary.docx 

 APA

2 sources

  connection between EBP and the Quadruple Aim 

must adress the 4 quadruple aim

Healthcare organizations continually seek to optimize healthcare  performance. For years, this approach was a three-pronged one known as  the Triple Aim, with efforts focused on improved population health,  enhanced patient experience, and lower healthcare costs.
 

More recently, this approach has evolved to a Quadruple Aim by including  a focus on improving the work life of healthcare providers. Each of  these measures are impacted by decisions made at the organizational  level, and organizations have increasingly turned to EBP to inform and  justify these decisions.
 

To Prepare:
 

Read the articles by Sikka, Morath, & Leape (2015); Crabtree,  Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in  the Resources.
Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
Consider the impact that EBP may have on factors impacting these  quadruple aim elements, such as preventable medical errors or healthcare  delivery.
To Complete:
 

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
 

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:
 

Patient experience
Population health
Costs
Work life of healthcare providers
By Day 7 of Week 1
Submit your anaylsis.
 

Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button.  Find the document you saved as “WK1Assgn+last name+first  initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I  agree to submit my paper(s) to the Global Reference Database 

One thing is for sure: religions certainly play a major role in how people think about morality. In fact, religion undergirds such a vast portion of human society that it’s difficult to even imagine how we’d formulate our questions about ethics outside of religious frameworks. (Even modern secular cultures are still deeply informed by Christian language and themes.) Thorny questions like the relationship of religion and morality do accomplish one thing, though: they show that we need to understand religion if we want to understand ourselves, including our moral behavior.

Review these 15 common principles found in nearly all religions and focus on five (5) of these that relate back to the moral/ethical concepts described in your readings. Write a one paragraph response to how each of the 5 principles you’ve chosen to write about has influenced the formation of moral reasoning. There should be 5 paragraphs written for this assignment.