Task

Patient Education

a. Create a lesson pertaining to caring for a patient with COPD who is from another culture.

b. Discuss potential barriers and solutions

c. Address learning evaluation methods.

As in all assignments, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the  University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

Instructions

Course Project—Part 2 (attached is the Part 1 of the project, please use this information to elaborate Part 2, the chart should not be included)

Instructional Unit: Goals, Objectives, and the Teaching Plans

In a Microsoft Word document of 6-7 pages formatted in APA style, submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. 

Attached (Lesson components) is what each final lesson should include.

Building on the work that you started in Part 1, for all three groups of learners:

·  Write two broad instructional goals for the educational experience for each group.

·  For each learner group, write at least one learning objective related to each of the domains of Bloom’s taxonomy:

o  Cognitive

o  Affective

o  Psychomotor

·  Describe the lesson content.

·  Provide a sequence for teaching activities.

·  Describe instructional methods.

·  Indicate time allotted for each activity.

·  Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.

·  Describe how the learning will be evaluated.

On a separate reference page, cite all sources using APA format. Helpful APA guides and resources are available in the  University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

Please note that the title and reference pages should not be included in the total page count of your paper.

Assignment Outcomes:

At the conclusion of this assignment, students will be able to: 

• Describe the scope of foodborne illness in the United States 
• Describe four core food handling practices to reduce the risk of foodborne illness 
• Identify foods most likely to be associated with foodborne illness

 Access information related to safe food handling at FightBac.org and the CDC. Although students may browse the entire site, they should focus the majority of their time reading the sections entitled, “Clean,” “Separate,” “Cook,” and “Chill.” 

Students will research a recent outbreak of foodborne illness in the news and write a written report. Although students may include additional information, the following information is required: 

• News source 
• Date of news report 
• Number of individuals affected 
• Food source 
• Microorganism causing the illness 
• Symptoms of illness 
• How could this foodborne illness have been prevented?

 Within the written report, students should also address these points:

• Define foodborne illness in your own words 
• Identify a favorite food that would be classified as a potentially hazardous food
• Give examples of cross contamination of food
• Provide at least one recommendation from each of the 4 core practices (e.g. prior to cooking, store chicken in refrigerator at 40 F or lower).

Please review attached grading rubric and for the sources please use credible online sources. 

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

To Prepare:

• Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
  • This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
• Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

3 to 5 references within 5 years