Posted: April 6th, 2017
Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described. List short and long-term goals.
ACourse Project Milestone 2:Patient Teaching Plan
Guidelines and 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.
- Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.
- Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.
- 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.
- Describe the intervention in detail.
- Provide rationale to support the use of this intervention. Support your rationale with information obtained from one scholarly source as well as Healthy People 2020Include 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.
- Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.
- Describe the desired outcomes you would track that would show whether your intervention is working.
- 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.Speaker notes:Share in detail how you would verbalize the content on each of the slides to the patient.
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: If needed, Microsoft Office has many templates and tutorials to help you get started.
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 (100%) Exceptional
Outstanding or highest level of performance | B (88%) Exceeds
Very good or high level of performance | C (80%) Meets
Competent or satisfactory level of performance | NI (38%) Needs Improvement Poor or failing level of performance | F (0%) Developing
Unsatisfactory level of performance | |
| 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. 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 62 points ☐ | Correctly identifies one preventable disease and corresponding modifiable risk factor but provides wrong rationale for why the adult participant is at increased risk for developing this disease. 56 points ☐ | Correctly identifies one preventable disease, but does not identify a modifiable risk factor. 27 points ☐ | Does not identify one preventable disease. 0 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. 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 scholarly sources ORinformation gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites are included. 88 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.Additional resources that may be of value to the individual such as handouts or websites is included. 80 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. 38 points ☐ | Fails to choose one evidence-based intervention that is shown to be effective at reducing an individual’s risk for developing the specific disease chosen. 0 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. 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. 26 points ☐ | Criteria listed partially evaluates effectiveness of health education or does not Include measures to be implemented if initial plan were shown to be ineffective. 24 points ☐ | Criteria listed but it does not evaluate the effectiveness of health education, and does not include measures to be implemented if initial plan were shown to be ineffective.
11 points ☐ | No evaluation criteria listed. 0 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. 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. 18 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. 16 points ☐ | Summary is present but fails to capture the main points and lacks a brief description of what is hoped to be accomplished. 8 points ☐ | No summary included or fails to reiterate main points of the presentation. 0 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. 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. 26 points ☐ | Includes 10–14 slides (with title and reference slides), uses graphics that do not add to the message, uses proper grammar, spelling, and professional terminology rather than medical jargon. Includes speaker notes but they lack detail. 24 points ☐ | Includes 10-14 slides (with title and reference slides), lacks graphics or uses ones that are inappropriate or lack visual appeal. No speaker notes included. Introduction or summary is missing. 11 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 points ☐ | |
| Total Points Possible = 250 points | ||||||
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