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NR 305 Week 4 Assignment Visual Teaching Tool

NR 305 Week 4 Assignment Visual Teaching Tool

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)

Due Date

Visual Teaching Tool assignment is due Sunday of Week 4 at 11:59 MT.

Points

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:

Create a 6-8 slide Power Point presentation for your selected population setting.

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.

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.

Option #2 – Educational Brochure (Using Microsoft Word)

Directions:

Open Microsoft Word, and select create a New document.

Under the Education option, select Education Brochure. This will provide you with a blank tri-fold brochure template. You can change the design, insert graphics, and create text as you wish.

The goal of this Educational Brochure is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Educational Brochure, all three of the learning objectives should have been met.

For Example:

If a learning objective in the Patient 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 Educational Brochure related to how to properly wear a bike helmet.

Tips for a great educational brochure:

For Example:

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.

Option #3 – Infographic (Using a free Canva Account)

Directions:

If you are tech savvy and feeling creative – create an infographic! Infographics are a way to communicate information visually, through a combination of text and graphics. Infographics have become a popular way to present facts and ideas in an efficient, yet effective way. Healthcare related organizations, like as the CDC, regularly use infographics to assist individuals with limited background understand health-related topics. This form of education can be helpful for patient populations with low-literacy levels, or to simplify a complex topic. Perform a web search to learn more about infographics, view examples, and understand how they are utilized.

The goal of this Infographic is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Infographic, all three of the learning objectives should have been met.

For Example:

If a learning objective in the Patient 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 Infographic related to how to properly wear a bike helmet.

Follow this link https://www.canva.com/create/infographics/ (Links to an external site.) to the Canva website, and sign up for a free account.

Please note that there are options on this website that require payment. You should be able to create your infographic without spending money or providing any payment information. Choose graphics and designs that are free of charge

There are sample infographics on the website to get you started, and a Help section if you have questions. You can also perform a web search to find examples of infographic designs. Faculty are not able to provide technical support for Canva.

You will be able to start an infographic, save it to your account, and edit it later.

When your infographic is complete, you will need to download and save to your computer in order to submit to Canvas for grading. Select the PNG (recommended) saving option.

Tips for a great infographic:

NR 305 Week 4 Assignment Visual Teaching Tool

NR 305 Week 4 Assignment Visual Teaching Tool

Be creative! Select an eye-catching design 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.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Also Read:  NR 305 Week 4 Assignment Patient Teaching Plan

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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