CHAMBERLAIN NR 305 COMPLETE COURSE – LATEST 2016
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NR 305 WEEK 1 DISCUSSION LATEST 2016 NOVEMBER
HEALTHY PEOPLE INITIATIVE (GRADED)
The topic this week asks you to
apply what you have learned to the following case study. As the school nurse
working in a college health clinic, you see many opportunities to promote
health. Maria is a 40-year-old Hispanic who is in her second year of nursing
school. She complains of a 14-pound weight gain since starting school and is
afraid of what this will do to both her appearance and health if the trend
continues. After conducting her history, you learn that she is an excellent
cook and she and her family love to eat foods that reflect their Hispanic
heritage. She is married with two school-age children. She attends class a
total of 15 hours per week, plus she must be present for 12 hours of labs and
clinical. She maintains the household essentially by herself and does all the
shopping, cooking, cleaning, and chauffeuring of the children. She states that
she is lucky to get 6 hours of sleep per night, but that is okay with her. She
lives 1 hour from campus and commutes each day. Using Healthy People 2020 and
your text as a guide, answer the following questions. What additional
information would you like to gather from Maria? What are Maria’s real and
potential health risks? Why is Maria’s culture important when obtaining the
health assessment? Pick one of Maria’s health risks. What would be one
reasonable short-term goal for this risk? What nursing interventions would you
incorporate into Maria’s plan of care to assist her with meeting your chosen
goal? Please provide rationale for your selections..
NR 305 WEEK 2 DISCUSSION LATEST 2016 NOVEMBER
GENERAL SURVEY/SKIN/NUTRITION (GRADED)
Your home health agency has
received an order from a local hospital to evaluate and treat an elderly woman
being discharged from its medical surgical unit. Millie Gardner, an 83-year-old
female patient, is being discharged home today to the care of her husband Fred
(87 years old) following a 9-day hospitalization for pneumonia, dehydration,
and failure to thrive. She has a history of hypertension (HTN), Type II Diabetes,
and cerebral vascular accident (CVA) with left-sided weakness. Patient is alert
and oriented but does have periods of forgetfulness during the overnight hours.
Patient has intermittent incontinence of bowel and bladder and requires
assistance with all activities of daily living (ADLs). Medications: Lopressor
Lisinopril Plavix Metformin Novolin R per sliding scale *NEW* Multivitamin
Colace Zithromax *NEW* Upon arrival you are greeted by Champ, the couple’s
rambunctious miniature Doberman pinscher dog. Millie is in her wheelchair
staring blankly out the window, and Fred is busy in the kitchen preparing the
couple’s lunch. Based on the scenario above, please use the general survey
process to describe the areas that you would be observing immediately upon entry
to the home. What, if any, concerns related to Millie’s skin and nutritional
status do you have? What nursing interventions will you include in the plan of
care to address these concerns? What teaching strategies will you use to
educate Millie and Fred on the new medications? Using the SBAR, please include
the information that you will communicate to the physician’s office at the
completion of the visit.
NR 305 WEEK 3 DISCUSSION LATEST 2016 NOVEMBER
ASSESSMENT OF THE NEUROLOGICAL SYSTEM (GRADED)
Randy Adams is a 38-year-old
male patient of Dr. Joseph Reynolds who was admitted yesterday morning for
24-hour observation for mild concussion following a motor vehicle accident.
Randy lost consciousness during the accident and was very confused when he
arrived in the ER after EMS transport. He is an Iraq war veteran and he seemed
to think after the accident that this all happened in Iraq. Dr. Reynolds is
concerned that Randy has some residual problems from a couple of explosive
incidents that occurred while he was in Iraq. The physician is unsure whether
Randy’s current symptoms are from the car accident or from prior injuries so he
has referred him for consultations to both a neurologist and to a behavioral
health specialist. Based on the above please discuss the following.
Pathophysiology of concussive injuries and treatment Neurological assessment
tools used in your current practice setting (if not presently working, please
describe one used during prior employment or schooling) Current best practices
associated with post-traumatic stress disorder (PTSD) Nursing interventions you
would include in this patient’s plan of care
NR 305 WEEK 4 DISCUSSION LATEST 2016 NOVEMBER
ASSESSMENT OF CARDIAC STATUS (GRADED)
Esther Jackson is a 56-year-old
black female who is 1-day post-op following a left radical mastectomy. During
morning rounds, the off-going nurse shares with you during bedside report that
the patient has been experiencing increased discomfort in her back throughout
the night and has required frequent help with repositioning. She states that
the patient was medicated for pain approximately 2 hours ago but is voicing
little relief and states that you might want to mention that to the doctor when
he rounds later this morning. With the patient appearing to be in no visible
distress, you proceed on to the next patient’s room for report. Approximately 1
hour later, you return to Ms. Jackson’s room with her morning pills and find
her slumped over the bedside stand in tears. The patient states, “I don’t know
what is wrong, I don’t feel right. My back hurts and I’m just so tired. What is
wrong with me?” The patient refuses to take her medications at this time
stating that she is starting to feel sick to her stomach. Just then the nursing
assistant comes into the patient’s room to record Ms. Jackson’s vital signs,
you take this opportunity to quickly research the patient’s medication record
to determine if she has a medication ordered for nausea. Upon return, the
nursing assistant hands you the following vital signs: T 37, R 18, and BP
132/54, but states she couldn’t get the patient’s pulse because “it is all over
the place.” Please address the following questions related to the scenario.
What do you suspect is the cause of the patient’s symptoms? Describe the course
of action that you will take to confirm this suspicion and prevent further
decline. What further assessments, lab values, and tests will likely be ordered
for this patient and how often? If testing is to be completed more than once,
please explain the rationale for doing so. While you are caring for this
patient, how will you ensure that the needs of your other patients are being
met?
NR 305 WEEK 5 DISCUSSION LATEST 2016 NOVEMBER
ASSESSMENT OF RESPIRATORY STATUS (GRADED)
Please review the video on the
assignments page under the discussion section as it will provide you with an
opportunity to immerse yourself in the role of a nurse addressing tobacco use
during routine patient care. In doing so, reflect on what you have learned
about tobacco use and the role that nurses and other interdisciplinary team
members play in helping to assist tobacco users with quitting. While viewing,
it is also important to keep in mind that tobacco users move through stages of
change in the process of quitting. They move from pre-contemplation to
contemplation, contemplation to preparation; preparation to abstinence;
abstinence to maintenance. Every stage requires a different strategy by a
nurse. After watching the video, and reflecting on the information presented,
address each of the following questions. What are the common symptoms
associated with an exacerbation of COPD? What assessment techniques will you
use to assess Mary? Identify smoking strategies that would be appropriate for
each of the encounters that Mary had with the nurse throughout the video that
could have been used to assist Mary in quitting smoking. Find a resource in
your community that could assist Mary. Start by searching the Internet for your
local health department’s website. What services are available to Mary? Briefly
describe the services that the state quit line provides. Does it meet the 4 As?
Is it accessible, acceptable, affordable, or available for Mary? What will you
do to follow-up on Mary’s smoking cessation process?
NR 305 WEEK 6 DISCUSSION LATEST 2016 NOVEMBER
ASSESSMENT OF THE ABDOMEN AND GENITOURINARY SYSTEM (GRADED)
Amira is a 27-year-old Syrian
refugee who has been residing in a local homeless shelter since her arrival
here in the United States 4 weeks ago. She was brought into the emergency room
this morning via squad after being found by a shelter employee sitting in a
pool of blood on the bathroom floor crying and holding her abdomen. Due to her
limited English speaking abilities, she is unable to provide specific details
as to her complaints but the shelter employee states that she has recently
stopped eating and has not looked well for the past couple of days. Based on
the limited information provided, please answer the following questions. How
will you prioritize your care of Amira, what assessments will you complete, and
in what order? Please provide rationale for choosing this order. Are there any
cultural beliefs/practices that must be taken into consideration when planning
her care? Considering her symptoms of abdominal pain and bleeding, is it
possible that her status as a homeless refugee is a causative or contributing
factor to her illness? Please provide rationale for your response.
NR 305 Week 7 Discussion Latest 2016 November
Assessment of the Musculoskeletal System and Pain (Graded)
Fred is an 83-year-old male who
is being admitted to the medical-surgical unit status post fall. He is alert
and oriented and reports that while visiting a local casino with his wife
Margaret earlier this evening, he tripped over a curb and fell landing on his
right side. After receiving morphine in the emergency room prior to transfer to
your unit, Fred is rating his pain at 6/10. He has multiple bruises from his
jawbone to his knee as well as a slight rotation of his right leg. Past medical
history includes: myocardial infarction (MI) x 2, peripheral vascular disease
(PVD) with bilateral iliac stents, non-insulin-dependent diabetes mellitus
(NIDDM), sleep apnea, and degenerative joint disease. Medications include:
aspirin, Plavix, Lopressor, Lisinopril, and Metformin. After reviewing the
above scenario please answer the following questions. Based on the information
provided, how will you prioritize your care, what assessments will you include
and in what order? Please provide rationale for your response. Considering this
patient’s age, injury, past medical history, and list of current medications,
what, if any, concerns do you have related to his potential need for surgery?
Should surgery to repair his right femur be required; what type of clearance
and pre-op orders would you anticipate receiving related to his diet, meds, lab
work, and so on?
NR 305 Week 8 Discussion Latest 2016 November
Rapid Assessment of a Client (Graded)
Please choose one of the
patient scenarios below. Next, complete a rapid assessment, and provide a SBAR
report to a classmate. Remember to include all concepts of patient safety,
standard precautions, and professional standards. 1. You are covering for a coworker
who is off the floor for lunch, when you suddenly hear a loud crash coming from
a nearby patient room. You quickly run in and discover Mr. Johnson who was
admitted yesterday with a diagnosis of cerebral vascular accident (CVA)
unconscious on the floor between the bed and the bathroom. 2. You are called to
the room of 2-year-old Jonah by his mother who states the child has suddenly
started breathing very loudly and does not look right. Upon entering the room
you quickly recognize that the child is in respiratory distress as his lips are
cyanotic and the use of accessory muscles is evident. 3. You are in the process
of admitting Ashley, a 27 year old who is 28 weeks pregnant with her first
child, to the obstetric unit for complaints of headache, dizziness, and
swelling of her lower extremities when she suddenly begins seizing.
ASSIGNMENTS
NR 305 WEEK 2 FAMILY GENETIC HISTORY LATEST
2016 NOVEMBER FAMILY GENETIC HISTORY GUIDELINES AND GRADING RUBRIC PURPOSE
This assignment is to help you
gain insight regarding the influence of genetics on an individual’s health and
risk for disease. You are to obtain a family genetic history on a willing,
nonrelated, adult participant. COURSE OUTCOMES This assignment enables the
student to meet the following Course Outcomes. CO #3: Utilize effective
communication when performing a health assessment. (PO #3) CO #5: Explore the
professional responsibilities involved in conducting a comprehensive health
assessment and providing appropriate documentation. (PO #6) POINTS This
assignment is worth a total of 150 points. DUE DATE TheFamily Genetic History
Assignmentis to be submitted at the end of Week 2.There is a MS Word document
form in Doc Sharing that you need to download, fill in, and submit to the
Family Genetic History Dropbox by Sunday, 11:59 p.m. MT at the end of Week 2.
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 paper to the Dropbox on time may result in a deduction of
points. DISCLAIMER When taking a family genetic history on an actual client, it
is essential that the information is accurate. Please inform the person you are
interviewing that they do not need to disclose information that they wish to
keep confidential. If the adult participant decides not to share information,
please write, “Does not want to disclose.”If the client fails to disclose
answers to several items, you will need to find another client who is willing
to share. DIRECTIONS 1. Refer to the examples in Chapter 4 of your textbook
that discuss development of a genogram. 2. Download the
NR305_Family_Genetic_History_Form from Doc Sharing. You will document the adult
participant’s family genetic history using this MS Word document. 3. Complete
the family genetic history using the information that the adult participant is
willing to share with you. The focus of this course is on the normal healthy
individual so your paper does not need to contain much medical/nursing detail.
Refer to your textbook or the Internet to learn what impact the family’s health
history may have on the adult participant’s personal state of wellness both now
and in the future. This paper does not require APA formatting, but you are
expected to write clearly and use proper grammar and spelling. Developing a
pictorial genogram using symbols to identify certain relationships(e.g.,
divorced, sibling, deceased, etc.), may provide more insight, however, drawing
may be difficult to accomplish withMS Word, therefore you are not expected to
use symbols, lines, or other drawing elements. Instead, describe the
relationships among the various people in theadult participant’s family’s
genetic history. Remember, the goal is not to learn how to draw with Word, but
to gather information about the family and recognize its significance to the
adult participant and that person’s health. 4. Save the completed form by
clicking on Save as and add your last name to the file name, for example,
NR305_Family_Genetic_History_Form_Smith. 5. Submit the completed form to the
Family Genetic Historybasket in the Dropbox by Sunday, 11:59 p.m. MT at the end
of Week 2. Please post questions about this assignment to the weekly Q&A
Forums so the entire class may view the answers. Family Genetic History Form
NOTE: Please do NOT remove any of the text on this form. Fill it in and submit
in its entirety to aid in its grading. Thank you. YourName: Date: Your
Instructor’s Name: Purpose: This assignment is to help you gain insight
regarding the influence of genetics on an individual’s health and risk for
disease. You are to obtain a family genetic history on a willing, nonrelated,
adult participant. Disclaimer:When taking a family genetic history on an actual
client, it is essential that the information is accurate. Please inform the
person you are interviewing that they do NOT need to disclose information that
they wish to keep confidential. If the adult participant decides not to share
information, please write, “Does not want to disclose.” If you find that the
client is unwilling to answer several questions, you will need to find another
client who can provide more information. Directions: Refer to the Family
Genetic History guidelines and grading rubric found in Doc Sharing to complete
the information below. This assignment is worth 150 points. Type your answers
on this form. Click Save as and save the file with the assignment name and your
last name, e.g., “NR305_Family_Genetic_History_Form_Smith”.When you are
finished, submit theform to theFamily Genetic History Dropbox by the deadline
indicated in your guidelines. Post questions in the Q&A Forum or contact
your instructor if you have questions about this assignment. 1: Family Genetic
History (60 points): Develop a family genetic history that includes,at a
minimum, three generations of your chosen adult’s family, including
grandparents, parents, and the adult’s generation. If the adult has any
children, include them as the fourth generation. **PLEASE NOTE: This assignment
is to reveal the potential impact of the family’s health on the adult
participant. You do not need to identify anyone who is not biologically related
to the adult except for a spouse or significant other. You do not need to use
symbols, but instead write brief descriptions for each person. Each description
should include the following information: first name, birthdate, death date,
occupation, education, primary language, and a health summary, including any
medical diagnoses. An example is below. Family Member Description Paternal
grandfather First and last initials: RL Birthdate: 1921 Death date: 1981
Occupation: Retired as a coal miner Education: 6th grade Primary language:
English Health summary: He was diagnosed with chronic lung disease, diabetes,
and hypertension. He died from a heart attack. Paternal grandmother First and
last initials: ML Birthdate: 1932 Death date: 1998 Occupation: House wife
Education: Does not want to disclose Primary language: English Health summary:
Diagnosed with chronic lung disease from smoking cigarettes. Died from heart
failure. This example points to common problems among this generation on both
sides of the family. Consider the implications this would have for the adult
participant’shealth if these were that person’s family members. Complete the
family genetic history form below. Indicate if any information is N/A (not
applicable) or unknown. Indicate any information the person did not want to
disclose by noting “Does not want to disclose.” Family Member Description
Paternal grandfather First and last initials: Birthdate: Death date:
Occupation: Education: Primary language: Health summary: Paternal grandmother
First and last initials: Birthdate: Death date: Occupation: Education: Primary
language: Health summary: Father First and last initials: Birthdate: Death
date: Occupation: Education: Primary language: Health summary: Father’s
siblings (write a brief summary of any significant health issues) Maternal
grandfather First and last initials: Birthdate: Death date: Occupation:
Education: Primary language: Health summary: Maternal grandmother First and
last initials: Birthdate: Death date: Occupation: Education: Primary language:
Health summary: Mother First and last initials: Birthdate: Death date:
Occupation: Education: Primary language: Health summary: Mother’s siblings
(write a brief summary of any significant health issues) Adult Participant
First and last initials: Birthdate: Death date: Occupation: Education: Primary
language: Health summary: Adult participant’s siblings (write a brief summary
of any significant health issues) Adult participant’s spouse/significant other
First and last initials: Birthdate: Death date: Occupation: Education: Primary
language: Health summary: Adult participant’s children (write a summary for
each child, up to four children) Child #1 first and last initials: Birthdate:
Death date: Occupation: Education: Primary language: Health summary: Child #2
first and last initials: Birthdate: Death date: Occupation: Education: Primary
language: Health summary: Child #3 first and last initials: Birthdate: Death
date: Occupation: Education: Primary language: Health summary: Child #4 first
and last initials: Birthdate: Death date: Occupation: Education: Primary
language: Health summary: 2. Evaluation of family genetic history (30 points)
Evaluate the impact of thefamily’s genetic history on your adult participant’s
health. For example, if the adult participant’s mother and both sisters have
diabetes, hypertension, or cancer, what might that mean for the adult
participant’s future health? 3. Planning for future wellness (45 points) Plan
changes based on the evaluation of the adult participant’sfamily’s health
history that will promote an optimal level of wellness both now and in the
future. Include what information you would provide to the adult participant
regarding the results of the family genetic history.
NR 305 WEEK 4 COURSE PROJECT MILESTONE 1
LATEST 2016 NOVEMBER COURSE PROJECT MILESTONE 1:HEALTH HISTORY GUIDELINES AND
GRADING RUBRIC
PURPOSE The student will obtain
a health history on a willing, nonrelated, adult participant in order to
generate written documentation that is clear and accurate. COURSE OUTCOMES This
assignment enables the student to meet the following Course Outcomes. CO #3: Utilize
effective communication when performing a health assessment. (PO #3) CO #4:
Identify teaching/learning needs from the health history of an individual. (PO
#2) CO #5: Explore the professional responsibilities involved in conducting a
comprehensive health assessment and providing appropriate documentation. (PO
#6) POINTS This assignment is worth a total of 200 points. DUE DATE The Course
Project Milestone 1: Health History assignment is to be submitted to the
Dropbox by Sunday, 11:59 p.m. MT at the end of Week 4. The guidelines and
grading rubric may be found in Doc Sharing. Post questions to the Q&A
Forum. Contact your instructor if you need additional assistance. DISCLAIMER
The focus of this assignment is on communicating details within the written
client record. When taking a health history on an actual client, it is
essential that the information is accurate. Please inform the person you are
interviewing that they do not need to disclose information that they wish to
keep confidential. If the interviewee decides not to share information, please
write, “Does not want to disclose.”If the client fails to disclose answers to
several items, you will need to find another client who is willing to share.
DIRECTIONS 1. Find an adult who is not related to you who is willing to let you
take a health history. 2. Download the NR305_Milestone1_Form from Doc Sharing.
You will type your answers directly into this Word document. Your paper does
not need to follow APA formatting; however, you are expected to be clear in your
communication by using correct medical terminology, grammar, and spelling. 3.
Review the examples in Chapter 4 of your textbook to gain insight into how to
document the health history.Remember this is a health history, not a physical
examination. Avoid words like frequently, improved, increased, decreased, good,
poor, normal, or WNL as they may have different meanings for different people.
Instead, document the specific data that led you to these conclusions, for
example, 3x/day instead of frequently, or consuming four servings of
vegetables/day instead of increased vegetable servings. 4. Save the file by
clicking Save as and adding your last name to the file name, for example,
NR305_Milestone1_Form_Smith. 5. Submit the completed form to the Dropbox by Sunday,
11:59 p.m. MT at the end of Week 4. 6. Please post questions in the weekly
Q&A Forumsso the entire class may view the answers. Course Project
Milestone #1: Health History Form Your Name: Date: Your Instructor’s Name:
Directions: Refer to the Milestone 1: Health History guidelines and grading
rubric found in Doc Sharing to complete the information below. This assignment
is worth 200 points, with 10 points awarded for clarity of writing, which means
the use of proper grammar, spelling, and medical language. Type your answers on
this form. Click Save as and save the file with the assignment name and your
last name, for example, NR305_Milestone1_Form_Smith. When you are finished,
submit the form to the Milestone #1 Dropbox by the deadline indicated in your
guidelines. Post questions in the Q&A Forum or contact your instructor if
you have questions about this assignment. Disclaimer:The focus of this
assignment is on communicating details within the written client record. When
taking a health history on an actual client, it is essential that the
information is accurate. Please inform the person you are interviewing that
they do not need to disclose information that they wish to keep confidential.
If the interviewee decides not to share information, please write, “Does not
want to disclose.”If the client fails to disclose answers to several items, you
will need to find another client who is willing to share. BIOGRAPHICAL DATA (10
points) Date: Initials: Age: Date of birth: Birthplace: Gender: Marital status:
Race: Religion: Occupation: Health insurance: Source of information:
Reliability of source of information: PRESENT HEALTH HISTORY/ILLNESS (20
points) Reason for seeking care: Health patterns: Health goals: HEALTH BELIEFS
AND PRACTICES (15 points) Beliefs and practices: Factors influencing healthcare
decisions: Related traits, habits or acts: MEDICATIONS (20 points) (Please
refer to your assignment guidelines.) Prescription medications:
Over-the-counter medications: Herbals: PAST HISTORY (20 points) Childhood diseases:
Immunizations: Allergies: Blood transfusions: Major illnesses: Injuries:
Hospitalizations: Labor and deliveries: Surgeries: Use of alcohol: Use of
tobacco: Use of illicit drugs: EMOTIONAL HISTORY (15 points) Mental, emotional
or psychiatric problems: FAMILY HISTORY (20 points) Father: Mother: Siblings:
Grandparents: PSYCHOSOCIAL/ OCCUPATIONAL HISTORY (15 points) Occupational
history: Educational level: Financial background: ROLES AND RELATIONSHIPS (15
points) Significant others: Support systems: ETHNICITY AND CULTURE (10 points)
Ethnicity and culture: Physical and social characteristics that influence
healthcare decisions: SPIRITUALITY (5 points) Religious and spiritual needs:
SELF-CONCEPT (5 points) View of self-worth: Future plans: REVIEW OF SYSTEMS (20
points) (Please refer to your assignment guidelines and Chapter 4 of your text.
This is not a physical examination.) Skin, hair, nails: Head, neck, related
lymphatics: Eyes: Ears, nose, mouth, and throat: Respiratory: Breasts and
axillae: Cardiovascular: Peripheral vascular: Abdomen: Urinary: Reproductive:
Musculoskeletal: Neurologic:
NR 305 WEEK 6 COURSE PROJECT MILESTONE 2
LATEST 2016 NOVEMBER 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.
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