NSG/486 v3

Wellness Teaching Project

NSG/486 v3

Page 2 of 2

Wellness Teaching Project

Teaching Project: Phase A1

Proposed Population Group for Interaction

For this alternative assignment online, you will practice the phases of population group assessment and primary prevention education. To do this, you need to research and identify 3 groups of people from the community who might be interested in learning about one topic on wellness.

For each group selected, answer the following questions:

1. What is your main concern for your health? (Do not commit to teaching any topic yet.)

2. How do you best like to learn (demonstration, participation, handouts with pictures, articles)?

Participant group research and identified	Main Concern	Preferred Learning Style
1.
2.
3.

Teaching Project: Phase A2

Group Identification

Complete this table for your Group.

Group Name:	Data (Enter your answers in this column)
Size What are the total number of participants you expect might participate?
Population In public health terms, what population or aggregate defines this group? If mixed ages, identify by all pertinent age ranges (e.g., teens, adults, seniors).
Developmental Stage According to Eriksen, in which Developmental Stage is the group?
Data Availability for This Population Identify regional data AND national data that are available that describe common health concerns for this age group.	Regional Data: National Data:
Where does the data show room for improvement?
How does the official data match the group’s self-identified Main Concerns?

Teaching Project: Phase B

RN Identification of Tentative Main Concern & Data Appraisal

Assess the aggregate using available data.

Review the pertinent chapter(s) on aggregate health in Nies & McEwen to identify common health concerns (e.g., Ch.16 – Children & Adolescent Health, Ch.17 – Women’s Health, Ch.18 – Men’s Health, and Ch.19 – Senior Health).

Identify three (3) different Health Promotion Topics for this group as determined by reviewing chapters in the text, during Phase A1, or during Phase A2. Document your appraisal of each selected topic below.

For all 3 Topics, list its Goal and one specific Objective and Target (copy & paste verbatim from the indicated website). Select one from Healthy People (HP), the second from Let’s Get Healthy California (LGHC), and the third from either HP or LGHC.

Add the reference for each objective to your Reference page at the end of this Teaching Plan for a comprehensive listing by the end.

Example: Population Group – Teens

HP2030 Topic: Sleep Health (SH)

HP2030 Goal: Improve health, productivity, well-being, quality of life, and safety by helping people get enough sleep.

HP2030 Objective: SH-4 Increase the proportion of students in grades 9 through 12 who get sufficient sleep

HP2030 Target: 27.4 percent

Reference: US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep

health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

Healthy People 2030

HP2030 Topic:

HP2030 Goal:

HP2030 Objective:

HP2030 Target:

Reference:

Teaching Project: Phase C

Group Needs Assessment

Use assessment tools from Nies & McEwen or online Public Health websites. See BOX 7.1 Health Planning Project Objectives (p 289), and Assessment (pp 290-296) in Nies & McEwen.

State how you will perform the Needs Assessment (by phone, email, or online survey):

Name which Needs Assessment Tool or Approach you will use and how you will use it:

Identify the Wellness Teaching Topic:

Complete the following Population Nursing Diagnosis for the Wellness Teaching Project. See Nies & McEwen, FIG. 6.3 Format for community health diagnosis (pg. 274). Instructions: Replace the bracketed text with facts from your diagnosis.

Increased risk of [disability/disease/etc.]

among [community or population]

related to [etiological statement]

as demonstrated in [health indicators, with supportive data]

Evaluate the Group’s Initial SSOC (Situational Sense of Coherence) by scoring their readiness to change a health behavior. (From West, K. (2012).” Using the Artinian Intersystem Model (AIM) of professional nursing to guide community assessment and wellness promotion in an undergraduate public health nursing course”

Conference: 140st APHA Annual Meeting and Exposition 2012)

Score on SSOC (high=3, medium=2, or low=1)	Score	Comments
Comprehensibility In relation to what the community needs to know about the Main Concern, how much do they know?
Meaningfulness In relation to motivation, how much effort is the community willing to put into resolving the Main Concern?
Manageability In relation to the community’s resources, what is available to manage the Main Concern?
Total SSOC Score

Teaching Project: Phase D1

Brochure Selection

See Nies & McEwen Ch.8, Health Literacy section (pp 376-397). Review the corresponding chapter for the aggregate population as needed: Chapters 16-19.

Topic, Goal, Objective, and Target

The final topic, goal, and objective and target selected is:

· Topic:

· Goal:

· Objective (include topic abbreviation and number):

· Target:

Levels of Prevention

Identify at least 1 goal-specific intervention for this topic at each Level of Prevention:

1. Primary Prevention:

2. Secondary Prevention:

3. Tertiary Prevention:

Published Brochures

Identify and list below at least 2 public-domain (copyright-free) brochures that could be used to implement your project.

· Government resources are copy-right free.

· You may use a brochure with copyright but must obtain and submit permission from the publisher to use the material in this context.

· Common sources for client educational resources:

· CDC (Look for Resources under each Health Topic.)

· Health Finder (Client materials in English & Spanish)

· National health organizations, such as American Diabetes Association, American Heart Association, and others. Verify copyright permission with these organizations.

Enter APA reference listings for all reviewed materials on the Reference page at the end of this worksheet.

Teaching Project: Phase D2

Brochure Evaluation

Evaluate at least 2 brochures using the Patient Education Materials Assessment Tool (PEMAT) from the Agency for Healthcare Research and Quality (AHRQ) available from

· Download the Excel file from the above website. Note: Accept all Macros.

· Complete the 3rd spreadsheet in the AHRQ pemat_form Excel file, titled PEMAT for Printed Materials Tool.

1.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

2.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

Other Materials

Are there any other materials you might use?

Teaching Project: Phase E1

Lesson Plan Teaching Methods

Review Nies & McEwen

· Clinical Example 8.1 (pp 332-335)

· Table 8.1 Characteristics of Adult Learners (p 335)

· Knowles’ Assumptions About Adult Learners through Models of Individual Behavior (pp 335-347)

· Framework for Developing Health Communications Stage I-IV (pp359 – 368)

Complete questions A & B below in first person narrative (your personal account), short answer format (1 paragraph per question). Do not write in academic tone.

· Finalize your Lesson Plan/Teaching Outline in the table below.

· Apply APA style as appropriate.

· Continue to add to your References at the end of this document.

A. Expert Consultation: Did you consult with an expert in the area you are teaching (clinical nurse educator, peers, faculty, health care providers, or public health resources in the community)? What did the expert tell you and how will that information guide your planning and presentation?

B. Learning Strategies: The 3Ms: Method, Materials, & Media
Complete this table identifying any 3 TEACHING-LEARNING FORMATS (METHODS) from Nies & McEwen (TABLE 8-5, p.362) that could be used to implement your project.

Teaching Format (Strategy)	Why this format?	Will you use this? Why or why not

Complete this table identifying 1- 3 possible Teaching-Learning Materials and Media from Nies & McEwen (TABLE 8-6, p. 364) that could be used to implement your project.

Material or Media	Why this format?	Will you use this? Why or why not

Teaching Project: Phase E2

Lesson Plan Learning Objectives

Develop 2 “SMART” behavioral learning objectives for your group.

Review the tutorial on writing SMART objectives from the CDC. Complete one Impact and one Outcome Objective below. An impact objective describes how you’ll change how someone feels about something, what they know about something, or how they act regarding something in the short term and what level of change you expect to see. An outcome objective focuses on the longer-term ramifications of your program and describes what the outcomes should be for the entire community.

SMART Impact Objective:

By [mm/dd/yyyy],

[replace this text with the group name – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

SMART Outcome Objective:

By [mm/dd/yyyy],

[replace this text with the group – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

Which wellness theory or model will you use to guide your teaching? Select an appropriate theory or model from Nies & McEwen Ch. 4.

List wellness theory or model and explain how it will be used to guide your teaching.

Teaching Project: Phase E3

Lesson Plan

Create a brief lesson plan (an outline) of your proposed teaching content using the Table below.

· Steps common to all client education are pre-filled.

· Complete the remaining cells according to your preparation.

· Use this plan to guide your teaching on the day you present the wellness topic to your group.

Lesson Title (Make it catchy!):

Share virtual meeting invitation with all group participants

How will you pretest the message and materials before teaching?

What supplies or materials will you prepare?

How will you distribute any materials or handouts to the participants?

Complete the Lesson Plan using this table. Allow approximately 10-15 minutes per topic. Adjust to the time allowed, as needed.

Time (Minutes)	Topics	The Student Will Learn	Teaching Method (include the name of any handouts, if applicable)
5	Get acquainted with the topic:	Why this is important	Q&A with group
5	Pre-test	What they know already about the topic	Chat. Off-mute Q&A. This info evaluates the Outcome SMART objective
5	Call to Action (CTA)	How to practice the new behavior in the coming week
15	Post-Lesson Review		Final Q&A. This info evaluates the Outcome SMART objective

Total Minutes (60-75 max):

Teaching Project: Phase F1

Insert Follow-Up virtual meeting invitation information here: Share Follow-Up virtual meeting invitation with all group participants

Lesson Plan for Follow-Up Session with Participants

Develop a follow-up session agenda and topics to cover. Plan time according to number of participants who attend. Adjust to the time allowed as needed.

Time (Minutes)	Topics	The Student Will Learn	Teaching Method (include the name of any handouts, if applicable)
5	Meet and greet	They are welcome and accepted	Greeting
5	Quick review of topic and CTA (Call to Action)	Key points of the topic
	How did you do?	Reinforcement for small steps	Taking turns. Listening. Note areas to commend & areas to reinforce
5	Call to Action (CTA)	How to continue the new behavior
15	Final Review		Final Q&A. Select questions that will evaluate the Outcome SMART objective

Total Minutes (60-75 max):

To add additional rows: Right-click on a row in the table > Select on Insert > Select Insert Row Above or Below.

References

List all references used in the development of all Phases of your Teaching Project in APA format.

US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

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