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NR305
Week 1 Discussion latest 2017 march
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.
1. What
additional information would you like to gather from Maria?
2. What
are Maria’s real and potential health risks?
3. Why is
Maria’s culture important when obtaining the health assessment?
4. Pick
one of Maria’s health risks. What would be one reasonable short-term goal for
this risk?
5. 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..

NR305
Week 2 Discussion latest 2017 march
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.

NR305
Week 3 Discussion latest 2017 march
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.
1. Pathophysiology
of concussive injuries and treatment
2. Neurological
assessment tools used in your current practice setting (if not presently
working, please describe one used during prior employment or schooling)
3. Current
best practices associated with post-traumatic stress disorder (PTSD)
4. Nursing
interventions you would include in this patient’s plan of care
NR305
Week 4 Discussion latest 2017 march
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.
1. What do
you suspect is the cause of the patient’s symptoms?
2. Describe
the course of action that you will take to confirm this suspicion and prevent
further decline.
3. 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.
4. While
you are caring for this patient, how will you ensure that the needs of your
other patients are being met?
NR305
Week 5 Discussion latest 2017 march
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.
1. What
are the common symptoms associated with an exacerbation of COPD?
2. What
assessment techniques will you use to assess Mary?
3. 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.
4. 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?
5. What
will you do to follow-up on Mary’s smoking cessation process?
NR305
Week 6 Discussion latest 2017 march
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.
1. How
will you prioritize your care of Amira, what assessments will you complete, and
in what order? Please provide rationale for choosing this order.
2. Are
there any cultural beliefs/practices that must be taken into consideration when
planning her care?
3. 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.
4.
NR305
Week 7 Discussion latest 2017 march
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.
1. 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.
2. 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?
3. 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?

NR305
Week 8 Discussion latest 2017 march
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.

NR305
Week 2 Family Genetic History latest 2017 march

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.NOTE: failing to complete this assignment using an adult
participant other than yourself will result in a 20% penalty deduction being
applied.
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 Course
Resources 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 Course Resources. 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.Failing to complete this assignment using an adult participant other
than yourself will result in a 20% penalty deduction being applied.Thank you.
Your Name: 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 Course Resources 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.”
*Please note any areas left blank
will be considered missing information and will result in loss of points*

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.

NR305 Week 4
Course Project Milestone 1 latest 2017 march

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.Note: Failing to complete this
assignment using an adult participant other than yourself will result in a 20%
penalty deduction being applied.
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
Course Resources. 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 Course Resources. 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 Course Resources 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.
Note: Failing to complete this
assignment using an adult participant other than yourself will result in a 20%
penalty deduction being applied.

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:

NR305
Week 6 Course Project Milestone 2 latest 2017 march

Course 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.
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.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
slidesin 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.

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