Patient Teaching Plan Guidelines

Purpose

The purpose of this paper is to apply information gathered from the Family Genetic History and Milestone 1 assignments to identify 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. CO4: Identify teaching/learning needs from the health history of an individual. (PO2) Points This assignment is worth a total of 225 points. Due Date The assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 6. Purpose The purpose of this paper is to apply information gathered from the Family Genetic History and Milestone 1 assignments to identify 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. CO4: Identify teaching/learning needs from the health history of an individual. (PO2) Points This assignment is worth a total of 225 points. Due Date The assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 6. General Directions & Project Guidelines You are required to complete the assignment using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page. This paper is to be written in APA format. Please use the recommended assignment specific APA Template (Links to an external site.)Links to an external site. linked here to type on. The SSPRNBSN resource has a great section on writing scholarly papers and APA formatting (to find resource watch: http://www.brainshark.com/devry/Student_Success_Strategies/zHszgnQAKzBXqbz0 (Links to an external site.)Links to an external site.) APA formatting helps you to format your paper in a professional manner and provides consistent methods for citing your sources within the paper and providing the complete reference on the reference page. See the documents in the APA category in Course Resources for assistance with APA formatting. This paper is expected to be no more than four pages in length (not including the title page and reference list). Please use the categories listed below as the first level headings for each section of your paper (Exception: Instead of “Introduction” please use the title of your paper). Content Guidelines Using the information gathered in your Genetic Family History and Milestone 1 assignments, you will identify and research one modifiable risk factor. You will develop an evidence-based teaching plan that promotes health, with the aim of improving patient outcomes related to this modifiable risk factor. Introduction (1 paragraph): The introduction should be interesting and capture the reader’s attention. State one preventable disease your adult participant is at risk for developing (obesity, Type 2 Diabetes, etc.), based on the information you have gathered during this course. Introduce one modifiable risk factor (diet, smoking, sedentary lifestyle, etc.) associated with the preventable disease you described. Clearly state the purpose of your paper. The purpose statement should relate to developing a patient teaching plan. Preventable Disease Overview (1-2 paragraphs): Please use course materials and scholarly sources to complete this section. Be sure to paraphrase and include citations as needed! Describe briefly the preventable disease you identified in the introduction. What are the signs and symptoms associated with this disease? How is it diagnosed? Notable information from Health History and General Survey? Signs and symptoms? Risk assessments? Lab values? What physical assessment findings would be associated with this disease? How did you identify your adult participant’s risk for this disease? Specific information gathered in the Genetic Family History? Specific information gathered in the Milestone 1 assignment? Evidence Based Intervention (1-2 paragraphs): Choose and describe one evidence based intervention related to the modifiable risk factor you have chosen. (One that has been shown to be effective at reducing an individual’s risk for developing the preventable disease.) Describe this intervention in detail, and provide rationale for your intervention utilizing: At least one scholarly peer-reviewed journal article. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find a scholarly article that discusses interventions associated with the modifiable risk factor you have chosen as the focus of your paper. Summarize what you learned from this article and cite the source in the text and reference page (Author, year). The article must be less than 10 years old. You may include and cite your textbook or other scholarly sources as well, but they do not count as the scholarly journal article.

Patient Teaching Plan

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.
• 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.