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Appendix G

Teaching Project
Health Teaching Plan Guidelines

PURPOSE:

Construct a teaching plan for health promotion for an individual client.

GUIDELINES:

Select an individual who demonstrates a knowledge deficit (example: one which threatens their
achievement of a maturational task.)

A. Client Assessment: Complete a brief nursing history to


1) substantiate the client’s need for educative/ supportive intervention,
2) identify client’s strengths and limitations in meeting the therapeutic self-care demand, to
include literacy
3) identify any cultural influences likely to influence the learner, and
4) document the nursing diagnosis.

B. Teaching Plan: Develop a specific, detailed, teaching plan (template provided) which includes:

Specific client/focused learning objectives


Topical outline of content material
Cultural implications R/T the learner
Planned teaching strategies and learning and activities
Time frame for planned activities
Evaluation criteria
Client expected response
Teaching handout (made by student)
Reference Page

C. Implement the teaching plan: Discuss

D. Evaluate the effectiveness of the teaching plan in achieving learning objectives using established
evaluation criteria, including actual or suggested adaptations (if appropriate) to original plan. Include
rationale of positive or negative responses to your plan. Any reinforcement or new approaches needed.

Submission Guidelines

1. Include Grading Rubric


2. Use soft cover pocket folder
3. Typed
4. Put handout in pocket (don't staple)
Teaching Project
NU 301
Appendix G - Rubric

Student Name: ________________________________________ Date: ___________________

Criteria Points Points


Possible Earned

Subjective/Objective Data, including cultural/diversity issues 2

Nursing Diagnosis 4

Assessment of assets/limitations 2

Motivation to learn/developmental capacity: discussion of 2


assessment findings

Goal 4

Learning objectives: (3 SMART objectives; cognitive, affective, 12


psychomotor)

Teaching Content: Specific outline of teaching content for 9


objectives

Learning Activities: relevant/appropriate to each objective 9

Teaching tools/handouts: Age appropriate, and are developed 15


related to learning objectives. Easy to read, professional style.
Correctly site any reference sources. Student created

Time Allocation (realistic) 5


Evaluation (related to goal and each objective) 12

Client Response 5

Evaluation of Effectiveness 7

Reference: Content of teaching (what sources did you use when 5


developing your teaching plan? What sources did you use to
develop the handout? Separate APA reference page required.

Spelling, Grammar, Typed 5

Rubric attached 2

Points possible: 100

Submitted on time. 10% starting value deduction per day late

Comments:

Teaching Project
Appendix G
Client Assessment

Students Name: Taylor Hultman Date: November 26, 2016

Client’s Initials: R.H. Age: 78 Sex: M


Assessment/Data Collection: Client lives at home alone, wife is deceased. Client is alert and orientated x4
but sometimes has trouble managing diabetes which can lead to temporary confusion or feeling of
faintness. Client is able to fully carry himself around, has no trouble walking and no other health issues
besides diabetes.

Subjective: Client manages diabetes on his own since spouse is deceased. Does not regularly test blood
glucose, does not take any medications, and does not take to a healthy diet or regularly exercise to control
health. Client says to not have much knowledge of the effects of not properly managing diabetes. Client
reports occasionally feeling faint.

Objective: Client is overweight and excess fat in the abdomen area. Was not able to test client’s blood
pressure but client has been personally observed not adhering to a healthy diet or following a normal
exercise routine. Client was not observed to be doing anything to control diabetes. Client was not able to
demonstrate ways of properly managing diabetes.

Assessment/Analysis
Nursing Diagnosis: Knowledge deficit of how to manage diabetes related to lack of experience and
personal knowledge as evidenced by failure to regularly test blood glucose levels, failure to regularly
exercise, failure to maintain healthy diet.

Clients Assets and Limitations (relative to knowledge deficit)

ASSETS LIMITATIONS

 Explain the risks of improperly managing  Client lives alone and does not have anyone
diabetes. to help them on a regular basis
 Having an actual brochure with reminders  Client lacks the motivation of trying to
of what the benefits of properly managing manage blood glucose
diabetes can be  Client not previously taught how to
 Having a reliable blood glucose
properly manage diabetes
monitoring system
 People that can motivate client

Motivation to learn

Client’s motivation to learn is to be healthy enough to continue running the farm without hiring outside
help. Client would also like to live longer to see grandson’s future.

Evaluation

After completing this goal orientated teaching project, I was able to successfully teach

my grandfather the importance of managing his diabetes in order to lead a healthier life. This was

completed by following a step-by-step process of informing, engaging, testing, and re-evaluating


the teaching assessment throughout the entire scenario. I found that the initial engagement

concerning R.H.’s health was difficult to begin, as this is not a subject normally discussed within

our family. After informing R.H. of the importance of this issue, they were able to understand

that this project was needed in order to help assist R.H. in maintaining a healthy lifestyle. The

process of engaging R.H. in the steps to maintaining his diabetes was surprisingly easy, as he

already had a basic understanding of this concept. It was not until re-evaluating his knowledge,

did I understand the importance of have a teaching aid, in the brochure. This helped R.H. to

remember each step, as the bullet points were used to help him recall the main objectives of the

teaching scenario. With a little bit of encouragement, initial assistance, and ensuring to check up

on R.H. I have much more confidence knowing that his diabetes will be held under control in a

much more responsible manner than before this project.


Reference

Potter, P. A., Perry, A. G., Hall, A., & Stockert, P. A. (2013). Fundamentals of nursing. St.
Louis, MO: Mosby Elsevier.

Managing Diabetes | NIDDK. (n.d.). Retrieved November 27, 2016, from


https://www.niddk.nih.gov/health-information/diabetes/manage-monitoring-diabetes
Teaching Plan
Student: Taylor Hultman Clients initials: R.H. Age: 78

GOAL: Client will increase knowledge on the importance of controlling diabetes and know steps on how to manage it.

3 OBJECTIVES Teaching Time Allotment Evaluation Method


Address each: Cognitive Learning Activities
Psychomotor & Affective

By the end of this lesson, Discussion Question: “Can 8 minutes R.H. will correctly explain why it is
client will be able to: you tell me what you know important to manage diabetes and accurately
about compression socks?” explain risk factors that comes with poor
Understand the importance Plan: Provide client with management of diabetes.
of managing diabetes an informational brochure
(cognitive) that explains why it is
important to manage
Client agrees to learn how to diabetes and what kind of
test blood glucose levels and risks are associated with
improper management.
also, manage diabetes
(affective)
Discussion Question: “What
10 minutes R.H. shows engagement in discussion and
is currently stopping you
Client demonstrates testing from properly controlling explains reasoning for why they
own glucose and shows diabetes? Are you scared? are not already trying to manage their
exercises that can be done Or is it too much work?” diabetes. R.H. will actively listen to
for better health Plan: Engage in conversation feedback and understand that even though
(psychomotor) and explain that once a there are problems in life, they will
routine is set, it is not too understand that managing diabetes in relation
much work. to health is an extremely important factor
for overall health and well-being.
Show various exercise
activities to promote 5 minutes R.H. will show interest and demonstrate
healthiness. Examples: the demonstrated exercise activities.
walking, stretching, even
hobbies such as gardening.
R.H. will ask any further questions they
Any further remediation 5 minutes have before the session is over.
Documentation of Client response:
Initially, the client was not aware of the vitality of understanding diabetes as related to their daily activities. The client also did not understand what kind of
serious risk factors were associated with not managing diabetes. Client was very willing to learn and was very open to all teaching ideas completed such as
explaining the risk factors as well as explaining how to manage it. When client was not sure of something being said, they asked for clarification. R.H.
continued to utilize the brochure to help memory recall. Client personally said that this was the most they have learned about managing diabetes and now
they can see the importance of maintaining a healthy lifestyle. In the end, R.H. was successfully able to recall most risk factors associated with poor diabetes
management as well as explain and demonstrate tasks that can be completed to improve their condition.

Evaluate the effectiveness of the teaching plan in achieving learning objectives using established evaluation criteria, including actual or
suggested adaptations (if appropriate) to original plan. Include rationale of positive and/or negative responses to your plan. Include
any reinforcement or new approaches needed.

The teaching plan allowed the ideas to flow much better instead of trying to organize and teach everything verbally without a guide. Since my

grandfather is part of my family, he was more willing to hear what I had to say. I think this is because he knows I am going through nursing school

and he respects and trusts me more than if it was just a random teacher. In relation to teaching, I tried to positive reinforce the subject throughout the teaching
scenario

I think the teaching plan went extremely well and I would have changed the initial aspect of starting. I would have been much more clear in the objectives
that I planned on completing with R.H.

Cognitive:

Specific: R.H. will be able to explain the importance of managing diabetes.

Measurable: Have the client explain why, versus the importance.

Achievable: Is the client able to achieve the goal

Realistic: R.H. does not need any outside assistance other than willing to learn

Time: The individual should be able to explain importance and demonstrate activities by end of teaching session.
Affective:

Specific: Individual agrees to learn how to measure blood glucose and practice activities.

Measurable: Individual actively engaging in learning activities and able to answer questions when asked.

Achievable: Will be able to assess if the individual is able to achieve the goal. This will be a pass/fail system of assessment.

Realistic: Individual, with initial support, will have the resources for these goals.

Time: Individual will understand the importance of the stated objectives by the end of instruction.

Psychomotor:

Specific: Demonstrates testing of their blood glucose, as well as healthy lifestyle activities.

Measurable: Shows successful completion of tasks after detailed instruction.

Achievable: Will have resources (brochure and personal support) and ability to achieve goal.

Realistic: Individual is able to achieve goal with no outside help, after instruction and continued support.

Time: Individual will perform tasks by end of instruction. These were timed events; however, they did not diminish the overall learning of the objectives.