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NSG 420 – Teaching Project Guidelines

NSG 420 – Teaching Project

Attachment 2

1. Locate a community group & assess the teaching needs week 2 & 3.

2. The team must schedule the date before week 4 via email TP with clinical instructor who needs to be present to evaluate the teaching & copy poc at site on email with the date and time.

3. All TP observed by clinical field day 4-6. Outline format for TP.

4. Submit outline below to the clinical instructor at least 5 days prior to the presentation via Turnitin & Moodle icons. Teaching support aids (ppt, handouts, and video) send via email 5 days ahead for preview. After that time, it is late = zero grade.

 

Teaching Project Outline Format

 

Student Name: Date: Site:

10-12 Pages APA format with reference page

 

1. Assessment of Needs and Rationales (30%)

 

a. Group/Aggregate description (10% = 4 x 2.5% each)

i. What is the health teaching need- What service does the site provide -From website and considering census data

ii. Who identified the need- department of health, compared to national statistic?

iii. How was the need identified- (for teaching) Statistics explain the process of justifying a reason for planning teaching

iv. What does the evidence say about this group and their teaching needs (application of evidence-based practice- cite research)- For example – older diabetics learn best by… or teens are most responsive to learning by having someone close to their age talk to them about their experience (have an article to site for this). Or any other justification for your teaching plan.

 

b. Assessment of readiness (There may be possible constraints in assessing this area due to limited group availability or the setting). (10% = 5 x 2% each)

i. Readiness- of population – depending of what they are teaching – diabetics more ready than those just getting screening. Are teens ready to learn? What factors influence the use of contraceptives in teens?

ii. Motivation- Age of client’s factors in. Prevention is not motivation, a recent MI (heart attack) is motivation. Example: Motivation was definitely one of several very important behavior elements in helping to control blood pressure,” says researcher Laura P. Svetkey, MD, director of the Hypertension Center at Duke University School of Medicine. “A little nudge in the right direction seems to go a long way in helping people lose weight, increase their physical activity, and eat healthier to lower their blood pressure and reduce risk of cardiovascular disease. And if it only takes a little nudge to get people motivated to be on the right track, that’s terrific. (Make sure you cite anything you use!!)

iii. Experiential background (previous teaching?)- Have they been told by health care providers in the past? What will change their view to be open to learning this time?

iv. Current status (age intellectual level and/or educational level, etc)-describe the population you are teaching, how does this affect your teaching method. Teens, older perhaps high school educated, primarily Spanish speakers, homeless population (they have so many other factors in their life this may not be high on the list)

v. Interest and actual and/or potential barriers to learning- Lack of transportation, homeless, poverty level, feel like it is out of their hands, fear of failure, lack of motivation, environment, lack of money to buy medications/go to appointments, etc

 

c. Two Community/Group Diagnoses (10% = 2 x 5% each)- Nursing diagnoses appropriate for the teaching plan Explain why, not just listing, Each one should be a paragraph.

1.

2.

 

 

 

2. Teaching Plan (40%)

a. TP on time. What specific gains are you aiming for with your aggregate? (10%)- What is your goal in teaching the selected population? The Learning objective or objectives that you use can be based on three areas of learning: knowledge, skills and attitudes. Learning objectives define learning outcomes and focus teaching. They help to clarify, organize and prioritize learning. You need to explain why the objectives are appropriate for your patients/clients.

b. 2 Objectives (10%)

1.

2.

 

 

 

 

 

c. Teaching Strategies 15%:

i. Identify at least 3 teaching strategies/methods student to use -(Q & A, pretest/post test, discussion, lecture, video, handouts, survey, case study, demo, role playing, ppt slides, poster board, web links, readings, self-report, group work, brain storming, visual aids, etc…) Explain why

1. multilanguage or pictures / diagrams

2. Demonstration

3. Compelling video

ii. Content based on literature review on reference page – 4 evidence-based resources within the past 5 years. Research on handwashing example – the health issue and relating it to population.

iii. APA Format.

 

e. What financial needs to be in place in order to make the changes occur? – (5%) handwashing- if suggest more sinks financial need of buying sinks….plumbing… increase number of times washing hands more soap paper towel. Thinking about this…. Do you need to have a support group in the clinic on weekends or evenings- then it needs to be staffed for 1-2 hours, what does this cost?

 

**PRESENTATION IS NOT AN OUTLINE OF YOUR PAPER **

 

3. Presentation (30%)

a. Content presentation (10% = 4 x 2.5% each)

i. Introduction

ii. Adherence to plan/strategies

iii. Evaluation/Pre/Post test

iv. Summary of topic learned (Q & A)

 

b. Manner of presentation

i. Appearance

ii. Pace and clarity of presentation

iii. Ability to involve group members

iv. Appropriate vocabulary used

v. Appropriate reinforcement of content

vi. Presentation appropriate for level of group

vii. Body language

viii. Creativity and handouts

 

Evaluation with faculty after TP

Discuss your insight, conclusion, and final thoughts regarding experience & what you would do differently if taught same topic but to another group with instructor.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 the 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 Loud-cloud 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 over-utilization of direct quotes in DQs and assignments at the Master’s 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 Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score. NSG 420 – Teaching Project

  • Late Policy

The university’s policy on late assignments is a 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. NSG 420 – Teaching Project

  • 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.

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    NSG 420 - Teaching Project
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