educational brochure and a teaching plan HOW DOES DIET LEAD TO UNCONTROLLED DIABETES

EDUCATIONAL BROCHURE
The purpose of this assignment is to provide an opportunity to apply education theories and concepts to written instructional materials for a public healthcare issue.
Instructions:
Identify a healthcare related learning need in your community and the characteristics of the population impacted by the need. Design a single page trifold brochure to address the identified learning need. Include evidence based instructions with references. Ensure that the brochure is appropriately designed for the target population using concepts from health literacy, and considering the anticipated developmental and cognitive levels of learners. Submit an analysis of readability with your brochure using one of the tools on page 322-323 in the Miller & Stoeckel textbook. Demonstrate creativity while adhering to education principals for written materials through the use of graphic design.
The competencies, contained in the Educational Brochure Rubric, will be assessed through this assignment. teaching plan instruction TEACHING PLAN
The purpose of this assignment is to provide an opportunity for students to apply the nursing process while planning education to meet the needs of patients.
Instructions:
Develop a teaching plan based on an assigned scenario or case. Determine what elements you would include in your assessment of the learner. Identify anticipated or expected learner needs. Select and prioritize evidence based teaching strategies that would best meet the needs of the learner. Describe the resources you would provide to enhance learning. Explain methods that would be used to evaluate learning outcomes. Provide rationales for elements of your teaching plan supported by references from the required course reading assignments. Use the teaching plan format assigned.
The competencies, contained in the Teaching Plan Rubric, will be assessed through this assignment. Topic uncontrolled diabetes due to diet
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EDUCATIONAL
Exceeds
Meets
Approaching
Does Not Meet Total Points
BROCHURE
Expectations
Expectations
Expectations
Expectations
RUBRIC Criteria 4
3
2
1
Needs Assessment
Identifies
Identifies most
Identifies basic
Does not identify
comprehensive
learning needs
learning needs
learning needs
learning needs
relevant to
relevant to
relevant to
relevant to
diagnosis.
diagnosis.
diagnosis
diagnosis.
Evidence-based
Provides current
Provides current
Provides general
Provides outdated
Information
specific evidencespecific evidencepractice with at
or inaccurate
based practice
based practice
least 1 reference.
information not
supported with at
supported with at
supported by
least 2 references.
least 1 reference.
evidence-based
references.
Graphics
The graphics and
The graphics and
The graphics and
Graphics and text
Originality
text used on the
text used on the
text used by the
do not demonstrate
design project
design project
student, but are
any original thought
reflects an
reflect student
based on the
or creativity
exceptional degree
creativity in their
designs or ideas of
of student creativity creation and/or
others and don’t
in their creation
display
demonstrate
and/or display.
original ideas
Design
The design project
The design project
The design project
The design project
Attractiveness
is exceptionally
is attractive in
is acceptably
is distractingly
attractive in terms
terms of design,
attractive though it cluttered or devoid
of design, layout,
layout and neatness may be a bit
of necessary
neatness,
and demonstrates
disorganized and
elements and very
dominance, rhythm, an understanding of does not
poorly designed. It
size, etc.
the use of design
demonstrate a clear is not attractive.
tools, but is in black understanding of
& white.
layout: dominance,
size, rhythm, or
balance and is not
printed doublesided.
Graphics
All graphics are
All graphics are
All graphics relate
Graphics do not
Relevance
related to the topic related to the topic to the topic.
relate to the topic.
and make it easier
and most make it
to understand.
easier to
understand.
Clarity of
message
Points Possible
Message is bold,
compelling and
possibly multilayered. It goes
beyond the
obvious.
Message is clear
and compelling. It
may not be as
subtle as it could
be.
/24
Message is clear but
fails to go beyond
something simple
or obvious.
Message is absent
or contradictory.
TEACHING PLAN
RUBRIC Criteria
Learners Needs
Assessment
Learning style
Readiness of the
Learner
Goal
Development
Learning
Outcomes
Exceeds Expectations
4
Meets Expectations
3
Includes a comprehensive
assessment of the learner’s
needs using an established
tool supported by evidence
based research.
Includes a comprehensive
discussion of the learner’s
style with references to
evidence based research.
Includes a comprehensive
assessment of the readiness
of the learner with
reference to evidence based
research.
Develops a clear and
comprehensive learning goal
based on needs assessment
data to formulate a teaching
plan.
Utilizes Bloom’s taxonomy
of learning domains to
formulate at least three (3)
clear and appropriate
learning outcomes.
Approaching
Expectations
2
Includes a complete
assessment of the learner’s
needs using an established
tool.
Does Not Meet
Expectations
1
Includes an incomplete
assessment of the learner’s
needs using an established
tool.
Includes a complete
discussion of the learner’s
style.
Includes a discussion of the
learner’s style with 1 or
more key elements missing.
Includes a complete
assessment of the readiness
of the learner.
Includes an assessment of
the readiness of the learner
with 1 or more key elements
missing.
In
d
s
e
In
a
o
e
Develops an appropriate
learning goal based on
needs assessment data to
formulate a teaching plan
with missing components of
the goal.
Utilizes Bloom’s taxonomy
of learning domains to
formulate at least two (2)
clear and appropriate
learning outcomes.
Develops an incomplete
learning goal based on
needs assessment data.
D
th
n
Utilizes Bloom’s taxonomy
of learning domains to
formulate at least one (1)
clear and appropriate
learning outcome.
D
ta
d
le
le
o
In
a
n
b

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