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

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Health Medical

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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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Explanation & Answer

Below is the brochure with the analysis of readability.

Taking Control
of Your

Uncontrolled

WHAT IS UNCONTROLLED
DIABETES?
Uncontrolled diabetes refers to
consistent blood sugar levels above the
100 mg/dL and HbA1c higher than
7.0% (Molinaro & Dauscher, 2017).
Uncontrolled diabetes may cause
serious and even fatal complications to
almost every organ in the body
including the teeth, eyes, gums,
nerves, kidney and the heart (M...


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