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educational brochure about diabetes patients that cant control 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 thisCriteria
Exceeds Expectations
4
Meets Expectations
3
Approaching Expectations
2
Does Not Meet Expectations
1
Total Points
Needs Assessment
Identifies comprehensive learning needs relevant to diagnosis.
Identifies most learning needs relevant to diagnosis.
Identifies basic learning needs relevant to diagnosis.
Does not identify learning needs relevant to diagnosis
Evidence-based Information
Provides current specific evidence-based practice supported with at least 2 references.
Provides current specific evidence-based practice supported with at least 1 reference.
Provides general practice with at least 1 reference.
Provides outdated or inaccurate information not supported by evidence-based references.
Graphics
Originality
The graphics and text used on the design project reflects an exceptional degree of student creativity in their creation and/or display.
The graphics and text used on the design project reflect student creativity in their creation and/or display
The graphics and text used by the student, but are based on the designs or ideas of others and don’t demonstrate original ideas
Graphics and text do not demonstrate any original thought or creativity
Design
Attractiveness
The design project is exceptionally attractive in terms of design, layout, neatness, dominance, rhythm, size, etc.
The design project is attractive in terms of design, layout and neatness and demonstrates an understanding of the use of design tools, but is in black & white.
The design project is acceptably attractive though it may be a bit disorganized and does not demonstrate a clear understanding of layout: dominance, size, rhythm, or balance and is not printed double-sided.
The design project is distractingly cluttered or devoid of necessary elements and very poorly designed. It is not attractive.
Graphics
Relevance
All graphics are related to the topic and make it easier to understand.
All graphics are related to the topic and most make it easier to understand.
All graphics relate to the topic.
Graphics do not relate to the topic.
Clarity of
message
Message is bold, compelling and possibly multi-layered. It goes beyond the obvious.
Message is clear and compelling. It may not be as subtle as it could be.
Message is clear but fails to go beyond something simple or obvious.
Message is absent or contradictory.
Points Possible
/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.