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 Project

Course Project: Patient Teaching Plan

25% - Weeks 10, 11, 12 and 13

(29 Oct-4 Nov, 5-11 Nov, 12-18 Nov, & 19-25 Nov)

There is one major assignment for the course project:
 
The Project must be completed by midnight Sunday of Week 13.
  • Project: The Completed Course Project
Step One: The Teaching Plan
Step Two: The Discussion
Step Three (for those who work in a group): Peer Evaluation
 

Use the forum in WebCT for Questions for Instructor about the Project to ask me questions about anything related to the Project.

Use the forum for Student Resources to post URLs to links of interest to the entire class.

Post suggestions about the way the course works in the Suggestion Box.

Use the Student Lounge to talk about whatever you like; it isn't course-related.

Step One: The Teaching Plan (Wks 10 & 11):

Tips for success if you're working in a group:

  • Each group should designate a leader.
  • Each group posts one teaching plan for the entire group.
  • All members of the group receive the same grade.
  • All members of the group collaborate to complete the various aspects of the teaching plan.
  • Plan early. Group members are responsible for determining an agreeable schedule, delegating tasks, and distributing workload.
  • Since each member of the group will receive the same grade on the patient teaching plan, each group member is responsible for overseeing the quality of work of all other team members.
  • Make use of all available means of communication--e-mail, chat rooms, telephone, voicemail, fax, in person, etc.
  • Use your group's "Workroom" in WebCT to discuss, exchange material, etc., before posting the assignment. (Workrooms will be set up after Week 4 when groups are identified.)
  • DO NOT PROCRASTINATE! If you wait to put together your teaching plan until the last few days before the due date, you will not have enough time to search for and analyze the information you will need to produce a quality final project.
  • Keep in mind that projects need to be posted by the end of Week 11 so that students have time to complete Step Two below.
An excellent resource for this assignment: Guidelines for Patient Education: An Author's Guide for Written Materials (University of Utah Health Sciences Center)

Each group negotiates among its members how the following tasks will be handled by the team: 

  • Literature Review: a review of the current literature on the topic to be taught. Use both the Internet and the library to find literature. This review critiques information and sources as to their validity and credibility. Conflicting findings from various sources are compared and contrasted. The lit review is relevant to the topic to be taught, the client characteristics, and the objective of the teaching plan. Use the APA style to cite references and document sources. Note: You won't be able to format margins when you post in WebCT. But you can--and should--at least cite your sources correctly.
Criteria for evaluation by instructor: Lit review contains relevant, credible, scientifically respectable sources from the Internet, professional journals, and other reputable sources; elements of the lit review are critically reviewed as to their credibility; elements of the lit review are relevant to the content and clients to be taught; information in the lit review is complete and clear enough to be used by the person preparing the teaching plan; lit review is posted on time. And the sources are correctly documented using the APA style.
  • Content: information from the literature review is used to develop an extensive explanation of the topic to be taught. This section contains all of the relevant material need by the person preparing the teaching plan. The content is presented and explained completely and clearly in such a way as to anticipate questions that might arise by the person preparing the plan.
Criteria for evaluation by instructor: Explanation comprehensively covers to the topic so as to be sufficient for the person preparing the plan; explanation is relevant to the content and the client to be taught; explanation is clearly presented so that questions do not remain; explanation is posted on time.
  • Client characteristics: The characteristics of a hypothetical client-to-be-taught are described (might be an individual, a family, a group, a community). The description of client characteristics includes details about the client's learning needs and learning style, the various primary and secondary roles of the client (family, social, professional), developmental stages, unique socioeconomic, cultural and ethnic aspects, and other client variables that are related to the content to be taught.
Enough detail about the client is given to anticipate questions of the person(s) preparing the teaching plan.
Based on your client's characteristics, how can you use constructivist theory to guide you in developing a teaching plan for this client?
 
How will you assess your client for possible learning disabilities, and how will you formulate your teaching plan to address these?
 
Criteria for evaluation by instructor: Client characteristics that are relevant to the teaching plan are fully explained so that the person preparing the plan knows exactly who is to be taught; enough detail is given so that significant questions do not remain; explanation is posted on time.
  • Teaching Plan: The complete patient teaching plan is posted. The plan contains a detailed explanation of the setting in which the teaching occurs, the relationship between teacher and client, the methods and strategies used for teaching--taking into account the content and client characteristics, the objective to be accomplished in the teaching plan, a detailed plan of how the plan will be taught, and an outline of evaluation methods for the plan (i.e., how one will determine that the objective has been accomplished).
Criteria for evaluation by instructor: Teaching plan presents a detailed explanation of what is to be taught, to and by whom it is to be taught, how it is to be taught, and how it is to be evaluated; posted on time.
 

Post your completed Teaching Plan in the WebCT forum labeled Project.
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Step Two: Discussion of Teaching Plans (Wks 12 & 13):

After teaching plans are posted, each student reads, critically comments on, raises questions about (i.e., discusses) two other projects. Post your comments as a response to the Teaching Plans, in the WebCT forum for Project.

Group members of a project are welcome to respond to the critical comments of their classmates.
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Step Three (for those who worked in a group): Participation on the Final Project (Wk 13):

Peer Evaluation for Group Project

Evaluation of others is an important skill. As a baccalaureate-prepared nurse, you will be expected to act in positions of leadership. Part of your responsibility will be to evaluate the work of your peers. Peer evaluation is always difficult to do. Take time to complete this peer evaluation and force yourself to be as objective and unbiased as you can.

Directions: In order to complete the work for the course project, please send me an email note in WebCT that includes the following: the number of points out of 100 that you give to each member of your group, including yourself, for the work each of you did on the group project. Along with the scores, please include a description of WHAT each person did, and an explanation of HOW well they worked with the group.

An example for dividing the points:

Let's say your name is Sally, and your group members are Becky, Joan, and Bill.

In reviewing the contribution that each of these people made, you recall that Becky was the group leader and did a major portion of the work by organizing the project, seeing that time lines were maintained, and by editing and posting the final project. You decide to give Becky 40 points. That leaves 60 to divide among Joan, Bill and yourself. Maybe it was difficult to work with Joan; she had a hard time getting her part of the work done on time; she didn't respond to repeated emails, etc. But Joan eventually did get her contribution in even though it was a day after the agreed-upon time. So you give Joan 10. Finally, you and Bill split the remainder of the project between yourselves and worked pretty well together. So you give yourselves each 25. [Remember that all four scores must add up to 100.]

[I will give each group member the numeric score that they earned in their group.]
 

Your responses will be kept confidential; I will not reveal who said what about whom. If I need to give feedback to your peers, I will remove your name and any other identifying clues from anything that you have said.

For each member of your group:

  1. Did this person respond to email and and/or workroom discussion in a timely manner? If applicable, did this person attend scheduled meetings (or account for their absence)?
  2. Did this person meet all agreed-upon deadlines?
  3. Did this person accept constructive feedback and act on it?
  4. Did this person contribute to the project by sharing ideas, and doing research for it?
  5. Did this person do a fair share of the more tedious work (typing, editing, formatting, etc.)?
  6. Comment on the overall quality of this person's work.
  7. Comment on this person's cooperativeness toward completion of the project.
  8. Do you have any additional comments about this person?

Your email note to me should use this format:
 
Your name:
The score out of 100 that you give yourself:
Your responses about yourself to each of the 8 questions above:
1.
2.
3.
4.
5.
6.
7.
8.
 
Name of group member:
The score out of 100 that you give this person:
Your responses to each of the 8 questions:
1.
2.
3.
4.
5.
6.
7.
8.
 
Name of group member:
The score out of 100 that you give this person:
Your responses to each of the 8 questions:
1.
2.
3.
4.
5.
6.
7.
8.
 
Name of group member:
The score out of 100 that you give this person:
Your responses to each of the 8 questions:
1.
2.
3.
4.
5.
6.
7.
8.
 
 
 
Finally, if you could...
  1. What would you change about your small group experience?
  2. What would you have done differently?
  3. What was effective about your small group?
  4. What didn't work?

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