Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)

Directions

Please read all directions carefully before you begin.

  1. Click to download the Patient Teaching Plan Form (Links to an external site.).
    Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.
  2. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365,  Click on the envelope at the top of the page.
  3. Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.Select from the following health topics to complete your Patient Teaching Project:
    • Stress and Time Management
    • Self-Care (can choose a specific self-care activity)
    • Prevention of Hazards at Work
    • Bicycle Safety
    • Ergonomics (related to work, posture)
    • Skin Cancer Prevention
    • Healthy Eating
    • Exercise/Physical Activity
    • Suicide
    • Human Trafficking
    • Eating Disorders
    • Substance Abuse (Opioid, Alcohol, Nicotine)
    • Depression
    • Palliative Care/Hospice Care
  4. Population and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)
  5. Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.Example:
    • The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.
  6. Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).Example:
    • At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.
    • At the end of this education, the learner will be able to describe how to perform a breast self-exam.
    • At the end of this education, the learner will be able to list three benefits of regular physical activity.
  7. Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching t

Educational Brochure (Using Microsoft Word)

Directions: You must use the Patient Teaching Plan you have developed in this course to create your Visual Teaching Tool.

  1. Open Microsoft Word, and select create a New document.Under the Education option, select Education Brochure. This will provide you with a blank tri-fold brochure template. You can change the design, insert graphics, and create text as you wish.
  2. The goal of this Educational Brochure is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Educational Brochure, all three of the learning objectives should have been met.
    For Example:
    If a learning objective in the Patient Teaching Plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Educational Brochure related to how to properly wear a bike helmet.ool was successful and met the learning objectives. Consider the population’s abilities and the setting.
 
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what symptoms are already suggested in his behaviour that would be significant in terms of potential psychosis or schizophrenia?

 

 Unit 2 Assignment—Case Study 1

As part of his internship, Trey is working night intake at a psychiatric hospital in a medium-sized college town. It’s been pretty quiet all evening until a little after 1 a.m. when he hears shouting in the outer hallway.
Trey looks at Lisa, his fellow student intern, who says, “What’s going on out there?”
A moment later the doors burst open, and a young man, who looks about 18 years old, is escorted in to the intake desk. He is agitated and has tears on his face, but he is not showing signs of violence or aggression, beyond the brief shouting he did out in the hallway.
He plunks himself down in the chair across from the intake desk and buries his face in his hands, rocking slightly and moaning. He has a slight body odor and is perspiring heavily.
“He’s all yours,” Lisa whispers.
Trey ignores her and moves quickly to the intake desk. Lisa runs off to find the supervising nurse, who has gone on break.
“Hey there,” Trey says calmly, bending over to look into the patient’s eyes. “I’m Trey. What’s up?”
He is almost surprised when the patient stops rocking, sits up, and lowers his hands. “Hey,” he says quietly. “I’m Matt, and this is hell, dude.”
“Not quite,” Trey smiles. “I’m here to help. Can you tell me what’s happened?”
“I’m going all to pieces,” Matt says, “little screws and bolts and debris flying off everywhere.”
Trey says nothing; he just waits.
“I had kind of a breakdown in my dorm,” Matt says. “I threw my laptop out the window.”
“Ooh, that’s rough. Bad night, huh?”
“Bad week, bad month, bad year, bad bad life. Bad bad bad bad bad bad bad bad BA-A-A-AD.”
“What happened?”
“Where you wanna start?”
In fits and starts, Matt conveys small clues that hint at his story.
Matt has always been a “nerd,” he says, according to his older brothers. As a child, he often withdrew from playgroups at school to play on his own. In isolation, he has always managed to perform well academically, but in group work or group assignments, he has tended to resort to outbursts and a refusal to participate. He says he has always been awkward in social situations and has always found it hard to carry on “a good, rewarding conversation.”
“And I’m freakin’ clumsy. Klutzy. A klutz,” he says, looking everywhere but at Trey. “I’m the opposite of an athlete, the opposite of my brothers.”
Although his speech is frequently eccentric, Matt manages to convey a very brief picture of how, because of his withdrawal, negative thoughts, and social awkwardness, people tend to leave him on his own, both at large extended family gatherings or social functions in his family’s community and place of worship.
In his senior year of high school, Matt’s grades and SAT scores gained him entrance to a leading Midwest university-despite his disruptive problems.
Matt had been looking forward to going away to school, hoping that part of his problems “fitting in” had to do with his family’s “obscenely proper prominence” in the community, and his older brothers’ “super-dude images, which,” he says, “I will never live up to.”
“At the same time,” he says during intake, “I was also pretty nervous, pretty stressed, pretty freaked out, pretty freaky.”
In his first week of college, Matt found orientation week “disorienting,” he jokes with a slight smile. “Orientation disoriented me. It dissed me. I got dissed. There were people everywhere, like climbing-the-walls-and-on-top-of-you everywhere.”
Except when Trey first initiated a conversation, Matt, for the most part, has worked to avoid eye contact and continually bounces his left leg nervously. He is gripping the arms of his chair and looks as if he’s about to fly right out of it.
“My roommate is a jock,” he says. “Jocular jock. Oh, Jocularity, wouldn’t you know they’d put me with a jocular-not-so-very-jocular-jock. They plan that stuff, you know. Just to keep me from escaping, from making a fresh start. Guy’s a jerk, and now, here I am.” He grins and expands his arms, gesturing the psychiatric ward around him.
“And now here I am, just 8 weeks into my first semester away from home, and I’ve just been admitted for totally breaking down, shooting laptop missiles from the second freakin’ floor. They win.”

  1. If Matt is truly suspected of having newly diagnosed or recent-onset schizophrenia, should Trey be letting the conversation focus so much on Matt’s childhood? Where might intake or assessment be best focused?
  2. Based on this initial phase of Matt’s intake interview alone, what symptoms are already suggested in his behaviour that would be significant in terms of potential psychosis or schizophrenia?

 

3. Case Study   Rubric For NM 230

 

Organization

40%

All   questions answered with information organized in logical sequence (20 points)

All   questions answered with information generally organized in logical sequence (15 points)

All   questions answered and information intermittently organized

(10 points)

All   questions answered but information disorganized

(5 points)

All   questions not addressed

(0 points)

 

Analysis and Evaluation

40%

Presents   an insightful and thorough analysis of the issue with scholarly support

(20 points)

Presents a thorough analysis of issue with   scholarly support

(15 points)

Presents   an incomplete analysis of the issue by failure to address one aspect OR failure   to provide scholarly support

(10 points)

Presents   an incomplete analysis of the issue by failure to address multiple aspects and failure to provide scholarly support

(5 points)

Presents   a superficial analysis of issue; No scholarly support

(0 points)

 

Writing Mechanics

10%

Demonstrates   clarity, conciseness, and correctness; Minimal to no spelling or APA errors

(10 points)

Majority   of information is clear with some questions left to reader interpretation;   Minimal spelling or APA errors

(8 points)

Sentence   structure proper but paragraph is disorganized; Major spelling/grammar or   APA errors

(6 points)

Poorly   organized and does not follow proper sentence structure;  Major spelling/grammar or APA errors

(4 points)

Unfocused and rambling; Major spelling/grammar or APA   errors

(2 points)

 
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Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

  1. Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?
  5. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
  6. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide

 
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view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Details

Health Maintenance and Screening Plans

Clinical preventive services, such as routine disease screening and scheduled immunizations, are key to reducing death and disability and improving the Nation’s health. Yet, despite the fact that these services are covered by Medicare, Medicaid, and many private insurance plans under the Affordable Care Act, millions of children, adolescents, and adults go without clinical preventive services that could protect them from developing a number of serious diseases or help them treat certain health conditions before they worsen.

Discuss preventative services and ways to promote and overcome the barriers in your clinical practice to deliver holistic care including the recommended services for all patients across a lifespan. Please include examples, evidence-based information and references to support your work.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • Utilize spelling and grammar check to minimize errors.

Your writingAssignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format as outlined in the APA Progression Ladder.
 
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