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Apply teaching and learning principles to develop a teaching plan.

Apply teaching and learning principles to develop a teaching plan.

Apply teaching and learning principles to develop a teaching plan.
ORDER NOW FOR ORIGINAL AN ORIGINAL PAPER ASSIGNMENT: Assignment: Nursing Project
Assignment: Nursing Project

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Before beginning your group project, please review (AND PRINT) the Assignment Instructions and Examples. Also, review the Grading Rubric below.

PURPOSE

Apply teaching and learning principles to develop a teaching plan.
Promote teamwork in nursing through continual and active collaboration.
Use credible websites and scholarly work to develop a teaching plan.
Demonstrate proper use of APA format when citing references. Click on this Link (Links to an external site.)
OBJECTIVES

The student will formulate a teaching plan.
The student will demonstrate an understanding of developmental considerations, barriers to patient learning, and principles of adult learning for a target audience.

Assignment: Nursing Project

Assignment: Nursing Project

Assignment: Nursing Project
The student will identify learner goals and objectives, specific content, learning domains, and teaching methods based on principles of teaching and learning to promote cardiovascular health.
ASSIGNMENT GUIDELINES

Students MUST complete this project in the Groups / Collaborations area of Canvas
All work on this assignment MUST be done using Google Docs on the form provided in Groups / Collaborations
Do NOT start a new collaboration
Do NOT create another Word or PowerPoint document
Do NOT email the work between group members
Utilize the information in your textbook on pages 271-272 to review the following: 1) Barriers to patient learning (Box 13-8), 2) Principles of adult learning (Box 13-9), and 3) Basics of teaching patients and families (Box 13-10)
View the following PowerPoint to give you a basic understanding about how to write a Teaching and Learning Plan. Teaching and Learning Module & Template for Teaching Plan.pptx
View the following example before beginning. Asthma Prevention Teaching Strategies.docx
Each student should select one area to complete. The following three (3) areas to include in the Teaching Plan for the Promotion of Cardiovascular Health are:
I made notes

Exercise management

Paitent is stubborn

Age group early 40’s

NOTE: If there are only two (2) students in your group, only complete two (2) topics listed above.

Please be creative and detail the profile of your target audience. PUT SOME TIME AND EFFORT INTO DEVELOPING A “PICTURE” OF THE “PATIENT” YOU WILL BE TEACHING!

Decide on a Target Audience for this assignment. ONLY SELECT ONE AGE GROUP.
Developmental Considerations relate to “Learner Readiness.” Learner readiness takes into account physical, cognitive, and psychosocial maturation. Include Erikson’s Psychosocial Theory for the age group of your target audience. GIVE A BRIEF SUMMARY OF ERIKSON’S STAGE AS IT RELATES TO YOUR TARGET AUDIENCE. Other developmental considerations include the willingness or ability of the individual to learn, prior life experiences, and cultural influences. In addition to identifying developmental considerations, you, as the nurse will also identify any barriers to learning.
The content of instruction is the information that will be taught by the nurse. THE CONTENT MUST COME FROM A PROFESSIONAL WEBSITE SUCH AS THE AMERICAN HEART ASSOCIATION, CDC, USDA – DIETARY GUIDELINES ETC.
Use each of the three domains of learning in your teaching plan. For an understanding of learning domains see: 3 DOMAINS OF LEARNING.docx
Learner goals and objectives must be patient-centered. For an understanding of Goals and Objectives see: WRITING LEARNER GOALS AND OBJECTIVES.docx
Include APA references. See “APA Tutorial & References” in the Modules tab of this course.
Cite reference(s) using APA format. Click on this Link (Links to an external site.). If you cite more than one reference, please list your references within the body of the text (not at the end of your submission) to show where the information was obtained. Proper use of referencing will allow your colleagues to find information of interest and this will augment student learning!

Please paraphrase your work or use direct quote(s) as needed. The majority of the information that you submit must be your own work. You may not “cut and paste” information from the Internet as this is considered plagiarism.

Group Project Grading Rubric
Rubric

Group Project Grading Rubric

Group Project Grading Rubric

CriteriaRatingsPts
This criterion is linked to a Learning OutcomeCONTENT

view longer description

The project contained an exceptional amount of valuable information, including references in APA format.

25.0 pts
The project contained a good amount of valuable information, including references in APA format.

22.0 pts
The project contained a fair amount of valuable information and/or references were not in APA format.

19.0 pts
The project contained little to no valuable information OR no work was submitted.

0.0 pts
25.0 pts

This criterion is linked to a Learning OutcomeCOLLABORATION

view longer description

Team members always worked from others’ ideas. Team members contributed equally to the project.

25.0 pts
Team members worked from others’ ideas most of the time. You contributed a good amount of effort to this project.

22.0 pts
Team members sometimes worked from others’ ideas. You contributed a fair amount of effort to this project, but participation was late and/or lacking.

15.0 pts
Team members did not work from others’ ideas. You did not work on this project with your team members; no work was submitted.

0.0 pts
25.0 pts

This criterion is linked to a Learning OutcomeORGANIZATION

view longer description

The project was exceptionally well prepared and easy to follow.

25.0 pts
The project was well prepared but somewhat difficult to follow.

22.0 pts
The project was minimally prepared and/or difficult to follow.

19.0 pts
The project showed lack of preparation and was unorganized OR no work was submitted.

0.0 pts
25.0 pts

This criterion is linked to a Learning OutcomeLEARNING DOMAINS AND TEACHING METHODS

view longer description

The project’s learning domains and teaching methods were always congruent.

25.0 pts
The project’s learning domains and teaching methods were mostly congruent.

22.0 pts
The project’s learning domains and teaching methods were not congruent.

19.0 pts
The project lacked inclusion of appropriate learning domains and teaching methods OR no work was submitted.

0.0 pts
25.0 pts

Total Points: 100.0

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Our Service Charter
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