Design a single page trifold brochure to address the identified learning need.

Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
January 7, 2019
Was the outcome positive or negative?
January 7, 2019

 

NURS 110 Introduction to Professional Nursing Spring I 2018

W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: January 3, 2018

Page 15 Term: Spring I 2018

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.

Course: NURS 110

RUBRIC: Teaching Plan

Criteria

Exceeds ExpectationsMeets ExpectationsApproaches ExpectationsDoes Not Meet Expectations
Learners Needs Assessment100 %

Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence based research.

76 %

Includes a complete assessment of the learner’s needs using an established tool.

50 %

Includes an incomplete assessment of the learner’s needs using an established tool.

0 %

Includes an incomplete assessment of the learner’s needs that is not supported by an established tool.

Learning style100 %

Includes a comprehensive discussion of the learner’s style with references to evidence based research

76 %

Includes a complete discussion of the learner’s style.

50 %

Includes a discussion of the learner’s style with 1 or more key elements missing

0 %

Includes only a brief discussion of the learner’s style with most key elements missing

Readiness of the Learner100 %

Includes a comprehensive assessment of the readiness of the Learner with reference to evidence based research.

76 %

Includes a complete assessment of the readiness of the learner

50 %

Includes an assessment of the readiness of the learner with 1 or more key elements missing.

0 %

Includes only a minimal assessment of the readiness of the learner with most key elements missing

Goal Development100 %

Develops a clear and comprehensive learning goal based on needs assessment data to formulate a teaching plan.

76 %

Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.

50 %

Develops an incomplete learning goal based on needs assessment data.

0 %

Develops a learning goal that is not consistent with needs assessment data

Learning Outcomes100 %

Utilizes Bloom’s taxonomy of learning domains to formulate at least three (3) clear and appropriate learning outcomes.

76 %

Utilizes Bloom’s taxonomy of learning domains to formulate at least two (2) clear and appropriate learning outcomes.

50 %

Utilizes Bloom’s taxonomy of learning domains to formulate at least one (1) clear and appropriate learning outcome.

0 %

Did not use Bloom’s taxonomy of learning domains to formulate learning outcomes, and/or learning outcome is unclear or inappropriate.

Teaching Content100 %

Identifies appropriate teaching content based on the learner’s needs and supports it with evidence based research.

76 %

Identifies appropriate teaching content based on the learner’s needs.

50 %

Some key elements of teaching content, based on learner’s needs, are missing

0 %

Teaching content is not based on the learner’s needs.

Instructional Methods100 %

Utilized comprehensive instructional methods as determined by principles of adult learning.

76 %

Utilized appropriate instructional methods as determined by principles of adult learning.

50 %

Utilized incomplete instructional methods as determined by principles of adult learning

0 %

Utilized inappropriate instructional methods

Time and Resources100 %

Allocated time and resources appropriately to meet all learning outcomes.

76 %

Allocated time and resources were appropriately to meet most learning outcomes.

50 %

Allocated time or resources, but not both, appropriately to meet most learning outcomes.

0 %

Allocated neither time nor resources appropriately to meet most learning outcomes

Evaluation100 %

Utilized 2 measureable evaluation methods derived from learning outcomes.

76 %

Utilized 1 measurable evaluation method derived from learning outcomes.

50 %

Utilized an evaluation method derived from learning outcomes that is not measurable.

0 %

Did not utilize an evaluation method derived from learning outcomes.

Written Component References APA format100 %

Includes at least four (4) references, only one is a textbook and Demonstrates mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions

76 %

Includes three (3) references, only one is a textbook and applies APA (assigned edition) style and formatting, and conforms to all assignment instructions.

50 %

Includes two (2) references, only one is a textbook and/or Inconsistent use of correct APA (assigned edition) style and formatting, and/or inconsistently follows assignment instructions.

0 %

Includes one (1) or less references, only one is a textbook and/or instructions. Does not apply APA (assigned edition) style and formatting, and/or does not conform to assignment.

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