The purpose of this assignment is to provide an opportunity for students to appl

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, case, or client interview. 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.
FOLLOW THE RUBRIC
Learners Needs Assessment- Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence based research.
Learning style-Includes a comprehensive discussion of the learner’s style with references to evidence based research
Readiness of the Learner-Includes a comprehensive assessment of the readiness of the Learner with reference to evidence based research.
Goal Development-Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.
Learning Outcomes-Identifies appropriate teaching content based on the learner’s needs and supports it with evidence based research.
This criterion is linked to a Learning OutcomeInstructional Methods- Allocated time and resources appropriately to meet all learning outcomes.
Evaluation-Utilized 2 measurable evaluation methods derived from learning outcomes.
Written Component, References, APA format-Includes at least four (4) references, only one is a textbook. All references from reputable sources Demonstrate mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions
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, case, or client interview. 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.
Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on
rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimum on 4
references including a professional organization for
the illness/condition.Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on
rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimum on 4
references including a professional organization for
the illness/condition.Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on
rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimum on 4
references including a professional organization for
the illness/condition.Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on
rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimum on 4
references including a professional organization for
the illness/condition.Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on
rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimum on 4
references including a professional organization for
the illness/condition.
FOLLOW THE RUBRIC
Learners Need Assessment- Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence-based research.
Learning style-Includes a comprehensive discussion of the learner’s style with references to evidence-based research
Readiness of the Learner-Includes a comprehensive assessment of the readiness of the Learner with reference to evidence-based research.
Goal Development-Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.
Learning Outcomes-Identifies appropriate teaching content based on the learner’s needs and supports it with evidence-based research.
This criterion is linked to a Learning OutcomeInstructional Methods- Allocated time and resources appropriately to meet all learning outcomes.
Evaluation-Utilized 2 measurable evaluation methods derived from learning outcomes.
Written Component, References, APA format-Includes at least four (4) references, only one is a textbook. All references from reputable sources Demonstrate mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions
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, case, or client interview. 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.
FOLLOW THE RUBRIC
Learners Need Assessment- Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence-based research.
Learning style-Includes a comprehensive discussion of the learner’s style with references to evidence-based research
Readiness of the Learner-Includes a comprehensive assessment of the readiness of the Learner with reference to evidence-based research.
Goal Development-Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.
Learning Outcomes-Identifies appropriate teaching content based on the learner’s needs and supports it with evidence-based research.
This criterion is linked to a Learning OutcomeInstructional Methods- Allocated time and resources appropriately to meet all learning outcomes.
Evaluation-Utilized 2 measureable evaluation methods derived from learning outcomes.
Written Component, References, APA format-Includes at least four (4) references, only one is a textbook. All references from reputable sources Demonstrates mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions
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, case, or client interview. 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.
FOLLOW THE RUBRIC
Learners Needs Assessment- Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence based research.
Learning style-Includes a comprehensive discussion of the learner’s style with references to evidence based research
Readiness of the Learner-Includes a comprehensive assessment of the readiness of the Learner with reference to evidence based research.
Goal Development-Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal.
Learning Outcomes-Identifies appropriate teaching content based on the learner’s needs and supports it with evidence based research.
This criterion is linked to a Learning OutcomeInstructional Methods- Allocated time and resources appropriately to meet all learning outcomes.
Evaluation-Utilized 2 measureable evaluation methods derived from learning outcomes.
Written Component, References, APA format-Includes at least four (4) references, only one is a textbook. All references from reputable sources Demonstrates mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions
START with the scenario I put on this order to make it easier
Scenario
Mr. Green is a 45 y/o male client who was involved in a MVA (motor vehicle accident), sustaining
bilateral compound fractures. The patient was transferred via fire rescue to the trauma hospital. The
client was evaluated and taken to surgery for an open reduction and internal fixation (ORIF). During
surgery the patient had an estimated blood loss of 850 mL. Postoperatively the client was transferred to
the surgical intensive care unit (SICU). Mr. Green is now 2 days post-op. At 0800 the UAP takes the
client’s vital signs T: 98.5 F, P: 97 bpm, RR: 22 bpm, BP:132/77 mmHg, O2: 97% on room air. The nurse’s
assessment findings note: client is alert and oriented, the client reports pain 7/10.
At 1325 Mr. Green rings the call bell to report chest pain. The nurse delegates to the UAP to check the
vitals while the nurse assess the client. The nurse notes the client is experiencing labored breathing,
dyspnea, cyanosis, and is diaphoretic. Upon lung auscultation the nurse notes decreased breath sounds
and coarse crackles in the right lung. The vital signs are: T: 97.8 F, P: 125 bpm, RR: 28 bpm, BP: 90/70
mmHg, 02: 82% on room air. The client report worsening chest pain when breathing, dizziness, and back
pain.
Mr. Green experienced an acute pulmonary embolism. It has been 3 weeks since Mr. Green’s pulmonary
embolism diagnosis. He is now on a respiratory medical -surgical unit, preparing to be discharged in a
few days. Scenario
Mr. Green is a 45 y/o male client who was involved in a MVA (motor vehicle accident), sustaining
bilateral compound fractures. The patient was transferred via fire rescue to the trauma hospital. The
client was evaluated and taken to surgery for an open reduction and internal fixation (ORIF). During
surgery the patient had an estimated blood loss of 850 mL. Postoperatively the client was transferred to
the surgical intensive care unit (SICU). Mr. Green is now 2 days post-op. At 0800 the UAP takes the
client’s vital signs T: 98.5 F, P: 97 bpm, RR: 22 bpm, BP:132/77 mmHg, O2: 97% on room air. The nurse’s
assessment findings note: client is alert and oriented, the client reports pain 7/10.
At 1325 Mr. Green rings the call bell to report chest pain. The nurse delegates to the UAP to check the
vitals while the nurse assess the client. The nurse notes the client is experiencing labored breathing,
dyspnea, cyanosis, and is diaphoretic. Upon lung auscultation the nurse notes decreased breath sounds
and coarse crackles in the right lung. The vital signs are: T: 97.8 F, P: 125 bpm, RR: 28 bpm, BP: 90/70
mmHg, 02: 82% on room air. The client report worsening chest pain when breathing, dizziness, and back
pain.
Mr. Green experienced an acute pulmonary embolism. It has been 3 weeks since Mr. Green’s pulmonary
embolism diagnosis. He is now on a respiratory medical -surgical unit, preparing to be discharged in a
few days. Scenario
Mr. Green is a 45 y/o male client who was involved in a MVA (motor vehicle accident), sustaining
bilateral compound fractures. The patient was transferred via fire rescue to the trauma hospital. The
client was evaluated and taken to surgery for an open reduction and internal fixation (ORIF). During
surgery the patient had an estimated blood loss of 850 mL. Postoperatively the client was transferred to
the surgical intensive care unit (SICU). Mr. Green is now 2 days post-op. At 0800 the UAP takes the
client’s vital signs T: 98.5 F, P: 97 bpm, RR: 22 bpm, BP:132/77 mmHg, O2: 97% on room air. The nurse’s
assessment findings note: client is alert and oriented, the client reports pain 7/10.
At 1325 Mr. Green rings the call bell to report chest pain. The nurse delegates to the UAP to check the
vitals while the nurse assess the client. The nurse notes the client is experiencing labored breathing,
dyspnea, cyanosis, and is diaphoretic. Upon lung auscultation the nurse notes decreased breath sounds
and coarse crackles in the right lung. The vital signs are: T: 97.8 F, P: 125 bpm, RR: 28 bpm, BP: 90/70
mmHg, 02: 82% on room air. The client report worsening chest pain when breathing, dizziness, and back
pain.
Mr. Green experienced an acute pulmonary embolism. It has been 3 weeks since Mr. Green’s pulmonary
embolism diagnosis. He is now on a respiratory medical -surgical unit, preparing to be discharged in a
few days. Scenario
Mr. Green is a 45 y/o male client who was involved in a MVA (motor vehicle accident), sustaining
bilateral compound fractures. The patient was transferred via fire rescue to the trauma hospital. The
client was evaluated and taken to surgery for an open reduction and internal fixation (ORIF). During
surgery the patient had an estimated blood loss of 850 mL. Postoperatively the client was transferred to
the surgical intensive care unit (SICU). Mr. Green is now 2 days post-op. At 0800 the UAP takes the
client’s vital signs T: 98.5 F, P: 97 bpm, RR: 22 bpm, BP:132/77 mmHg, O2: 97% on room air. The nurse’s
assessment findings note: client is alert and oriented, the client reports pain 7/10.
At 1325 Mr. Green rings the call bell to report chest pain. The nurse delegates to the UAP to check the
vitals while the nurse assess the client. The nurse notes the client is experiencing labored breathing,
dyspnea, cyanosis, and is diaphoretic. Upon lung auscultation the nurse notes decreased breath sounds
and coarse crackles in the right lung. The vital signs are: T: 97.8 F, P: 125 bpm, RR: 28 bpm, BP: 90/70
mmHg, 02: 82% on room air. The client report worsening chest pain when breathing, dizziness, and back
pain.
Mr. Green experienced an acute pulmonary embolism. It has been 3 weeks since Mr. Green’s pulmonary
embolism diagnosis. He is now on a respiratory medical -surgical unit, preparing to be discharged in a
few days. Scenario
Mr. Green is a 45 y/o male client who was involved in a MVA (motor vehicle accident), sustaining
bilateral compound fractures. The patient was transferred via fire rescue to the trauma hospital. The
client was evaluated and taken to surgery for an open reduction and internal fixation (ORIF). During
surgery the patient had an estimated blood loss of 850 mL. Postoperatively the client was transferred to
the surgical intensive care unit (SICU). Mr. Green is now 2 days post-op. At 0800 the UAP takes the
client’s vital signs T: 98.5 F, P: 97 bpm, RR: 22 bpm, BP:132/77 mmHg, O2: 97% on room air. The nurse’s
assessment findings note: client is alert and oriented, the client reports pain 7/10.
At 1325 Mr. Green rings the call bell to report chest pain. The nurse delegates to the UAP to check the
vitals while the nurse assess the client. The nurse notes the client is experiencing labored breathing,
dyspnea, cyanosis, and is diaphoretic. Upon lung auscultation the nurse notes decreased breath sounds
and coarse crackles in the right lung. The vital signs are: T: 97.8 F, P: 125 bpm, RR: 28 bpm, BP: 90/70
mmHg, 02: 82% on room air. The client report worsening chest pain when breathing, dizziness, and back
pain.
Mr. Green experienced an acute pulmonary embolism. It has been 3 weeks since Mr. Green’s pulmonary
embolism diagnosis. He is now on a respiratory medical -surgical unit, preparing to be discharged in a
few days.