TEXTBOOK: Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 6: Assessing Mental Status Including Risk for Substance Abuse 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. 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 3. 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)

4. 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. 5. 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. 6. Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. Power Point – Power Point Directions: 1. Create a 6-8 slide Power Point presentation for your selected population setting. 2. The goal of this Power Point Presentation is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Power Point, all three of the learning objectives should have been met. For Example: If a learning objective in the 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 Power Point related to how to properly wear a bike helmet. 3. Tips for a great Power Point presentation: • Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal. • Incorporate graphics, clip art, or photographs to increase interest. • Use words and phrases suitable for your selected population. • Avoid writing paragraphs. Use simple sentences and bullet points. • Cite all sources used to create the educational content with (author, year). • Proofread for spelling and grammar errors prior to final submission.