Hi I need help creating a developmental study plan. I will post an example of the assignment below along with instructions, please read instructions very carefully my professor is very particular
Topic: Smoking prevention for a hypertensive 65-year-old- male
There are 2 parts to the assignment as you will see in the instructions. Needs to be in APA format with reliable references 21 paragraphs for part 1 part 2 is separate
Guidelines for Teaching Plan
Part Two
The teaching template is the actual teaching plan; this part is heavily rated and
carries the most points.
Complete the following headings (See Teaching Plan Template-example) You
must use the format indicated in the Example Template:
1. Develop one learning outcome (what you-the nurse educator- wants the client
to learn at the end of the teaching session. (Think: Long-term learning- See
example in the template provided). Sources: Miller & Stoeckel’s chapter 10.
2. Write/develop three learning objectives: One from each domain:
a) Select a verb from PP Bloom’s list of verbs from each domain: Cognitive
(thinking); Affective (feelings, attitudes, values; and Psychomotor (doing).
3. Content Outline: Topics only! They will cover/help you (you, the nurse
educator- to teach the objective).
4. Instructional Materials/teaching strategies: These will help the nurse educator
to teach the topics. Make sure you utilize materials appropriate for your client:
age-related (the generation born); disability /illness, barriers, developmental, etc.
i.e. if the client is deaf, you should not list an audio video/book, etc.
5. Evaluation: Each domain has a different way of being evaluated (measured).
For the cognitive domain, use tools that are used for thinking, i.e.
a) Quizzes, exams, oral examinations, etc.
b) For the affective domain use the a) Attitude Scale (a commercial tool); b)
Observation.
c) For the psychomotor domain, use Teach-back or Re-turn demonstration.
Introduction
Retinal screening exam for a 55-year- old diabetic for the past 10 years. The most common cause
of blindness in Americans between the ages of20 and 65 is diabetic retinopathy. The Centers for
Disease Control and Prevention (CDC) estimate that there are little over 37 million diabetics
worldwide, making up about 9.3 percent of the population. We are able to prevent such
conditions with diabetic retinal exams. All patients with diabetes or pre-diabetes should undergo
an annual retinal eye exam or diabetic eye exam to check for diabetic retinopathy, according to
the American Academy of Ophthalmology. But traditionally, only 40–50% of diabetes patients
had access to this crucial annual diabetic eye test. This affects how they learn visually if such an
exam isn’t done every year. “All senses may be affected by aging, but vision and hearing are the
most important to consider as you plan health education”(Miller & Stoeckel, 2016)
Learning Needs Assessment
The very first and, arguably, most important phase in the nursing process is assessment. Before
adequately constructing a teaching plan, the nurse might learn vital infonnation about his or her
patient during the evaluation step. By asking patients questions and observing their total behavior
while responding, including verbal and nonverbal conduct, nurses can detennine their patients’
learning needs. It is crucial that we evaluate the client to ascertain our patients readiness to learn
before beginning a teaching plan for the patient. It is crucial to consider Maslow’s Hierarchy of
Needs and motivation to learn in this regard. According to this theory, which is widely used in
nursing education, learning cannot take place until a person’s basic needs (food, shelter, and love)
are met (Miller & Stoecktle, 2019). We can move forward with our patient’s education plan now
that we are aware of her history. We must consider that the technology used for learning may be
too confusing for our patient because they arc a little older, from a different generation, and may
already have some diabetic eye issues. Therefore, using tools like whiteboards with large writing
and lectures may be more beneficial.
Educational Theory
Through self-regulating cognitive processes, social cognitive theory seeks to encourage selfmanagement behavior (such as yearly retinal screening exams). Cognitive processes are defined
as managing complex health conditions to achieve the desired response. They go beyond
receiving an education or accomplishing a skill. Effective diabetes care is based on selfmanagement practices. According to the Social Cognitive Theory, cognitive processes increase
knowledge, self-efficacy, and problem-solving abilities, which encourage self-management
behavior(Smith, 2020). Self-management is tempered by social support, which also includes
informational support by way of instruction or counsel (Miller & Stoeckel, 2016).
Learning Style
The following three domains-cognitive, affective, and psychomotor- are relevant to nursing
education (Miller & Stoecktel, 2019). In the cognitive component, the patient uses reasoning and
decision-making skills to draw conclusions and render important verdicts. Using emotion and
attitude toward their point of view constitutes the affective portion. The last section,
psychomotor, discusses daily activities. With the help of this technique, patients can engage in
teach-back learning, where they can show the nurse what they have learned after receiving
education from the nurse (Miller & Stoecktle, 2019). The nurse will be able to comprehend the
patients’ learning preferences classified in three different ways with the help of the three different
teaching domains in order to fully impact the education. Individualized patient education can
also aid older diabetics in enhancing their self-care practices and successfully managing their
condition. Optimizing learning opportunities may be possible by learning more about the
preferred learning style of the patients.
Readiness of the Learner
The capacity to complete the tasks associated with each stage of life is correlated with an adult’s
readiness to learn (Miller & Stoeckel, 2016). Adults deal with real-world issues and seek
knowledge that will enable them to manage their current situation and changing social roles.
These tasks include finding work, establishing a professional identity, taking care of family and
community responsibilities, building successful relationships, and aging gracefully (Miller &
Stoeckel, 2016). Depending on the learner’s physical and emotional readiness, diabetes education
can begin. There are four stages in the assessment of the willingness to learn. Level I: The client
expresses no interest in learning about health issues, believes that the healthcare team is
responsible for their health, and lacks the physiologic or developmental skills needed to learn. In
stage 2, the client expresses some verbal interest in receiving health information, but he or she is
also easily distracted, willing to comply with some instructions from the healthcare team, and has
limited physiologic or developmental skills. In level 3, the client has the necessary physiologic
and developmental skills, is more interested in learning about health, can stay on topic for longer
periods of time , and seeks and follows healthcare team directions. In stage 4, the client expresses
a strong interest in health education and asks a lot of questions, follows the advice of the
healthcare team and takes charge of their own health, and has all necessary physiological and
developmental abilities to learn (Miller & Stoeckel, 2019).
Learning Outcomes
A learning outcome is a statement of the overall purpose or aim of a learning program.They
demonstrate the fundamental, particular competencies (knowledge, skills, or
practice/performance) required to meet the learning requirements of clients. Multiple learning
objectives are typically present in learning outcomes (Miller & Stoeckel, 2019). In our patients
case we want to make sure they have a firm understanding of the patterns to look with diabetic
retinopathy. We should also consider educating them on the various diabetes monitoring and
treatment methods.
Learning Objectives
Learning objectives are the intended outcomes of instruction, programs, or learning activities.
Leaming objectives are specific actions to achieve learning outcomes(Miller & Stoeckel, 2019).
They are typically extensive, specific, and detailed. The subject matter that the teacher plans to
cover in the learning activity is typically indicated in the learning objectives, which reflect
teaching intentions. They are divided into four parts using an ABCD structure which include
audience, behavior, conditions, and degree (Miller & Stoeckel, 2019). The objective for this
patient is to ensure that the pateint can self sufficient take preventive measures to diabteice
retionpathy which include retinal eye exams (Miller & Stoeckel, 2019).
Teaching Plan
Leaming
Leaming
Outcome
Objectives
Patient should
demonstrate a
clear
understanding of
the pathogenesis
(Cognitive)
Patient will
articulate
knowledge of
risk factors and
management of
diabetic
retinopathy
and
pathophysiology
of diabetic
retinopathy so
they know why
getting an anual
eye exam is so
important
Content Outline Instructional
Evaluation
Materials
& Teaching
tecbniaues
Define what
A powerpoint or Ask patient some
causes diabetic
infograph with
question to make
retinopathy
images and
sure they
graphs followed understand their
Identify how
by a brief lecture risk factors of
diabetic
retinopathy
retinopathy
vastly is effects
Measure their
the poputional
knowledge with
and what could
a short quiz
happen if not
taken care of
Explain how
annual eye exam
a preventative
measures for
diabetic
retinooathv
(Affective)
Explain to them Giving patient a
The patient will
the importance of copy of their
recognize the
sticking to his
medical regimen
necessity of
medical regimen and going
following the
through it
medical regimen Express why
together.
by reporting any retinal eyes
unusual
exams should be Nurse could even
occurrences or
done yearly
help patient
problems to their
schedule his next
vision
Discuss how to
appointment.
recognize if
patient is having Show patient a
issues with
video of different
vision
visual acuity so
that they can
recognize if their
vision isn’t
normal
(Psychomotor)
Have patient
Given patient a
Patient will have observe and
diagram ofa
Give patient a
questionnaire in
compliance to
diabetes self
management
Observe patients
attitude after
teaching plan
Improve patient
understanding by
to observe what
is occurring
during a retinal
eye exm
differentiante an
healthy eye and
an eye with
reitnopathy
Have patient
follow a step by
step intrustional
of eye exam
healthy eye and
then show them a
diagram of a eye
that has been
affected by
diabetic
retinopathy
Show patient a
video of how the
exam with occur
having them
repeat back how
the eye exam
works, to the best
of their knowlege
Go back over
anything patient
doesn’t
understand
Answer any
question they
may have about
exam
References
Bagchegi 0, Tabatabaeichehr M, Lashkardoost H, Mortazavi H. The Effect of Education
Based on Kolb’s Leaming Style on Selfcare Behaviors of the Elderly with Type II
Diabetes: A Randomized, Clinical Trial. Ethiop J Health Sci. 2021 Nov;31(6): 12771286. doi: I0.4314/ejhs.v31i6.24.
Hall, C. E., Hall, A. B., Kok, G. , Mallya, J., & Courtright, P. (2016, February 1). A needs
assessment ofpeople living with diabetes and diabetic retinopathy. BMC research
notes. Retrieved July 27, 2022 , from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4 736166/
(2022, June 30). The importance of Diabetic Eye Exams: Iris blog. IRIS. Retrieved July 27,
2022, from https://retinalscreenings.com/blog/why-diabetic-eye-exams-areimportant-to-primary-physicians/
Liu Y, Swearingen R. Diabetic Eye Screening: Knowledge and Perspectives from Providers
and Patients. Curr Diab Rep. 2017 Aug 31;17(10):94. DOI: 10.1007/s ll892-0170911-2
Miller, M.A., & Stoeckel, P. R. (2019). Client education: Theory and practice. Jones &
Bartlett Leaming.
Smith Y, Garcia-Torres R, Coughlin S, Ling J, Marin T, Su S, Young L (2020, February 9).
Effectiveness ofsocial cognitive theory-based interventions for glycemic control in
adults with type 2 diabetes mellitus: Protocol for a systematic review and metaanalysis. JMIR Research Protocols. Retrieved July 27, 2022, from
https://www.researchprotocols.org/2020/9/e 17148 DOI: I 0.2196/ 17148
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