Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
  • Explain the appropriate use of a medication.
  • Explain how a patient education tool promotes patient safety related to pharmacology.
• Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
  • Identify specific factors that may affect the efficacy of a medication.
  • Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication.
  • Explain correct handling, storage, and disposal of a medication.
• Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.
  • Explain how a patient education tool adheres to the principles and practices of cultural competence.
• Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.
  • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
  • Correctly format paper, citations, and references using current APA style.

 context:

Do any of these sound familiar?

• “I felt better right away, so I did not think I had to take the rest of the medicine.”
• “Every time I took it, I threw up, so I just did not take it anymore.”
• “I lost my health insurance a couple of months ago and cannot afford my medication all the time. I take it when I can afford to buy it. This is better than nothing, right?”

In addition to administering medications, nurses are assigned the responsibility of educating patients about the proper use of the medications that have been prescribed for them. Not an easy task! With all the demands on a nurse’s time, it is easy to fall into the habit of reciting instructions without taking the time to make sure those instructions have been understood. When considering patient education, you have to understand the differences between drug reactions, interactions, allergies, and individual variations in drug responses.

In order to promote better patient safety and quality outcomes, the instruction that nurses provide must be patient-centered and clearly understood. Proper education helps patients learn about their medications, how to take them correctly, avoid potentially harmful errors or drug interactions, and have the desired quality outcome.

Medication errors can occur at any point in the drug administration process. As the last person who touches a medication before the patient actually takes it, it is vital that nurses are familiar with the process of administration and be able to evaluate any discrepancies.

 

Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

1. Choose one of the following topics as the basis for your patient education tool:
   • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
   • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
   • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
   • Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
   • Ear drops or eye drops (or both) for an elderly patient.
   • Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
2. Include the following in your patient education tool:
   • Explain appropriate use of the medication.
   • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
   • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
   • Explain correct handling, storage, and disposal of the medication.
   • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

• Explain how the information in the patient education tool promotes patient safety and quality outcomes.
• Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

Additional Requirements

• At least 2 current scholarly or professional resources.
• For Part 2 only:
  • Use Times New Roman font, 12 point, double-spaced font.

 

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 Instructions

The purpose of this assignment is to apply knowledge of reliable and valid information sources to patient education in clinical nursing practice and to evaluate patient educational materials posted on the internet.

The assignment for this week consists of 3-5 page paper evaluating consumer/patient health information on the web. You will be required to find a website that is designed to provide health information to the consumer/patient and analyze it according to the criteria described below. You are required to report your analysis in a formal course paper.

   Choose a health topic/issue in which you want to educate your patient/consumer/family about (diabetes, heart failure, teenage pregnancy, depression, etc…) and briefly describe in your paper :
       An explanation of your health topic/issue and why you selected it (Significance of the topic/issue selected).

   Find an internet source that is designed to provide information/education about your selected health topic/issue and analyze the following:

       describe the website (main title, information)
       describe the overall impression about the design of the website (organization, easiness of finding information, easiness to read, table of content/index, colors, font, does it look professional).
       Who is sponsoring the website?
       How often is the site updated? When was the site created? Was it updated recently?
       Does it state that the content is not medical advice?
       Who is the intended audience? Does the site have a clear target audience? Is the information presented appropriate to the target population?

   How credible are the information presented:

       Is there any evidence that the author of the web information has some authority in the field about which she or he is providing information? Who is responsible for the information? What are the author’s credentials? Is a mechanism in place for you to contact the author?
       Are there clues that the author/s are biased? For example, is he/she selling or promoting a product? Is the author taking a personal stand on a social/political issue or is the author being objective ? Bias is not necessarily “bad,” but the connections should be clear.
       Does the information have a complete list of works cited, which reference credible, authoritative sources? Is the information valid and supported by evidence? Are omissions noted? Is the author’s point of view objective and unbiased?
       Is the information accurate? Any inconsistencies, inaccuracies, errors, false information, etc…
       Are there links that point to additional, valuable resources with minimum effort?

   Adequacy:

       Over all, does the site provide consumer/patient education? is the education adequate or does the consumer have to go somewhere else to find answers about the topic?

   Sophistication of the information:

       Is this source too elementary, too technical, too advanced, or just right?
       Is the purpose of the site clearly stated? Does the site match its purpose? Is the site intended to educate or sell?

   Submit a 3-5 page analysis paper following APA format (include title page, running head, introduction, headings, Summary paragraph, reference page, in-text citation). You need to include at least 5 reliable and current (within the last 5 years) references of which at least 3 journal articles.

Supporting Materials:

   Medical Library Association (2019). Find good health informationLinks to an external site.. [Website]. Retrieved from https://www.mlanet.org/resources/userguide.html.
   Montecino, V. (1998). Criteria to evaluate the credibility of WWW resourcesLinks to an external site.. [Website]. Retrieved from http://mason.gmu.edu/~montecin/web-eval-sites.htm. 

 

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You will design a patient education tool that can be used by nurses for teaching patients using computer applications. You will then present your tool to the class and explain the purpose, how you created it, reasoning for your choice of applications, and provide current evidence of the effectiveness of this patient education. This presentation is 5-10 minutes.

DUE DATE: 

Total Points: 200

Patient Education Project Tool Rubric – 100 points

  

Points

18-20

14-17

10-16

0

Comments

 

Use of Computer Applications

Creative,   innovative, effective use of computer applications

Effective use of computer   applications

Ineffective   use of computer use of applications

Lacking   use of computer applications

 

Organization

Extremely   well organized; logical format that was easy to follow; flowed smoothly from   one idea to another and cleverly conveyed; the organization enhanced the   effectiveness of the project

Well   organized; logical format that was easy to follow; flowed smoothly from one   idea to another and conveyed; the organization enhanced the effectiveness of   the project

Somewhat   organized; ideas were not presented coherently and transitions were not   always smooth, which at times distracted the audience

Choppy   and confusing; format was difficult to follow transitions of ideas were   abrupt and seriously distracted the audience

 

Content   Accuracy

100 % of   the facts are accurate 

99-90%   of the facts are accurate 

89-80%   of the facts are accurate

Fewer   than 80% of facts are accurate

 

Research

Went   above and beyond to research information; solicited material in addition to   what was provided; brought in personal ideas and information to enhance   project; and utilized variety of resources to make project effective

Did a   very good job of researching; utilized materials provided to their full   potential; solicited adequate resources to enhance project; at time took the   initiative to find information outside of school.

Used   the material provided in an acceptable manner, but did not consult any   additional resources

Did   not utilize resources effectively; did little or no fact gathering on the   topic

 

Creativity

Was   extremely clever and presented with originality; a unique approach that truly   enhanced the project

Was   clever at times; thoughtfully and uniquely presented

Added   a few original touches to enhance the project but did not incorporate them   throughout

Little   creative energy used during this project; was bland, predictable, and lacked   “zip”

 

Patient Education Project Class Presentation Rubric: 100 points

   

Points

18-20

14-17

10-13

5-9

0-4

Comments

 

Voice

Speaker uses appropriate pitch,   volume, and rate of speaking. Articulation excellent.

Hasty conversational style;   does not interfere with volume or articulation. Communication is unhampered.

Low volume; hasty   conversational style compromises articulation and communication.

Speech difficult to hear or   understand; communication is severely compromised.

Speaker is inaudible, and/or   speech is garbled, impeding communication.

 

Gestures and Audience Engagement

Eyes, hands, facial expression,   and body language all coordinate to support communication.

Eye contact is adequate. Facial and body language are neutral.

Eye contact and facial   expressions are minimal; gestures and body language distracting.

No eye contact; speaker is   stationary, or is supported by lectern.

No eye contact, speaker is   rigid, head down, or is unable to continue.

 

Speech Content

Introduction explains the   purpose of the tool, previews speech.

Body clearly explains how you   created it and the reasoning for choice of tools.

Conclusion ties presentation   together.

Speech is prepared, organized   into an introduction, body, and conclusion, with minimal transitional   devices.

Speech is obviously prepared   and researched, but has no discernible intro, body, and/or conclusion and   lacks interlocking thoughts.

Speech has an impromptu effect,   with no discernible parts or transitions; is obviously poorly researched and   unprepared.

Speech is unprepared, not   researched, and is obviously an impromptu presentation.

 

Evidence Support

Research used from appropriate   sources

Research used, but not from   appropriate sources

.

No research support provided

 

Length of presentation

Presentation is 5-10 minutes in   length

Presentation is <5 minutes   or>10 minutes in length

  

You will design a patient education tool that can be used by nurses for teaching patients using computer applications. You will then present your tool to the class and explain the purpose, how you created it, reasoning for your choice of applications, and provide current evidence of the effectiveness of this patient education. This presentation is 5-10 minutes.

DUE DATE: 

Total Points: 200

Patient Education Project Tool Rubric – 100 points

  

Points

18-20

14-17

10-16

0

Comments

 

Use of Computer Applications

Creative,   innovative, effective use of computer applications

Effective use of computer   applications

Ineffective   use of computer use of applications

Lacking   use of computer applications

 

Organization

Extremely   well organized; logical format that was easy to follow; flowed smoothly from   one idea to another and cleverly conveyed; the organization enhanced the   effectiveness of the project

Well   organized; logical format that was easy to follow; flowed smoothly from one   idea to another and conveyed; the organization enhanced the effectiveness of   the project

Somewhat   organized; ideas were not presented coherently and transitions were not   always smooth, which at times distracted the audience

Choppy   and confusing; format was difficult to follow transitions of ideas were   abrupt and seriously distracted the audience

 

Content   Accuracy

100 % of   the facts are accurate 

99-90%   of the facts are accurate 

89-80%   of the facts are accurate

Fewer   than 80% of facts are accurate

 

Research

Went   above and beyond to research information; solicited material in addition to   what was provided; brought in personal ideas and information to enhance   project; and utilized variety of resources to make project effective

Did a   very good job of researching; utilized materials provided to their full   potential; solicited adequate resources to enhance project; at time took the   initiative to find information outside of school.

Used   the material provided in an acceptable manner, but did not consult any   additional resources

Did   not utilize resources effectively; did little or no fact gathering on the   topic

 

Creativity

Was   extremely clever and presented with originality; a unique approach that truly   enhanced the project

Was   clever at times; thoughtfully and uniquely presented

Added   a few original touches to enhance the project but did not incorporate them   throughout

Little   creative energy used during this project; was bland, predictable, and lacked   “zip”

 

Patient Education Project Class Presentation Rubric: 100 points

   

Points

18-20

14-17

10-13

5-9

0-4

Comments

 

Voice

Speaker uses appropriate pitch,   volume, and rate of speaking. Articulation excellent.

Hasty conversational style;   does not interfere with volume or articulation. Communication is unhampered.

Low volume; hasty   conversational style compromises articulation and communication.

Speech difficult to hear or   understand; communication is severely compromised.

Speaker is inaudible, and/or   speech is garbled, impeding communication.

 

Gestures and Audience Engagement

Eyes, hands, facial expression,   and body language all coordinate to support communication.

Eye contact is adequate. Facial and body language are neutral.

Eye contact and facial   expressions are minimal; gestures and body language distracting.

No eye contact; speaker is   stationary, or is supported by lectern.

No eye contact, speaker is   rigid, head down, or is unable to continue.

 

Speech Content

Introduction explains the   purpose of the tool, previews speech.

Body clearly explains how you   created it and the reasoning for choice of tools.

Conclusion ties presentation   together.

Speech is prepared, organized   into an introduction, body, and conclusion, with minimal transitional   devices.

Speech is obviously prepared   and researched, but has no discernible intro, body, and/or conclusion and   lacks interlocking thoughts.

Speech has an impromptu effect,   with no discernible parts or transitions; is obviously poorly researched and   unprepared.

Speech is unprepared, not   researched, and is obviously an impromptu presentation.

 

Evidence Support

Research used from appropriate   sources

Research used, but not from   appropriate sources

.

No research support provided

 

Length of presentation

Presentation is 5-10 minutes in   length

Presentation is <5 minutes   or>10 minutes in length 

 here is the other format.

You will design a patient education tool that can be used by nurses for teaching patients using computer applications. You will then present your tool to the class and explain the purpose, how you created it, reasoning for your choice of applications, and provide current evidence of the effectiveness of this patient education. This presentation is 5-10 minutes.

Assignment File(s)

• Patient Education Project and Presentation [Word Document]

Rubric

NM 208 Patient Education Project ToolNM 208 Patient Education Project ToolCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeUse of Computer Applications20.0 to >17.0 ptsHigh ProficiencyCreative, innovative, effective use of computer applications17.0 to >14.0 ptsModerately High ProficiencyEffective use of computer applications14.0 to >10.0 ptsProficient PointsIneffective use of computer use of applications10.0 to >0 ptsLow-Level Proficiency/Non-ProficientLacking use of computer applications20.0 pts
This criterion is linked to a Learning OutcomeOrganization20.0 to >17.0 ptsHigh ProficiencyExtremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project17.0 to >14.0 ptsModerately High ProficiencyWell organized; logical format that was easy to follow; flowed smoothly from one idea to another and conveyed; the organization enhanced the effectiveness of the project14.0 to >10.0 ptsProficient PointsSomewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience10.0 to >0 ptsLow-Level Proficiency/Non-ProficientChoppy and confusing; format was difficult to follow transitions of ideas were abrupt and seriously distracted the audience20.0 pts
This criterion is linked to a Learning OutcomeContent Accuracy20.0 to >17.0 ptsHigh Proficiency100 % of the facts are accurate17.0 to >14.0 ptsModerately High Proficiency99-90% of the facts are accurate14.0 to >10.0 ptsProficient Points89-80% of the facts are accurate10.0 to >0 ptsLow-Level Proficiency/Non-ProficientFewer than 80% of facts are accurate20.0 pts
This criterion is linked to a Learning OutcomeResearch20.0 to >17.0 ptsHigh ProficiencyWent above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized variety of resources to make project effective17.0 to >14.0 ptsModerately High ProficiencyDid a very good job of researching; utilized materials provided to their full potential; solicited adequate resources to enhance project; at time took the initiative to find information outside of school.14.0 to >10.0 ptsProficient PointsUsed the material provided in an acceptable manner, but did not consult any additional resources10.0 to >0 ptsLow-Level Proficiency/Non-ProficientDid not utilize resources effectively; did little or no fact gathering on the topic20.0 pts
This criterion is linked to a Learning OutcomeCreativity20.0 to >17.0 ptsHigh ProficiencyWas extremely clever and presented with originality; a unique approach that truly enhanced the project17.0 to >14.0 ptsModerately High ProficiencyWas clever at times; thoughtfully and uniquely presented14.0 to >10.0 ptsProficient PointsAdded a few original touches to enhance the project but did not incorporate them throughout10.0 to >0 ptsLow-Level Proficiency/Non-ProficientLittle creative energy used during this project; was bland, predictable, and lacked “zip”20.0 pts
Total Points: 100.0PreviousNext

 

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 Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence. 

 Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page. 

 

Preparation

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

1. Choose one of the following topics as the basis for your patient education tool:
   • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
   • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
   • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
   • Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
   • Ear drops or eye drops (or both) for an elderly patient.
   • Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
2. Include the following in your patient education tool:
   • Explain appropriate use of the medication.
   • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
   • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
   • Explain correct handling, storage, and disposal of the medication.
   • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

• Explain how the information in the patient education tool promotes patient safety and quality outcomes.
• Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

Additional Requirements

• At least 2 current scholarly or professional resources.
• For Part 2 only:
  • Use Times New Roman font, 12 point, double-spaced font.

 

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How A Patient Education Tool Promotes Patient Safety Related to Pharmacology

Explains how a patient education tool promotes patient safety related to pharmacology and how the tool benefits both patients and nurses.   

How A Patient Education Tool Adheres to The Principles and Practices of Cultural Competence

Explains how a patient education tool adheres to the principles and practices of cultural competence, including differences of gender and age, and describes how the tool could be modified for other individual differences.

 

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