Write a 500‐750‐word essay on the influence patient education has in health care using the experiences of a patient. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.

Suggested interview questions:

1. Did a patient education representative give you instructions on how to care for yourself after your illness or operation?
2. Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?
3. Who assisted you at home after your illness or operation?
4. Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?

You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center. Only Word documents can be submitted to LopesWrite.

RUBRIC

APA format 2 pages long 3 references 1 from walden university library

please use one of the references from this post

 

     An educational program’s worth is determined by a process that is defined as an evaluation (Keating & DeBoor, 2018).  “Evaluation is a broad term that describes the process of determining the value, worth, or quality” (Billings & Halstead, 2016, p. 385).  There are several evaluation models that are utilized by nursing programs and nursing educators. 

     During this week’s assigned readings, I found two models that could be used for the evaluation of an educational intervention in a healthcare setting.  One is the RSA Model which was developed by Roberta Straessle Abruzzese, a nursing educator.  This model is a triangle that progresses in a hierarchy fashion moving from process evaluation (the lowest level) to content evaluation, outcome evaluation, and the highest level – impact evaluation (DeSilets, 2010).  Another attractive model is the CURRICULUM Model which includes context, content, and conduct.  Under context the letters C – consider context and U – understand learners; content includes the letters R – wRite goals, R – wRite objectives, I – identify content, C – choose methods and materials, and U – unite resources; and conduct includes the letters L – lead implementation, U – undertake evaluation, and M – monitor outcomes (Kalb, 2009).

     Although the above-referenced evaluation models are appropriate for an educational program within a healthcare setting, our team has chosen the Kirkpatrick Evaluation Model combined with a Shared Governance Model approach.  The Kirkpatrick Evaluation Model “evaluates four levels of change:  reaction, learning, behavior, and results” (Billings & Halstead, 2016, p. 389).  Each of these levels must be evaluated before expanding upon the next.  This model will be useful for the nurse and the educator as it will show if the training yields the desired outcomes; the degree of change on the nursing units; and the amount of content learned (Kirkpatrick Partners, 2019).  Moses Cone Hospital already has a Shared Governance model in place which will aid in achieving quality patient care by aligning nursing professional practice with organizational values and beliefs (Nursing World, 2004).  This model can help nurses by encouraging one another to provide evidenced-based care and live the mission, vision, and values of the Cone Health organization. 

     According to Billings & Halstead (2016, p. 395), “to design and implement an evaluation plan and then ignore the results would defeat the purpose of evaluation.”  Evaluation of an educational program not only reveals the success of the said program; it can also assist the nurse educator in any changes that need to be made for future reference.  “Implementing an educational model that is based on outcomes reflects the influence of education on practice” (Dickerson, Shinners, & Chappell, 2017).    

References

Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th ed.)

DeSilets, L. D. (2010, January). Another Look at Evaluation Models. The Journal of Continuing Education in Nursing, 41(1), 12-13. Retrieved from the Walden Library databases.

Dickerson, P. S., Shinners, J., & Chappell, K. (2017). Awarding credit for outcomes-based professional development. The Journal of Continuing Education in Nursing, 48(3), 97-98. Retrieved from the Walden Library databases.

Kalb, K. A. (2009, May/June). The three Cs model: The context, content, and conduct of nursing education. Nursing Education Perspectives, 30(3), 176-180. Retrieved from the Walden Library databases.

Keating, S. B., & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing education (4th ed. New York, NY: Springer.

Nursing World. (2004). Shared governance models: The theory, practice, and evidence. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/

ANAPeriodicals/OJIN/TableofContents/Volume92004/No1Jan04/SharedGovernance

Models.aspx

 

Step 1: Pull out your food journal

Using your own diet  analysis,  set up a dietary consultation as if you were with a client.  The client may be fictional or yourself

• Create a goal for your “client”.  It can be a made up goal or one that you have for yourself.
• Analyze your diet by looking at the diet and exercise as a whole over the duration of your journal

Some things to include:

• Determine any dietary suggestions that may be necessary to meet the client’s goal
• Does the client (or you) eat more over the weekend?
• Does the client (or you) eat more during the week?
• Do your exercise patterns change during the week compared to the weekend?
• Does  your macronutrient (Fat, Protein, and Carbohydrates) break out work  towards the overall goal for yourself or your “client? If yes, Explain  why.  If no, How can you improve to meet the nutritional goal?
• Based  on your Food log, clients body composition, and overall health goal-  determine if the goal was realistic to achieve.  If yes, explain why.   If not, how would you help them to create a realistic goal

Your  food recommendations paper should be a minimum of 2-3 pages in length,  APA formatted, properly cited reference page, 12 point font.

Step 2: Create a Food Journal Portfolio

Include in this order:

• Title page
• Personal Food Journal
• Food Journal Analysis
• Food Recommendations for a fictional client or yourself
• Reference Page

All components to your portfolio must be presented in essay style APA format, include properly cited reference page, title page, and 12 point font.

 Benchmark – Human Experience Across the Health-Illness Continuum
View RubricDue Date: Apr 07, 2019 23:59:59       Max Points: 100

Details:

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark – Human Experience Across the Health-Illness Continuum  

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

30.0 %Health-Illness Importance to Health and Patient Care (Benchmarked: 5.1. Understand the human experience across the health-illness continuum.) 

A discussion on the importance of the health-illness continuum is not presented. 

A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.

A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.

A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.

A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.

30.0 %Refection on Personal State of Health and the Health Illness Continuum

Reflection on personal overall state of health is omitted. 

A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete. 

A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.

A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum. 

20.0 %Resources Supporting Wellness

Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.

Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.

General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.

Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

15.0 %Organization and Effectiveness 

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness 

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. 

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

15.0 %Organization and Effectiveness 

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. 

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. 

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present. 

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct. 

3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct. 

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage