The information that follows outlines the process your team will undertake in developing an educational program for your selected home care or public health agency. Note that each section corresponds to a week of the course. It is strongly recommended that your team completes each section during the identified week.

1.    Know your clinical agency:

·         Identify and describe the rural, home care or public health agency that your team selected for your Course Project.

2.    Know your audience:

·         Whose needs are you measuring? Do they represent a group of people or a target population?

·         To whomwould you deliver your needs assessmentdataif you were actually presenting this information to your selected setting?

3.    Know your data:

·         Identify the type of data (health statistics, education levels, comparable home care/public health agencies in the area) that you need to gather to learn more about your region, your setting, and your patient population.

·         If you were a nurse educator within this setting, how would you gather data about your region’s population?

o   Identify the instruments and/or methods you would use and how each would help you to better assess the needs of this specific population. For example, would you utilize websites,surveys, interviews, focus groups, working groups, observations, or tests and why?

·         Realistically, considering the scope of this project and your available resources, how will you gather authentic data about your region’s population?

o   Identify the instruments and/or methods you will use and explain how each will help you to better assess the needs of this specific population.

4.    Know your action plan:

·         Explain how you will analyze the data that you collect.

Questions adapted from: McCawley, P. (2009). Methods for conducting an educational needs assessment: Guidelines for cooperative extension system professionals. University of Idaho, Extension.

Section B: External Factors

As a team, collect information on the external frame factors that influence the home care/public health agency and possible patient education needs. As you complete this section, use the following questions to help guide your research:

What are the major demographics of the regional population that this setting serves?What are the major health problems and diseases in the population that could be preventable? Are there implications for health education as it applies to these populations? How do disease rates in this specific population compare to national morbidity and mortality rates?

Describe the community in which your selected setting is located.

public health department would be a good setting. The largest one in this area would be the Toledo Lucas County Health Department.The Lucas County Health Department has a 60+ Senior program I will place the link at the bottom of this post.http://www.lucascountyhealth.com/environmental-health/water-quality/

1.    Identify the demographics of your assigned region. Include age, gender, socioeconomic status, ethnicity, etc. Then, identify the demographics of the specific community in which your selected setting is located.

2.    Identify the characteristics of your setting (for example, rural, urban, suburban, climate, economy, etc.)

3.    Describe the community’s political climate and body politic in 3–5 sentences.

4.    Identify potential education needs for patients that seek services at this setting.

5.    Identify the health needs of the patient population that seek services at this setting.

6.    Identify how accreditation/certification might impact your proposed patient education program.

7.    Identify financial support systems for your proposed patient education program.

8.    Summarize the external factors you assessed and identify the key patient education needs based on this assessment.

Needs Assessment and frame factors adapted from: Keating, S.B. (Ed.). (2011). Curriculum development and evaluation in nursing education (2nd ed.). New York, NY: Springer Publishing Company.

Section C: Internal Factors

As a team, collect information on the internal frame factors that impact the population’s health care needs. As you complete this section, use the following questions to help guide your research:

What funds are available for health education? If your team selected a home care setting, is it supported by private funds, Medicare, Medicaid, or fee-for-service income?If your team selected a public health agency, is it supported by county or state funds? Who are the major stakeholders involved in health education, and what are their responsibilities?

1.    Describe the organizational structure of the agency (the setting you selected). What are the processes for approval of new patient education programs?

public health department would be a good setting. The largest one in this area would be the Toledo Lucas County Health Department. The Lucas County Health Department has a 60+ Senior program I will place the link at the bottom of this post. http://www.lucascountyhealth.com/environmental-health/water-quality/

http://www.lucascountyhealth.com/

2.    Identify the mission, vision, and philosophy of your selected setting (if applicable).

3.    Describe the internal economic situation and its influence on patient education programs in this setting.

4.    Describe the available resources within the setting, as well as those devoted specifically to patient education programs.

5.    Explain the general characteristics of patients within this setting (if applicable).

6.    Describe the political structure of the setting, as well as the patient education programs within it (if applicable).

7.    Summarize the external factors you assessed and identify key patient education needs based on your assessment.

Part 1 Final Submission

Submit a 3- to 5-page paper in outline form by Day 7 of Week 4 that addresses the following:

I.              Brief description of your region and selected setting

A.   Relevant characteristics, demographics, health statistics, and needs of your assigned region

B.   Home care/public health agency that you have selected, including distinguishing characteristics of the setting as well as the mission, vision, and philosophy

II.            Brief description of the Needs Assessment

A.   Rationale for the research questions and resources used to collect data

B.   Key external and internal factors identified by the needs assessment

C.   Comprehensive analysis and summary of how the key external and internal factors impact your region, setting, and patient education needs

III.           Summary statement

A.   Type of patient education program your team is proposing.

B.   Target population for this program (e.g., the general population in the region/community, age-specific groups, specific diagnosis aggregates).

C.   Your proposed program based upon the evidence collected from your needs assessment .

D.   Specific external and internal frame factors that could positively and/or negatively influence your proposed program.

As a team, conduct research to determine whether your selected setting reflects a particular theoretical philosophy and/or organizational framework. Use the following questions as a guide when determining the presence of theories and curriculum components:

Does your setting’s website present theoretical statements related to the application of patient education, health care systems, health care beliefs, etc.? If so, how might you use them as an organizational framework for your proposed patient education program? If not, how might your team create an organizational framework that encompasses the theories and concepts that you believe to apply to your program?

1.    Identify the theories and concepts reflected in your setting (if applicable).

The Midwest Region selected the Toledo-Lucas County Health Department (TLCHD) as our setting. As a public health setting, their main focus is on health promotion and disease prevention for the community and individual patients. The core values of TLCHD include health promotion, people focused, collaboration, communication, empowerment, and disease prevention (Toledo-Lucas County Health Department, 2017). These core values are supported by several learning theories and models including Behavior Learning Theories, Social Learning Theories, Humanism Learning Theories, the Caring Learning Theory, and the Adult Learning Theory (Billings & Halstead, 2016).

The Health Belief Model (HBM) has been noted as one of the most influential behavioral models in health promotion, aims to anticipate and explain individual health behaviors by centering on perspectives and beliefs about health (Raingruber, n.d.). The Social Learning Theory is another influential theory in public health, it is based on the assumption that behavior is learned through observation, imitation, and positive reinforcement, and that people also learn through seeing the benefits of the behaviors that they have observed (Raingruber, n.d.).

The third theory is the Adult Learning Theory, in which the learning behaviors of adults are shaped by past experiences; their maturity and life experiences provide them with insights and the ability to see relationships. Adults are not content centered but are self-directed and motivation to learn is internal. They are problem-centered and need and want to learn useful information that can be readily adapted to resolve a problem. Adults need a climate that enables them to assume responsibility for their learning.

References

Raingruber, B. (n.d.). Health Promotion Theories. Retrieved on March 25, 2018 from http://www.verpleegkunde.net/assets/health-promotion-theories.pdf

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier

Toledo-Lucas County Health Department. (2017). Mission & Values. Retrieved on March 25, 2018 from http://www.lucascountyhealth.com/about/mission-values/

Learning Theory

2.    As a team, discuss and identify the major theories that apply to your program and why.

o   Explain how you will thread learning experiences and concepts associated with these theories throughout the program.

o   Explain how these theories aid in the alignment of the program and the setting (if applicable).

Organizational Framework  *******  Please complete question # 3&4.

3.    Identify the type of organizational framework and curriculum development approach that is most applicable to your patient education program.

4.    Develop an organizational framework/approach that aligns with the following parameters:

o   It is congruent with the setting’s mission, vision, and philosophy.

o   It mirrors the educational and/or developmental needs of your intended nursing staff, as well as the trends and regulations applicable to your setting and program focus.

As a team, reexamine the mission, vision, and philosophy of your selectedsetting. Then, begin to develop a mission, vision, and philosophy statement for your proposed patient education program. When creating these curriculum components, consider the following:

What is the ultimate, long-term goal of your patient education program? For example, a hypothetical setting such as Nightingale Public Health Agency might create a program focused on changing patient health behaviors related to the causative factors of lung cancer. As such, their overall program goal might be to “decrease the mortality rates for lung cancer to the national level or below.” This program goal will not only guide the creation of curriculum components but also the creation of end-of-program outcomes, learning objectives, and learning activities. In addition, this goal will measure the outcomes of the patient education program. In this example, lung cancer mortality rates should decrease and at least match those of the national rates at the end of the year following the program.

1.    Create the mission for your patient education program. Justify your mission statement by explaining how this statement supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.

2.    Create the vision for your patient education program. Justify your vision by explaining how this statement supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.

3.    Create the philosophy of your patient education program. Justify your philosophy by explaining how this statement supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.

4.    Create the overall program goal of your patient education program. Justify your program goal by explaining how this statement supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.

5.    Explain how will the mission, vision, philosophy, and overall program goal help to guide the actions of both nurse educators and patients in your setting.

As a team, review the mission, vision, and philosophy that you created for your program, as well as the overall need or goal that led to the focus of your curriculum. Then, begin to develop your end-of-program outcomes. Refer to the Appendix section  “Writing Measurable End-of-Program Outcomes” for authentic examples that can aid you in writing your outcomes.

1.    Create 4- to 6-end-of-program learning outcomes. For each learning outcome, identify the learning domain. Then, complete the following:

o   Describe the competency level used for your learning outcomes. Justify the appropriateness of each learning verb.

o   Explain how these learning outcomes align with the program’s mission, vision, philosophy, and overall program goal, as well as the needs of the nursing staff.

As a team, you will use your end-of-program outcomes to design your program. Specifically, you will create a plan of study that consists of at least 5 patient education sessions. Though educational programs in clinical agencies might have more or less than 5 sessions, you are required to develop a minimum of 5 sequential sessions that could address the educational needs of patients in your selected setting. Refer to the Appendix section “Plan of Study for the Curriculum” for authentic examples that can aid you in designing your program.

1.    Identify the total number of sessions your patient program would consist of if you were actually developing the full program. Justify your choice.

2.    Identify the number of sessions you will be creating for your project and the sequence in which patients will participate in these sessions. (Note: You must identify a minimum of 5 for your project).

3.    Develop your sessions.

o   Create a title for each session.

o   Write a description for each of your sessions. When creating the descriptions, use 2–3 succinct sentences that introduce patients to content that will be covered, as well as the type of learning activities (lecture, discussions, skills lab, simulations, clinical experiences, etc.) that will take place.

o   Create learning objectives (2–3) for each session. (Note: This may be an iterative process with the bullet above).

4.    Use a concept map to illustrate alignment of session objectives to the program goal, as demonstrated in the Appendix section of this document.

Submit a 4- to 6-page paper, not including tables or concept maps, by Day 7 of Week 10that addresses the following in outline form:

I.      Brief description of the program’s learning theory

A.   Applicable theories

B.   The alignment of programmatic theory to that of the setting

C.   Theory integration throughout the program

II.    Brief description of the program’s organizational framework

A.   Type of organizational framework

B.   Congruence with the setting’s mission, vision, and philosophy

C.   Organizational framework as a means to meet learner needs

III.   Brief description of the curriculum’s components

A.   Program mission and alignment

B.   Program vision and alignment

C.   Program philosophy and alignment

D.   Program goal and alignment

IV.  Identification of end-of-program outcomes

A.   4–6 end-of-program outcomes using bullet points

B.   How these outcomes align with the program’s mission, vision, philosophy, and program goal

C.   How these outcomes will address the educational needs of patients

V.   Illustration of Curriculum Design

A.   Table or similar graphic that depicts your plan of study

B.   Course sequence that includes descriptions and objectives for at least five sessions within your program

C.   Concept map that illustrates the alignment between session objectives and the overall program goal

D.   How this map accurately depicts the way each session scaffolds patient learning towards the end-of-program outcome and overall program goal

As a team, explore the methods educators can use to evaluate the quality and effectiveness of nursing programs. Then, develop a Master Plan of Evaluation.  Refer to the Appendix section “Master Plan of Evaluation” to access the table that you will use to illustrate this section’s research.

1.    Identify the curriculum components you would evaluate and why.

a.    Outline the assessment tools and methods you would use to collect data on these components.

2.    Identify the evaluation models (conceptual, benchmarking, evaluation process, formative, or summative) that apply to your program and why.

3.    Identify the evaluation strategies (observation, written communication, oral communication, simulation, self-evaluation, etc.) that apply to your program and why.

4.    Determine whether you would seek accreditation or certification for your program and why. If you choose to seek accreditation or certification, to which accrediting or regulatory agency would you apply?

5.    Create the basis for a Master Plan of Evaluation.

As a team, review the PowerPoint requirements below and decide on the key points to present for each topic. When creating your PowerPoint, it is important that you do not copy/paste paragraphs of information into your slides (you may insert tables and concept maps you have already created, as appropriate). Instead, you should critically assess your research and final submissions to identify key points that are both informative and interesting for your intended audience. You may also use the “notes” section of PowerPoint to provide the audience with more detail, as needed.

Your PowerPoint must have a minimum of 15 slides and a maximum of 20 slides, not including references. It is up to your team to decide how many slides should be devoted to each topic.

Note: It is important to remember that though the PowerPoint must present the entire scope of your project, Part 3: Master Plan of Evaluation should be thoroughly presented.

Your PowerPoint must include the topics below in the following order:

·         Introduction slide(s): Assigned region and selected setting

·         External and internal frame factors

·         Proposed program and applicable details

·         Overarching theories and frameworks

·         Curriculum design

·         Plan of study

·         Master Plan of Evaluation: table and rationale

·         References

*Note that the above outline represents general topics for you to include. These are not meant to be titles for your slides. Your team should title slides as appropriate; however, you may use one or more topics above as a title if it aligns to the content presented on the slide.