Start with 2-3 paragraphs about the purpose of the education you are planning, the intended target audience, and the setting.
The purpose will be to educate nurses or nursing students (specify who) about the evidence-based practices for the problem you wrote about in your literature review in Capstone Part 1.
Describe your target audience with at least 3 characteristics (anticipated ages, occupation, years of experience, readiness to learn, gender, ethnicity….). Include why you think it is important for them to know it. Your intended audience should be a group of 5-10 nurses or nursing students (ASN or BSN), NOT patients. If you are thinking of teaching co-workers, then in most cases, your presentation should be taught off-work site and during non-working hours to avoid conflict of interest.
The setting should include the location where you expect to present it (classroom, conference room, personal residence, restaurant, online videotape …), whether you plan to present it to a live audience or videotape it for an online audience, what equipment will be available (computers, internet, data projector, white board, flip charts, posters board…). Include how you will set up the video for the best lighting and how you plan to reduce distractions (noise, interruptions, phone calls, dog barking).
End with a sentence referring reader to Appendix A: Teaching Plan; Appendix B: Educational Material; Appendix C: Evaluation Method; and Appendix D: Survey or Posttest Results. All appendices will be inserted later after the Reference List, but you should refer the reader to look at them.
Develop a single-spaced table (see template) that includes at least 3 behavioral learning objectives, numbered/lettered outline, time per topic, at least 2 different teaching strategies, and 2 evaluation methods. Place the table in an Appendix A (after the references) and a statement should be made in the paragraph referring the reader to the Appendix A) Note: APA format specifies that appendices are after the reference list.
Write at least 3 learner-centered behavioral objectives about the content in your lit review that you plan to teach to health care personnel. Example: “After the presentation, the nurses will describe two recommendations from the _______ guidelines to prevent _____Remember to include type of objective for each. Use pdf guide and develop a table to submit with the information as seen in example below.
Type the outline for the content that correlates to each objective. At least two topic areas with two subtopics are recommended in the outline format (A. 1,2, B. 1,2,3 …). The content should include statistics of problem, PICOT guideline recommendations, and level of evidence and findings from both research articles, and any other information related to your content that you believe is essential for your target audience.
Include the time you expect to spend on each topic (approximately 15 – 30 minutes total)
Specify at least 2 teaching strategies you plan to use. Suggestions: lecture and discussion with power point or similar presentation software, videotaped presentation with trifold poster or brochure, demonstration with simulation equipment, small group discussion.
List the evaluation methods you plan to use. You are required to develop a written or online quiz/survey with at least 5 items, but you should also use a second method. Suggestions: written posttest, game style oral quiz, written evaluation form with Likert scale, return demonstration competency checklist, teach-back method, expected changes in behavior.
Develop the teaching materials and participate handouts based on your teaching plan. It can be a PowerPoint or a trifold brochure, for your topic and audience that can be video-taped (only one type is required)
If preparing a power point (or similar presentation software), use the FSCJ powerpoint template in the Introduction module. Review the example attached. Include objectives, the problem, your PICOT, summary of your literature review, recommendations, and references. Include speaker notes.
If preparing a trifold brochure: Page 1: first column should have some facts about the topic or problem, middle column should have references and who to contact for further information (use your FSCJ email), third column should have the title of brochure in large font (with or without subtitle) and a visually appealing graphic Page 2: Include facts on your topic and recommendations from guidelines and lit review your selected for your paper. Insert appropriate graphics.
If preparing another form of material, discuss expectations with the instructor.
Submit as a separate file; once you edit with feedback from the instructor, you will insert this as an Appendix in your paper.
Cite sources in APA format in the teaching materials that inform the listener or reader about the source for the statistics, guidelines, and articles you critiqued in your Literature Review. Show and tell them where your ‘evidence’ came from to make it more credible. Include a reference list (APA format) in the participant handout with 2-4 sources that were used for the teaching content. Include only the sources that you cited in the teaching materials.
Develop the q u i z and survey items you plan to use for evaluation of the effectiveness of the education. Look at the objectives and evaluation methods in your teaching plan and make sure you have a question for each one you planned to evaluate with a quiz or survey. The quiz/survey can be developed to be taken online (i.e. with survey monkey) or via pen/paper. It should have at least 5 items (statements or questions).
(55 points – 9 points per item if there are 5 items) It should include at least 3 “q u i z” items related to the content from your educational material. The other 2 items can be content-related or opinion-related about the effectiveness of the speaker and teaching materials, or likelihood of implementing EBP. You may email a rough draft to the instructor a couple days before the due date for preliminary feedback. Suggestions below. If you use all 5 items for content questions ( usually done), then remember to still include at least two questions about the effectiveness of the speaker, the teaching materials provided and how it applies to their work, etc.
Multiple choice or Select-all-that-apply questions
True/False/Not Sure and Likert scale statements can also be used (i.e. strongly agree to strongly disagree). If using True/False or Likert scale items, write a statement ending with a period that the participant can agree or disagree with (do NOT end statements with a question mark)
Skills checklist for return demonstration or expected components for teach-back method.
Open ended (limit it to only 1 open-ended question if you are seeking opinion or attitude)
Make sure that the information you collect is confidential and no patient or nurse identifiers are used (in order to protect rights of human subjects).
Attach the quiz/survey to your Capstone paper as Appendix C (after the reference list, teaching plan, and teaching materials). Submit the entire Capstone paper, so the instructor can compare what you put in your evaluation form with your intended teaching plan.
It should not be used until you have approval of the instructor and your advisor.
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