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Teaching plan for “Bathing, Diapering, and Clothing of baby”. – FOLLOW THE BLANK TEACHING OUTLINE THAT IS ATTACHED
Parent Education Teaching Project
Overview: This project is designed to assess your knowledge (gained by research of topic based on evidenced based practice) and presentation of a selected maternal/newborn teaching topic to a patient/family (role-play by peers/faculty) and will include the following:
Objectives:
Gain knowledge about a chosen topic based on evidenced based practice (EBP) within the maternal-newborn specialty area in preparation for patient teaching.
Create an organized teaching outline regarding the chosen maternal-newborn topic to include specific teaching points and information to be taught to patients and their families.
Apply principles of Knowles’ theory of adult learning into the teaching outline to ensure the patient is being taught at an appropriate level for age.
Demonstrate full knowledge of topic and be able to teach that topic to patient/family.
Effectively communicate with patient/family in a manner that is understood by patient/family.
Demonstrate a professional manner at all times in the role of “nurse” when teaching patient/family.
Develop 3 measurable goals/objectives relevant to chosen maternal-topic and be able to show those goals were met/unmet during presentation.
Gain confidence in presenting in front of a group of peers and faculty
Part A: Teaching Outline (see rubric)
Integrate at least three references (within past 5 years), to include 1 journal article, 1 textbook, and 1 scholarly and reputable website in the planning, implementation, and evaluation of the teaching outline. No nursing care plan books allowed as the 1 textbook reference but may be used as an additional reference. The student must utilize APA format for title page, outline citations and references. Final outline can be any style or format but MUST be organized and easy to follow.
Include a minimum of three, clearly stated and measurable outcomes or learning objectives at the beginning of the outline. Outcomes/learning objectives must be specific and measurable and be able to be completed by patient/family during your presentation.
Pre-select principles from Knowles Adult Learning Theory (teaching methods and evaluation methods) that will be used in your teaching practicum and include these principals at the end of your teaching outline. Include a brief statement of how the adult learning theory applies to your patient and the teaching style you will use.
Teaching outline: This is an outline of what will be taught to the patient/family and the order in which you will present the topic points. It should flow in an organized and methodical manner including topic points and information that will cover the teaching topic you chose. The teaching outline should NO MORE than 3 or 4 pages in length. You will have up to 20 minutes to complete your teaching in a role-play scenario on presentation day. Make sure your teaching is complete and comprehensive. Questions will be asked by your “patient/family” during your presentation and after your presentation by your faculty and peers.
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TEACHING AID EXAMPLE: (also attached under)
https://nationalu.brightspace.com/content/enforced…
https://nationalu.brightspace.com/content/enforced…
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* FOLLOW THE BLANK TEACHING OUTLINE THAT IS ATTACHED FOR MY TOPIC – “Bathing, Diapering, and Clothing of baby” **

What examples of advocacy do you see in your own nursing practice? List and discuss 2 examples.
Submission Instructions:
Your initial post should be  formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Explain about how blood pressure what contributes to low blood pressure 
Explain about how low blood pressure causes falls.
explain about how to prevent low blood pressure and intervents.
Facts about low blood pressure
LRC Project Directions, Guidance, and Rubric: Geriatric Health Promotion Campaign
Start Assignment
Due Tuesday by 12:30pm
Points 100
Submitting a text entry box or a file upload
File Types doc, docx, pdf, ppt, and pptx
Objective:
To design and implement a health promotion campaign targeting a specific aspect of geriatric health for a selected population.
Instructions:
Topic Selection: Each group selects a specific aspect of geriatric health for their health promotion campaign. Examples include fall prevention, medication management, nutrition, physical activity, cognitive health, or social engagement.
Target Population: Identify a target population within the geriatric community (e.g., residents of assisted living facilities, older adults in a community center, elderly patients in a hospital setting).
Campaign Planning:
Conduct a needs assessment to understand the health needs and preferences of the target population.
Develop campaign objectives and goals based on identified needs.
Design campaign materials and activities tailored to the chosen aspect of geriatric health and the target population’s preferences (e.g., brochures, posters, workshops, interactive sessions).
Plan logistics, including scheduling, location, and resources required for implementing the campaign.
Implementation: Execute the health promotion campaign according to the planned activities and timeline. Each group member should have designated responsibilities during the implementation phase.
Evaluation:
Assess the effectiveness of the campaign in achieving its objectives and goals.
Collect feedback from the target population regarding their engagement, knowledge gained, and behavior change (if applicable).
Reflect on strengths, weaknesses, and areas for improvement of the campaign.
Presentation: Each group presents their health promotion campaign to the class. The presentation should include:
Overview of the chosen aspect of geriatric health and its significance
Description of the target population and needs assessment findings
Explanation of campaign objectives, activities, and materials
Evaluation findings and reflection on the campaign’s impact
Lessons learned and recommendations for future health promotion efforts
Peer Feedback: After presentations, provide constructive feedback to each group based on the effectiveness of their campaign and presentation.
Reflection: Individually, students write a reflection paper discussing their contributions to the campaign, challenges faced, and personal learning outcomes.
Assessment Criteria:
Relevance and appropriateness of the chosen aspect of geriatric health
Creativity and effectiveness of campaign materials and activities
Engagement and interaction with the target population
Evaluation of the campaign’s impact and reflection on lessons learned
Quality of the presentation and teamwork demonstrated by group members
Depth and insightfulness of the reflection paper
This assignment promotes student engagement, creativity, and critical thinking while addressing the importance of health promotion in geriatric nursing practice. It also provides valuable experience in designing and implementing community-based interventions for older adults.
Geriatric Health Promotion Campaign Rubric
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs Improvement (1)
Relevance and Appropriateness
The chosen aspect of geriatric health is highly relevant and well-suited to the target population.
The chosen aspect of geriatric health is relevant to the target population.
The chosen aspect of geriatric health is somewhat relevant to the target population.
The chosen aspect of geriatric health is not relevant to the target population.
Creativity and Effectiveness of Campaign Materials
Campaign materials are highly creative, engaging, and effectively communicate key messages.
Campaign materials are creative, engaging, and effectively communicate key messages.
Campaign materials are somewhat creative and engaging but may lack clarity in key messages.
Campaign materials are not creative, engaging, or clear in communicating key messages.
Engagement and Interaction with Target Population
The group actively engages the target population, fostering meaningful interaction and participation.
The group engages the target population effectively, encouraging participation in campaign activities.
The group somewhat engages the target population, but participation is limited.
The group fails to effectively engage the target population, resulting in minimal participation.
Evaluation of Campaign Impact
Comprehensive evaluation methods are used to assess the impact of the campaign, providing robust evidence of effectiveness.
Evaluation methods are employed to assess the impact of the campaign, yielding insightful findings on effectiveness.
Evaluation methods are somewhat utilized to assess the impact of the campaign, but findings lack depth.
Evaluation methods are not effectively utilized to assess the impact of the campaign, yielding limited or inconclusive findings.
Reflection and Lessons Learned
Reflection demonstrates deep insight into personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection demonstrates a good understanding of personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection demonstrates some understanding of personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection lacks depth or fails to adequately address personal contributions, challenges faced, and lessons learned from the campaign experience.
Presentation and Teamwork
The presentation is well-organized, articulate, and effectively delivered. Each group member contributes meaningfully to the presentation, demonstrating excellent teamwork.
The presentation is organized, clear, and effectively delivered. Each group member contributes to the presentation, demonstrating good teamwork.
The presentation is somewhat organized and delivered adequately. Each group member contributes to the presentation, but teamwork could be improved.
The presentation is disorganized or poorly delivered. Team members do not contribute effectively to the presentation, demonstrating poor teamwork.