The document outlines criteria for assessing subjective and objective data documentation as well as assessments and plans related to a wellness teaching project. It includes guidelines for evaluating writing quality, group identification, needs assessment, lesson planning, and follow-up sessions within a community health context. Each section specifies performance levels from 0 to 5 based on the quality and completeness of the submitted work.

1. CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data
(CC, HPI, PMH, Allergy identification, Medication
Reconciliation, Social History, Family History, Health
Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and
demonstrate consistent information across all aspects
represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented
and demonstrate consistent information across all aspects
represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented
but do not demonstrate consistent information across all aspects
represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily
documented or do not demonstrate consistent information across
all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily
documented and do not demonstrate consistent information
across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.

2. 5 pts
This criterion is linked to a Learning OutcomeObjective Data
(Relative to the information documented in the CC, HPI, PMH,
and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and
demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and
demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but
do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily
documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented
and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment
(Information documented in the CC, HPI, PMH, ROS and the
objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are

3. adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are
appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are
satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are
either not satisfactorily documented or do not demonstrate
congruence.
3 pts
Level 1
Assessment designations and other elements in this section are
not satisfactorily documented and do not demonstrate
congruence.
0 pts
Level 0
Assessment designations and other elements in this section are
not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan
(Demonstrate application of current clinical practices for the
identified assessment designations, and demonstrates
congruence of information across all aspects represented.)
PT105-CO2
5 pts
Level 5
Elements of the plan are adeptly documented.
4.5 pts
Level 4
Elements of the plan are appropriately documented.
4 pts

4. Level 3
Elements of the plan are satisfactorily documented but either
does not demonstrate assessment of current practices or are
incongruent across aspects.
3.5 pts
Level 2
Elements of the plan are either not satisfactorily documented, or
does not demonstrate assessment of current practices or are
incongruent across aspects.
3 pts
Level 1
Elements of the plan are either not satisfactorily documented,
does not demonstrate assessment of current practices and are
incongruent across aspects.
0 pts
Level 0
Elements of a plan are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeWriting
5 pts
Level 5
The paper exhibits a superior command of written English
language conventions. The paper has no errors in mechanics,
grammar, or spelling.
4.5 pts
Level 4
The paper exhibits a strong command of written English
language conventions. The paper has no errors in mechanics,
grammar, or spelling that impair the flow of communication.
4 pts
Level 3
The paper exhibits a satisfactory command of written English
language conventions. The paper has minor errors in mechanics,
grammar, or spelling that impact the flow of communication.
3.5 pts
Level 2

5. The paper exhibits a limited command of written English
language conventions. The paper has frequent errors in
mechanics, grammar, or spelling that impede the flow of
communication.
3 pts
Level 1
The paper exhibits little command of written English language
conventions. The paper has errors in mechanics, grammar, or
spelling that cause the reader to stop and reread parts of the
writing to discern meaning.
0 pts
Level 0
The paper does not demonstrate a command of written English
language conventions. The paper has multiple errors in
mechanics, grammar, or spelling that cause the reader difficulty
discerning the meaning.
5 pts
Total Points: 25
NSG/486 v3
Wellness Teaching Project
NSG/486 v3
Page 2 of 2
Wellness Teaching Project
Teaching Project: Phase A1Proposed Population Group for
Interaction
For this alternative assignment online, you will practice the
phases of population group assessment and primary prevention
education. To do this, you need to research and identify 3
groups of people from the community who might be interested
in learning about one topic on wellness.
For each group selected, answer the following questions:
1. What is your main concern for your health? (Do not commit
to teaching any topic yet.)

6. 2. How do you best like to learn (demonstration, participation,
handouts with pictures, articles)?
Participant group research and identified
Main Concern
Preferred Learning Style
1.
2.
3.
Teaching Project: Phase A2Group Identification
Complete this table for your Group.
Group Name:
Data
(Enter your answers in this column)
Size
What are the total number of participants you expect might
participate?
Population
In public health terms, what population or aggregate defines
this group? If mixed ages, identify by all pertinent age ranges
(e.g., teens, adults, seniors).
Developmental Stage
According to Eriksen, in which Developmental Stage is the
group?
Data Availability for This Population
Identify regional data AND national data that are available that
describe common health concerns for this age group.
Regional Data:
National Data:

7. Where does the data show room for improvement?
How does the official data match the group’s self-identified
Main Concerns?
Teaching Project: Phase BRN Identification of Tentative Main
Concern & Data Appraisal
Assess the aggregate using available data.
Review the pertinent chapter(s) on aggregate health in Nies &
McEwen to identify common health concerns (e.g., Ch.16 -
Children & Adolescent Health, Ch.17 – Women’s Health, Ch.18
– Men’s Health, and Ch.19 – Senior Health).
Identify three (3) different Health Promotion Topics for this
group as determined by reviewing chapters in the text, during
Phase A1, or during Phase A2. Document your appraisal of each
selected topic below.
For all 3 Topics, list its Goal and one specific Objective and
Target (copy & paste verbatim from the indicated website).
Select one from Healthy People (HP), the second from Let’s Get
Healthy California (LGHC), and the third from either HP or
LGHC.
Add the reference for each objective to your Reference page a t
the end of this Teaching Plan for a comprehensive listing by the
end.Example: Population Group – Teens
HP2030 Topic: Sleep Health (SH)
HP2030 Goal: Improve health, productivity, well-being, quality
of life, and safety by helping people get enough sleep.
HP2030 Objective: SH-4 Increase the proportion of students in
grades 9 through 12 who get sufficient sleep
HP2030 Target: 27.4 percent
Reference: US Department of Health and Human Services.
(2020). Healthy People 2030: Objective: Sleep
health (SH-3). Healthy People.
https://health.gov/healthypeople/objectives-and-data/browse-
objectives/sleep/increase-proportion-high-school-students-who-

8. get-enough-sleep-sh-04
Healthy People 2030
HP2030 Topic:
HP2030 Goal:
HP2030 Objective:
HP2030 Target:
Reference:
Teaching Project: Phase CGroup Needs Assessment
Use assessment tools from Nies & McEwen or online Public
Health websites. See BOX 7.1 Health Planning Project
Objectives (p 289), and Assessment (pp 290-296) in Nies &
McEwen.
State how you will perform the Needs Assessment (by phone,
email, or online survey):
Name which Needs Assessment Tool or Approach you will use
and how you will use it:
Identify the Wellness Teaching Topic:
Complete the following Population Nursing Diagnosis for the
Wellness Teaching Project. See Nies & McEwen, FIG. 6.3
Format for community health diagnosis (pg. 274). Instructions:
Replace the bracketed text with facts from your diagnosis.
Increased risk of [disability/disease/etc.]
among [community or population]
related to [etiological statement]
as demonstrated in [health indicators, with supportive data]
Evaluate the Group’s Initial SSOC (Situational Sense of
Coherence) by scoring their readiness to change a health
behavior. (From West, K. (2012).” Using the Artinian
Intersystem Model (AIM) of professional nursing to guide
community assessment and wellness promotion in an
undergraduate public health nursing course”
Conference: 140st APHA Annual Meeting and Exposition 2012)
Score on SSOC (high=3, medium=2, or low=1)
Score

9. Comments
Comprehensibility
In relation to what the community needs to know about the
Main Concern, how much do they know?
Meaningfulness
In relation to motivation, how much effort is the community
willing to put into resolving the Main Concern?
Manageability
In relation to the community’s resources, what is available to
manage the Main Concern?
Total SSOC Score
Teaching Project: Phase D1Brochure Selection
See Nies & McEwen Ch.8, Health Literacy section (pp 376-
397). Review the corresponding chapter for the aggrega te
population as needed: Chapters 16-19.Topic, Goal, Objective,
and Target
The final topic, goal, and objective and target selected is:
· Topic:
· Goal:
· Objective (include topic abbreviation and number):
· Target:Levels of Prevention
Identify at least 1 goal-specific intervention for this topic at
each Level of Prevention:
1. Primary Prevention:
2. Secondary Prevention:
3. Tertiary Prevention:Published Brochures
Identify and list below at least 2 public-domain (copyright-free)

10. brochures that could be used to implement your project.
· Government resources are copy-right free.
· You may use a brochure with copyright but must obtain and
submit permission from the publisher to use the material in this
context.
· Common sources for client educational resources:
· CDC (Look for Resources under each Health Topic.)
· Health Finder (Client materials in English & Spanish)
· National health organizations, such as American Diabetes
Association, American Heart Association, and others. Verify
copyright permission with these organizations.
Enter APA reference listings for all reviewed materials on the
Reference page at the end of this worksheet.
Teaching Project: Phase D2Brochure Evaluation
Evaluate at least 2 brochures using the Patient Education
Materials Assessment Tool (PEMAT) from the Agency for
Healthcare Research and Quality (AHRQ) available from
· Download the Excel file from the above website. Note: Accept
all Macros.
· Complete the 3rd spreadsheet in the AHRQ pemat_form Excel
file, titled PEMAT for Printed Materials Tool.1.Title:
Source:
PEMAT Understandability Score:
PEMAT Actionability Score:
Will you use this brochure? Why or why not?
Should the information be in a different format (e.g., convert it
into a poster or PPT, use only part of it, find a video,
etc.)?2.Title:
Source:
PEMAT Understandability Score:
PEMAT Actionability Score:
Will you use this brochure? Why or why not?
Should the information be in a different format (e.g., convert it
into a poster or PPT, use only part of it, find a video,
etc.)?Other Materials

11. Are there any other materials you might use?
Teaching Project: Phase E1Lesson Plan Teaching Methods
Review Nies & McEwen
· Clinical Example 8.1 (pp 332-335)
· Table 8.1 Characteristics of Adult Learners (p 335)
· Knowles’ Assumptions About Adult Learners through Models
of Individual Behavior (pp 335-347)
· Framework for Developing Health Communications Stage I-IV
(pp359 - 368)
Complete questions A & B below in first person narrative (your
personal account), short answer format (1 paragraph per
question). Do not write in academic tone.
· Finalize your Lesson Plan/Teaching Outline in the table
below.
· Apply APA style as appropriate.
· Continue to add to your References at the end of this
document.
A. Expert Consultation: Did you consult with an expert in the
area you are teaching (clinical nurse educator, peers, faculty,
health care providers, or public health resources in the
community)? What did the expert tell you and how will that
information guide your planning and presentation?
B. Learning Strategies: The 3Ms: Method, Materials, & Media
Complete this table identifying any 3 TEACHING-LEARNING
FORMATS (METHODS) from Nies & McEwen (TABLE 8-5,
p.362) that could be used to implement your project.
Teaching Format (Strategy)
Why this format?
Will you use this? Why or why not

12. Complete this table identifying 1- 3 possible Teaching-Learning
Materials and Media from Nies & McEwen (TABLE 8-6, p. 364)
that could be used to implement your project.
Material or Media
Why this format?
Will you use this? Why or why not
Teaching Project: Phase E2Lesson Plan Learning Objectives
Develop 2 “SMART” behavioral learning objectives for your
group.
Review the tutorial on writing SMART objectives from the
CDC. Complete one Impact and one Outcome Objective below.
An impact objective describes how you’ll change how someone
feels about something, what they know about something, or how
they act regarding something in the short term and what level of
change you expect to see. An outcome objective focuses on the
longer-term ramifications of your program and describes what
the outcomes should be for the entire community.
SMART Impact Objective:
By [mm/dd/yyyy],
[replace this text with the group name - WHO]
will have [replace this text with a behavior that you can see -

13. WHAT],
[replace this text with a number that you can measure including
- WHAT]
[replace this text with HOW you’re going to accomplish this
and WHY (specify results)]
SMART Outcome Objective:
By [mm/dd/yyyy],
[replace this text with the group - WHO]
will have [replace this text with a behavior that you can see -
WHAT],
[replace this text with a number that you can measure including
- WHAT]
[replace this text with HOW you’re going to accomplish this
and WHY (specify results)]
Which wellness theory or model will you use to guide your
teaching? Select an appropriate theory or model from Nies &
McEwen Ch. 4.
List wellness theory or model and explain how it will be used to
guide your teaching.
Teaching Project: Phase E3Lesson Plan
Create a brief lesson plan (an outline) of your proposed
teaching content using the Table below.
· Steps common to all client education are pre-filled.
· Complete the remaining cells according to your preparation.
· Use this plan to guide your teaching on the day you present
the wellness topic to your group.
Lesson Title (Make it catchy!):
Share virtual meeting invitation with all group participants
How will you pretest the message and materials before
teaching?
What supplies or materials will you prepare?
How will you distribute any materials or handouts to the
participants?
Complete the Lesson Plan using this table. Allow approximately

14. 10-15 minutes per topic. Adjust to the time allowed, as needed.
Time (Minutes)
Topics
The Student Will Learn
Teaching Method
(include the name of any handouts, if applicable)
5
Get acquainted with the topic:
Why this is important
Q&A with group
5
Pre-test
What they know already about the topic
Chat. Off-mute Q&A.
This info evaluates the Outcome SMART objective
5
Call to Action (CTA)
How to practice the new behavior in the coming week
15
Post-Lesson Review
Final Q&A. This info evaluates the Outcome SMART objective
Total Minutes (60-75 max):

15. Teaching Project: Phase F1
Insert Follow-Up virtual meeting invitation information here:
Share Follow-Up virtual meeting invitation with all group
participants
Lesson Plan for Follow-Up Session with Participants
Develop a follow-up session agenda and topics to cover. Plan
time according to number of participants who attend. Adjust to
the time allowed as needed.
Time (Minutes)
Topics
The Student Will Learn
Teaching Method
(include the name of any handouts, if applicable)
5
Meet and greet
They are welcome and accepted
Greeting
5
Quick review of topic and CTA (Call to Action)
Key points of the topic
How did you do?
Reinforcement for small steps
Taking turns.
Listening.
Note areas to commend & areas to reinforce
5
Call to Action (CTA)
How to continue the new behavior
15
Final Review

16. Final Q&A. Select questions that will evaluate the Outcome
SMART objective
Total Minutes (60-75 max):
To add additional rows: Right-click on a row in the table >
Select on Insert > Select Insert Row Above or Below.
References
List all references used in the development of all Phases of your
Teaching Project in APA format.
US Department of Health and Human Services. (2020). Healthy
People 2030: Objective: Sleep health (SH-3). Healthy People.
https://health.gov/healthypeople/objectives-and-data/browse-
objectives/sleep/increase-proportion-high-school-students-who-
get-enough-sleep-sh-04
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