Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of

1. CYB/207 v2
Wk 5 – Assignment Template POAM
CYB/205 v2
Page 2 of 2
Wk 5 – Assignment Template
Password Policy
Develop a 1- to 2–page Password Policy.
Version:
<Indicate the version of the policy, its revision date, and the
approver>
Purpose:
This policy prohibits the use, storage, and discloser of Personal
Health Information (PHI) and Electronic Personal Heal
information (EPHI) except as specifically permitted or required
by HIPAA regulation.
Scope:
<Describe who this applies to in the organization>
Policy:
1. <Provide definitions used in the policy>
2. <State how passwords should be created and when they
should be changed>
2. <State how passwords must be stored – e.g. encrypted>
3. <Indicate covered entities>
4. <Indicate the consequences for a breach of policy>
5. <Indicate what standards the policy follows – e.g. NIST
SP800-53>
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.

2. Teaching Plan
Due No Due Date Points 100 Submitting a text entry box or
a file upload
NURS_317L-A - Teaching Plan (Individualized Client
Teaching) RUBRIC
Start Assignment
The purpose of the teaching plan is to document and evaluate
the necessary skills to provide individual clients wi th
demonstrated needs.
For complete instructions, download and review the Teaching
Plan
(https://canvas.westcoastuniversity.edu/courses/7998/files/1740
530/download?
download_frd=1) document, located in the Worksheets, Forms,
and Templates page.
https://canvas.westcoastuniversity.edu/courses/7998/files/17405
30?wrap=1
https://canvas.westcoastuniversity.edu/courses/7998/files/17405
30/download?download_frd=1
Criteria Ratings Pts
10 pts
10 pts
10 pts

3. 10 pts
10 pts
10 pts
10 pts
Comprehensive<br>Assessment 10 pts
Meets or Exceeds
Clear and concise
discussion of client’s
admission diagnosis,
demographic data, and
anticipated learning needs
7.6 pts
Mostly Meets
Vague and incomplete
discussion of client’s
admission diagnosis,
demographic data, and
anticipated learning needs
5 pts
Approaches
Vague and incomplete
discussion of client’s
admission diagnosis,
demographic data, and
anticipated learning needs

4. 2.5 pts
Does Not Meet
Expectations
No discussion of client’s
admission diagnosis,
demographic data and
anticipated learning
needs.
Nursing Diagnosis 10 pts
Meets or Exceeds
Clear and
comprehensive client
assessment data to
support a deficient
knowledge nursing
diagnosis
7.6 pts
Mostly Meets
Vague client assessment
data to support deficient
knowledge nursing
diagnosis or nursing
diagnosis not written in
proper format
5 pts
Approaches
Improper or incomplete client
assessment data to support
deficient knowledge nursing

5. diagnosis or missing elements
of the nursing diagnosis
2.5 pts
Does Not Meet Expectations
No comprehensive client
assessment data to support
deficient knowledge, or
improper format of nursing
diagnosis or no nursing
diagnosis
Client Learning Needs Assessment 10 pts
Meets or Exceeds
Clear and complete
assessment of learner (client
/family), teaching needs, and
special learning needs, if
present
7.6 pts
Mostly Meets
Vague assessment of
learner (client and/or
family), teaching needs,
and special learning needs,
if present.
5 pts
Approaches
Incomplete assessment of
learner (client and/or family),

6. teaching needs, and special
learning needs, if present.
2.5 pts
Does Not Meet
Expectations
No assessment of learner
(client and/or family),
teaching needs, and
special learning needs, if
present
Clients Strengths and Weakness for
Learning
10 pts
Meets or Exceeds
Clear identification of
client’s strengths and
weaknesses relevant to
learning needs.
7.6 pts
Mostly Meets
Vague identification of
client’s strengths and
weaknesses relevant to
learning needs
5 pts
Approaches
Incomplete identification of

7. client’s strengths and
weaknesses relevant to
learning needs
2.5 pts
Does Not Meet
Expectations
No discussion of client’s
strengths and weaknesses
relevant to learning needs
Introductions 10 pts
Meets or Exceeds
Open and closing remarks that capture
client’s attention. Includes a clear and
correct statement of 2 teaching
objectives
7.6 pts
Mostly Meets
Vague open or
closing remarks or
vague/incorrect
teaching objectives.
5 pts
Approaches
Poor open or closing remarks
or vague/incorrect teaching
objectives or use of only one
objective

8. 2.5 pts
Does Not Meet
Expectations
No open or closing
remarks displayed or
no teaching objective
stated.
Handout/<br>Brochure 10 pts
Meets or Exceeds
Clear and organized
presentation of evidence-
based client teaching in
appropriate reading level
and understanding for the
patient
7.6 pts
Mostly Meets
Vague/disorganized
presentation of evidence-
based client teaching or
not at the appropriate
level for patient teaching
5 pts
Approaches
Poor/disorganized presentation
of evidence-based client
teaching or not at the
appropriate level for patient
teaching, spelling or grammatical

9. errors
2.5 pts
Does Not Meet
Expectations
Poor or disorganized
presentation of teaching
from inappropriate
sources, poor format, poor
spelling and poor
grammar
Body Language 10 pts
Meets or Exceeds
Direct eye contact and
appropriate
gestures/movements
during teaching. Relax,
self-confident nature and
no mistake during
teaching.
7.6 pts
Mostly Meets
Minimal eye contact and little
movement or descriptive
gesture during teaching. Mild
tension, lack of self-confidence
and difficulty recovering from
mistakes
5 pts
Approaches

10. Minimal eye contact and little
movement or descriptive
gesture during teaching.
Obvious nervousness and
tension with many speaking
errors
2.5 pts
Does Not Meet
Expectations
No eye contact and
inappropriate gestures
during teaching. Tension
and nervousness obvious,
trouble recovering from
mistakes.
Total Points: 100
Criteria Ratings Pts
10 pts
10 pts
10 pts
Voice 10 pts
Meets or Exceeds
Use of clear speech and inflection,
maintains the interest of the learner

11. 7.6 pts
Mostly Meets
Some level of inflection and
clarity during delivery
5 pts
Approaches
Monotone voice with some
inflection of delivery
2.5 pts
Does Not Meet
Expectations
Monotone voice
consistently
Teaching/<br>Learning<br>Evaluation 10 pts
Meets or Exceeds
Clear/appropriate evaluation
of client’s response and
effectiveness/ineffectiveness
of teaching.
7.6 pts
Mostly Meets
Vague/inappropriate
evaluation of client’s
response and
effectiveness/ineffectiveness
of teaching

12. 5 pts
Approaches
Poor/inappropriate
evaluation of client’s
response and
effectiveness/ineffectiveness
of teaching.
2.5 pts
Does Not Meet
Expectations
No evaluation of client’s
response and
effectiveness/ineffectiveness
of teaching
Reflective Analysis 10 pts
Meets or Exceeds
Reflective analysis of teaching
including discussion of
strengths and weaknesses.
7.6 pts
Mostly Meets
Vague reflective analysis of
teaching including discussion of
strengths and weaknesses
5 pts
Approaches

13. Reflective analysis of teaching that
lacks insight or a poor discussion of
strengths and weaknesses
2.5 pts
Does Not
Meet
Expectations
Absent
reflective
analysis of
teaching
Teaching Plan
1. Purpose: To document and evaluate teaching skills necessary
to provide teaching to an
individual client with a demonstrated need. With the completion
of this assignment the student
will be able to achieve the following objectives.
a. Demonstrate ability to thoroughly assess the learning styles
of an individual or family
using given developmental or cultural models.
b. Demonstrate ability to anticipate learning needs based on
developmental or cultural
assessments.
c. Identify and utilize teaching/learning principles to facilitate
achievement of learning
goals and outcomes.

14. d. Select and prioritize learning strategies based on the
developmental or cultural
assessment to achieve learning goals and outcomes.
e. Support rationales for teaching plan using teaching and
learning theories from required
readings with references.
2. Nursing Competencies:
a. Assessing and identifying developmental, cultural, and
socioeconomic factors affecting a
client.
b. Providing evidence-based health information and teaching
based on developmental,
cultural, and socioeconomic factors affecting a client or family
c. Integrating teaching/learning activities into client
interactions based on developmental,
cultural, and socioeconomic factors affecting a client or family.
d. Incorporating health promotion and teaching into the plan of
care based on
developmental, cultural, and socioeconomic factors affecting a
family or client.
3. Plan: submitted to the clinical instructor during the teaching
experience. Your clinical
instructor must approve the topic.
a. Develop nursing diagnosis (NANDA)
b. Develop two (2) learning objectives
c. State methodology (teaching methods)
d. Provide and utilize teaching aids

15. e. State needed resources
4. Implementation: Outline (step by step)
5. Evaluation: Evaluate your project describing the
effectiveness of teaching methods and aids,
learner’s response, ability to meet objectives, and self-
evaluation including what the student
learned and what the student would do differently in the future.
A copy of the entire teaching
plan with the evaluation of patient learning is to be submitted to
your clinical instructor during
the teaching presentation. This write-up should be 2-3 pages.
CYB/207 v2
Wk 5 – Assignment Template POAM
CYB/205 v2
Page 2 of 2
Wk 5 – Assignment Template
Plan of Action and Milestones (POA&M) Worksheet
Description of Vulnerability
Severity Category
(Risk Level)
-Very Low
-Low
-Moderate
-High
-Very High
Mitigation
Policy
Scheduled Completion Date
Required Resources

16. Organizational Department
Milestones
<Describe vulnerability>
<Indicate the severity.>
<As described by IT security management team; include the
applicable NIST SP 800-53a security controls>
<Indicate the policy that is used to address this vulnerability>
<Best guess based on the complexity of the vulnerability>
<Best guess monetary cost>
<Departments responsible for resourcing, implementing, etc.>
<Identify specific requirements to correct the identified
vulnerability. There should be at least two of these>
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.