NUR 325 Final Project Part II Guidelines and Rubric O

NUR 325 Final Project Part II Guidelines and Rubric
Overview
In Final Project Part I, you conducted a head-to-toe
comprehensive assessment of a volunteer patient. Final Project
Part II will involve the construction of a
proposal for a health promotion teaching tool that will be of
value for the patient. This activity will allow you the
opportunity to discuss health literacy best
practices and how you would use them to educate, inform, and
empower your patient with regard to their health risks and/or
healthy behaviors. For this final
project, you will propose a health promotion teaching tool based
on your assessment findings.
This assessment will address your mastery with regard to the
following course outcomes:
• Interpret health assessment findings based on norms for
healthy adults to inform patient health education strategies
• Employ health literacy best practices for informing health
promotion resources for diverse populations
• Develop health education activities that utilize evidence-based
practices for promoting patient safety and quality of care
Prompt

For this final project, you will analyze your findings from the
comprehensive head-to-toe patient assessment you completed
with your patient volunteer in Module
Six. You will also propose a health promotion teaching tool
based on a health risk or healthy behavior of your choice that
you identified during the comprehensive
assessment. Note: You do not need to create the actual teaching
tool, but rather write a proposal in which you will describe the
tool and discuss your rationale
behind the choices you make for its development based on your
patient assessment.
Schedule
Module Six Module Seven
Complete Comprehensive Assessment
Begin Patient Analysis based on data collected in the
Comprehensive Assessment
Complete Patient Analysis
Complete Teaching Tool Proposal
Submit Patient Analysis and Teaching Tool Proposal in one
document
In your patient analysis and teaching tool proposal, the
following critical elements must be addressed:
I. Patient Analysis

A. Analyze health risks uncovered during your assessment. In
other words, what indicators of disease, illness, or unhealthy
behaviors the patient
engages in did you discover? If you feel there were none, be
sure to explain your rationale.
B. Analyze healthy behaviors the patient engages in that you
discovered during your assessment. In other words, what
opportunities exist for health
promotion? If you feel there were none, be sure to explain your
rationale.
II. Health Promotion Teaching Tool Proposal
A. Describe a health risk or healthy behavior that you identified
during your assessment that you will use as the basis for your
health promotion
teaching tool proposal, and explain why you chose that topic.
B. Identify the goals or objectives of your proposed teaching
tool based on the health risk or healthy behavior you identified.
C. Specify the critical information about your topic based on
your assessment findings that you would include in your
teaching tool.
D. Recommend specific intervention(s) for your topic that will
result in improved patient outcomes or will promote health
maintenance. Be sure to
support your recommendations with evidence-based research.
E. Determine the medium (presentation, brochure, poster, or
other format) that would be most appropriate for communicating
information about
your chosen topic. Be sure to explain your rationale.
F. Discuss the health literacy best practices you would empl oy

to ensure your teaching tool is appropriate for diverse
populations. Be sure to
support your claims with specific examples from evidence-
based research
G. Describe your plan to ensure compliance of your teaching
tool with Flesch-Kincaid readability guidelines. Be sure to
explain your rationale.
Final Project Part II Rubric
Guidelines for Submission: Your paper should be formatted
with one-inch margins and 12-point Times New Roman font,
and all citations and references must
appear in proper APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value
Patient Analysis:
Health Risks
Meets “Proficient” criteria and
cites specific, relevant
examples to establish a robust
context for the analysis
Accurately analyzes health risks
uncovered during assessment
and explains rationale if no risks
are identified

Analyzes health risks uncovered
during assessment, but with gaps
in accuracy, or does not explain
rationale if no risks are identified
Does not analyze health risks
uncovered during assessment
10
Patient Analysis:
Healthy Behaviors
cites specific, relevant
examples to establish a robust
context for the analysis
Accurately analyzes healthy
behaviors and explains rationale
if no healthy behaviors are
identified
Analyzes healthy behaviors, but
with gaps in accuracy, or does not
explain rationale if no healthy
behaviors are identified
Does not analyze healthy
behaviors
10
Teaching Tool
Proposal: Identified

uses industry-specific language
to demonstrate expertise
Describes a health risk or healthy
behavior identified during
assessment to use as basis for
proposal and explains why topic
was chosen
Describes a health risk or healthy
behavior identified during
proposal, but does not explain
why topic was chosen
Does not describe a health risk or
healthy behavior identified during
proposal
10
Teaching Tool
Proposal: Goals or
Objectives
uses industry-specific language
to demonstrate expertise
Identifies appropriate goals or
objectives of proposed teaching
tool based on identified health
risk or healthy behavior

Identifies goals or objectives of
proposed teaching tool, but they
are not appropriate based on
identified health risk or healthy
behavior
Does not identify goals or
objectives of proposed teaching
tool
10
Teaching Tool
Proposal: Critical
Information
Meets “Proficient” criteria, and
articulation is exceptionally
clear and well informed
Accurately specifies critical
information about topic to be
included in teaching tool based
on assessment findings
Specifies critical information
about topic to be included in
teaching tool, but with gaps in
accuracy, or information is not
based on assessment findings
Does not specify critical
information about topic to be
included in teaching tool

11
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value
Teaching Tool
Proposal: Specific
Intervention(s)
provides detailed explanation
of how the recommended
intervention(s) will support
improved patient outcomes or
will promote health
maintenance
Recommends specific
intervention(s) for topic that will
result in improved patient
outcomes or will promote health
maintenance, and supports
recommendations with evidence-
based research
Recommends specific
intervention(s) for topic that will
not result in improved patient
outcomes or will not promote
health maintenance, or does not
support recommendations with
evidence-based research

Does not recommend specific
intervention(s) for topic
11
Teaching Tool
Proposal: Medium
Meets “Proficient” criteria,
and rationale exhibits
nuanced insight regarding
communication of information
Determines the most appropriate
medium for communicating
information about chosen topic
and explains rationale
Determines a medium that is not
appropriate for communicating
information about chosen topic,
or does not explain rationale
Does not determine a medium
for communicating information
about chosen topic
10
Teaching Tool
Proposal: Health
Literacy
Meets “Proficient” criteria, and

examples cited demonstrate
keen insight into health literacy
best practices
Discusses health literacy best
practices for ensuring teaching
tool is appropriate for diverse
populations, and supports claims
with specific examples from
evidence-based research
Discusses health literacy best
practices for ensuring teaching
tool is appropriate for diverse
populations, but does not
support claims with specific
examples from evidence-based
research
Does not discuss health literacy
best practices
11
Teaching Tool
Proposal:
Readability
Meets “Proficient” criteria,
andrationale exhibits nuanced
insight regarding readability
guidelines
Comprehensively describes
planto ensure compliance of

teaching tool with readability
guidelines and explains rationale
Describes plan to ensure
compliance of teaching tool with
readability guidelines, but with
gaps in detail, or does not explain
rationale
Does not describe plan to ensure
compliance of teaching tool with
readability guidelines
11
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
spelling, syntax, or organization
Submission has major errors
that negatively impact readability
and articulation of main ideas
Submission has critical errors

that prevent understanding of
ideas
6
Total 100%
Persuasive Speech Assignment Sheet
Due: Final Speech due to Vocat by end of Sunday, 5/3, Final
Outlines and visual aid due to BB by end of day Sunday, 5/3,
various smaller pieces due over the four weeks of persuasive
speaking.
Format: A recording of a 6-8 minute speech delivered
extemporaneously from limited notes to a live audience, a
revised full speech outline including a bibliography with 3-5
acceptable sources, and one visual aid used preferably during
the filming of the video and uploaded to BB along with final
outlines.
In order to complete this speech, we build slowly and
progressively from a topic proposal to a full, revised set of
outlines and a polished speech.
Points: 300 (from “Informative and Persuasive Presentations):
Notice that the speech and the preparation are worth equal
value. That’s on purpose--if you prepare well for this speech,
you’ll be in great position.
· Speech(including visual aid): 150
· Topic Proposal: (4/8): 30
· Skeleton Outlines (4/19): 40
· Draft Outline (4/26): 60
· Final Outlines (5/3): 20
Purpose:
This is the “big one” this semester, and the persuasive speech

practices one of the most important and commonly-used genres
of public speaking. This speech aims to help you practice and
develop persuasive speaking by choosing a topic you are
interested in/passionate about and working to move your
audience to feel differently about it, potentially even getting
them to commit to action.
The research and argumentation elements we are training with
this speech are causal reasoning, persuasion, audience
adaptation, and research/credibility. The delivery elements we
will emphasize are (again) working with visual aids, vocal
variety, and eye contact. This is obviously a little different
because of our online format, but we’ll be doing activities that
track along with what we would do in-class.
Task:
You should approach this speech in a few different steps. First,
choose your topic. It should be something you are interested in
and feel strongly about. Alternatively, this is a great chance to
learn more about something. However, your existing knowledge
will not be enough. You will want to review chapter 16 and
think carefully about what kind of proposition you’re working
with. Is this a speech of fact, value, or policy? What do you
want to accomplish from your audience? Second, you will want
to supplement this by conducting additional research using
books, periodicals, and government websites where relevant.
You can draw on what we learned from our visit from the
library to help find and strengthen this research! Third, you
should develop your purpose, central idea, and main points.
Fourth, you should fill out those main points with research.
Fifth, you want to create a visual aid to help support your
speech. Finally, you will do your practice and give your speech
to a live audience and upload it to Vocat.
Details:
· The speech should be between 6 and 8 minutes in length.
Speeches that exceed or fail to meet this requirement (other
than a 30 second grace period) will be penalized.
· The speech must cite three acceptable sources (not webpages

unless specifically cleared) in the form of books, journal
articles or periodicals, newspapers, or government websites.
· The speech must use a visual aid that is carefully designed and
well executed. If you are unable to use it while actually giving
your presentation, I will evaluate the visual aid itself.
· The speech should be delivered extemporaneously from a
keyword outline rather than memorized, impromptu, or
manuscript.
Steps:
This speech, like the informative one, builds sequentially. You
want to be on top of things as quickly as possible and develop it
as we go. You will be turning in the following things in
sequential order.
TOPIC PROPOSAL: Due to Blackboard by the end of week 2.1.
I’ll give brief feedback on these, and you can find more
information on that Blackboard assignment. I’d recommend
doing the topic explosion/foraging research activity first. You’ll
write up a specific purpose and central idea and identify what
type of proposition this speech is as well as whether this is a
speech to convince or to actuate. Once you have that feedback,
you’ll create a….
SKELETON OUTLINE: This is the “in-between” phase of a
draft outline and some roughed out ideas. You should have
written out fully your specific purpose, central idea, main
points, and two or three types/pieces of evidence you will
use/want (e.g. “statistic on how many people are affected by
Type II Diabetes in the US). You will submit this to BB by the
end of week 2.3 (4/19). You’ll get feedback from me and you’ll
then revise and develop this into the next phase, a….
DRAFT OUTLINE: This should be a nearly-complete full-
sentence outline of your persuasive speech. We will do peer
review on these like we did with the informative speech. I’ll
pair you with a partner (based on topic), Then, with my
feedback and feedback from your peers, you will revise those
into your…
FINAL OUTLINES: Due, along with a bibliography at the end

of week 2.5. These should be a revision and completion of your
earlier outlines.
Running head: HEALTH HISTORY INTERVIEW
1
HEALTH HISTORY INTERVIEW
3
Interviewing skills that were utilized when collecting the
volunteer’s health history information
Having finished my interview with my volunteer, a 28-year-old
African American male, I understood that my interviewing
techniques might have had both positive and negative effects on
him. The interview covered a nursing assessment of his health
history. My primary step was to welcome the patient and set up
a rapport. I greeted the patient by mentioning his name before
introducing my name and status as a registered nurse. I avoided
shaking his hand, given his Muslim religious status, which I
believe enhanced the patient comfort. I understood that I
maintained eye contact through the interview, which empowered
me to invite the patient's story using open-ended questions
(Webb, 2019). The assessment technique gave him full freedom
of response. In any case, I see that the large table between us
acted as a physical barrier. Accordingly, it might have led to my
volunteer feeling distanced to me, and along these lines, holding
a ton of essential information that would have led an exact
assessment.
A brief synopsis of the pertinent health history information that
was collected
My two main concerns are the ways poor living lifestyle can
affect someone’s health and how can it be improved. We met in
person at eleven o’clock a.m. and the interview lasted for 55
minutes. By conducting this interview, my volunteer has given
me enough information to understand the risks, reasons, and

preventions on my topic. In a nutshell, my client confirmed that
he has been heading off to the doctors office soon for a follow -
up treatment plan that was set three months before when he was
confirmed to have reduced his weight drastically. He reports
that as of now, he has started exercising, running for about two
to three miles every day. His latest blood pressure at his last
doctor’s appointment was found to be 141/91, which he says
was an incredible improvement from his past blood pressure of
153/99. He, notwithstanding, denies the presence of any
stressing factors. He likewise denies any chest pain and no
record of palpitations. Nonetheless, my volunteer says that he
can't tell when his blood pressure is high while at home. Both of
his parents suffered from hypertension. He reports that he
attempts to eat well, yet he enjoys consuming food high in
cholesterol, loves salmon, and lots of fried food. In the past, he
used to consume caffeinated drinks; however, he reports that he
has stopped the habit. He says that he has never taken any
medication for any chronic diseases but has taken pain
medicine, Tylenol 500mg in the past when he sustained a knee
injury requiring 6 stitches.
Potential health risks and health behaviors that were identified
in the volunteer interview
After a comprehensive interview session with my volunteer, it
was noted that he was deficient in the knowledge of proper
nutrition. I also noted he does not exercise at all. Another thing
I observed during the interview session was anxiety.
One health promotion need that was identified in the volunteer
interview
Two health actions plan that I would promote for my volunteer
to maintain health and wellness would be to maintain an active
lifestyle with regular exercise and to eat a healthy balanced
diet. Both of these elements are critical to the body, being able
to function appropriately. My rationale for this is on the
grounds that, as indicated by Warburton & Bredin (2016), "An
individual's day by day food decisions can capably influence
health. However, the combination of food and physical exercise

is all more remarkable still.
References
Webb, L. (Ed.). (2019). Communication Skills in Nursing
Practice. SAGE Publications Limited.
Warburton, D. E., & Bredin, S. S. (2016). Reflections on
physical activity and health: what should we recommend?.
Canadian Journal of Cardiology, 32(4), 495-504.
Final Project Part I Patient Analysis Template
This patient analysis template includes an overview of the
interview and the systems that you reviewed for your volunteer
patient for Final Project Part I, as well as an interpretation of
the findings from the physical health assessment, possible
collaborative diagnoses, and health promotion
recommendations.
Complete this template by replacing the bracketed text with the
relevant information.
1. Patient Identification
a. Initials used for name (make sure there are no other
identifiers)
[C.K]
b. Age, sex, race, marital status
[28, Male, African-American, Single
c. Any Information that needs to be known immediately—e.g.,
deafness, blindness.
[None at this time.]
2. Results and Treatment
a. Provide an overview of the information collected in the

patient health history in Module Three. How did this inform the
comprehensive health assessment that you conducted?
After interviewing with my client, I was able to collect some
vital health information. The client said he rarely exercises and
his nature for having no interest in cooking made him opt to eat
fried foods from a nearby local restaurant. His blood pressure
level was 141/91, which was an improvement from the past
recording of 153/99, as stated in his health report. He says he is
not having any stressing factor at the moment. Almost all of his
body systems were normal, which showed there was no record
of palpitation. Though, when his HBP fluctuates, he said he
couldn’t tell when at home. His mother had HBP, while his dad
died from diabetes. He reports that he attempts to eat well, yet
he enjoys consuming food high in cholesterol, loves salmon,
and lots of fried food. He stopped the habit of taking
caffeinated products and drinks. He does not smoke while he
enjoys taking some drinks with his friends.
b. Interpret your findings for each system from the
comprehensive, client-centered, head-to-toe health assessment
that you conducted. Make sure that you discuss the applicable
anatomical, physiological, psychological, nutritional, and
cultural factors that contributed to your interpretation.
I conducted an examination of every body system for my
volunteer, from the head-to-toe analysis. A nurse using her
cultural competence can collect valuable information from this
client’s health status. After my examination, I realized he
experiences difficulties at home, like exercising regularly and
taking a well-balanced diet. His physiological, psychological
and cultural factors were all normal because at the moment he
has not been diagnosed for any disease.
c. What are the appropriate treatments and follow -up care for
your client? Use evidence and research to support your
recommendations.
While at home, I recommend my client to continue exercising

may be at least 30 minutes per day plus eating balanced healthy
diets. I will educate him to do lightweight exercise activities,
like jogging, walking and lifting lightweight loads. I wil l advise
him to decrease eating fried foods high in sodium and eat low -
fat foods.
d. Explain an appropriate communication plan to inform the
client of relevant treatments and follow-up care.
An appropriate communication plan between my client and the
medical attendant care is to emphasize on follow up after
discharge from the clinic. This follows up must be accompanied
by healthy eating and doing regular physical activities.
Additionally, my volunteer needs to be couched and handed a
question checklist that will enhance his rapport with the
clinician. He has an incredibly supportive family, so I would
urge him to maintain those relationships.
3. Diagnosis
a. Formulate multiple client-centered, collaborative diagnoses
for your practice client. Support your diagnoses with health
assessment data and evidence-based research.
The most significant goal I want my volunteer not to lose focus
on is to continue maintaining a healthy lifestyle because he is at
risk of developing other conditions like diabetes or
hypertension. My client-centered approach is to have open
communication and advise him on the importance of
maintaining a healthy and active lifestyle. He needs to change
his diet. Additionally, he needs to understand; despite him
having a higher chance of becoming diabetic or developing
hypertension, he should know he has the full control of his
health.
b. How did you narrow down your multiple collaborative
diagnoses to one clear collaborative diagnosis? Support your
reasoning with health assessment data and evidence-based

research.
Interviewing my volunteer as well as examining the clinical
history are the approaches, I used to narrow down to a precise
collaborative diagnosis plus also developing a strong foundation
relationship with my volunteer. His past care helped me get to
identify some issues that I had to build upon during my
interview to recommend best patient-centered care and
treatment. Throughout the interview session, I asked a question
related to every body system.
c. Research and evaluate at least two health promotion tools for
their use in preventative health for your client.
The first health promotion tool I will use is health impact
assessment (HIA) because I will not only apply it to assess my
client’s health implications but also, helping him make health
implications visible. I will set achievable goals for him,
considering his financial status. The second tool will be Social
impact assessment (SIA) because it will help me adopt a more
democratic and participatory approach by involving home care
nurses and relatives (Nelson & Staggers, 2016). Likewise, I
might want to teach him on life expectancy changes that will
happen as he ages so he can proceed with a healthy way of life.
d. Recommend health promotion tools that will result in
improved patient outcomes or promote health maintenance. Be
sure to support your recommendations with evidence-based
research. (This will be more fully developed in your Final
Project Part 2).
When recommending any health promotion tool, it is advisable
to understand the cultural, social and environmental factors
surrounding the patient. In this case, my volunteer is a young
millennial man who understands how to use technological
devices; therefore, I will recommend providing online teaching
as an education platform for him. The general rule via this
platform is to make sure the client understands what I am saying
and shunning jargon clinical words that will cause confusion

and miscommunication (Bender, 2016).
References
Bender, M. (2016). Clinical nurse leader integration into
practice: developing theory to guide best practice. Journal of
Professional Nursing, 32(1), 32-40.
Nelson, R., & Staggers, N. (2016). Health Informatics-E-Book:
An Interprofessional Approach. Elsevier Health Sciences.

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