One of the pivotal goals of consumer health literacy efforts is to design educational materials that  attract  as well as  educate  users. In this Assignment, you design a health information document on a topic that is of interest to you. To prepare: Select a health issue of interest to you. Identify the audience or population that you seek to educate about this issue. Search the Internet to find credible sites containing information about your selected topic. Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information. To complete: Design an educational handout on the health issue you selected. Include a cover page. Include an introduction that provides: An explanation of your issue and why you selected it A description of the audience you are addressing In the handout itself: Develop your handout in such a way that it attracts the attention of the intended audience. Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.). Recommend four or five sites that provide clear, valuable, and reliable information on the topic. Note:  Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document. http :// www . ahrq .gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index. html This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation. NURS 5051/6051: Week 11, Application Assignment Rubric REQUIRED CONTENT EVALUATION EXCELLENT EVALUATION GOOD EVALUATION FAIR EVALUATION POOR SCORE Includes  a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources. (10 possible points) This section demonstrates  excellence .  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (9 – 10 points) This section demonstrates a  good understanding of the content. To achieve a rating of “good” the student must d.

1. One of the pivotal goals of consumer health literacy efforts is to
design educational materials that
attract
as well as
educate
users. In this Assignment, you design a health information
document on a topic that is of interest to you.
To prepare:
Select a health issue of interest to you.
Identify the audience or population that you seek to educate
about this issue.
Search the Internet to find credible sites containing information
about your selected topic.
Review the two health literacy websites listed in this week’s
Learning Resources. Focus on strategies for presenting
information.
To complete:
Design an educational handout on the health issue you selected.
Include a cover page.
Include an introduction that provides:
An explanation of your issue and why you selected it
A description of the audience you are addressing
In the handout itself:
Develop your handout in such a way that it attracts the attention
of the intended audience.
Include a description of the health issue and additional content
that will enhance your message (i.e., key terms and definitions,
graphics, illustrations, etc.).
Recommend four or five sites that provide clear, valuable, and
reliable information on the topic.
Note:
Remember to keep the information in your health handout and
its design at the appropriate level for the audience you are
seeking to inform. Submit your Assignment as a Word
document.

2. http
://
www
.
ahrq
.gov/patients-consumers/patient-involvement/ask-your-
doctor/videos/clinician06/index.
html
This week we will discuss the security of health care records
and the protection of patient privacy. You will analyze the
nurse’s responsibility to protect patient information and the
extent that Health IT has made it easier or more difficult to
protect patient privacy. You will comment on any security or
ethical issues related to the use of portable devices to store
information. You will also assess the strategies your
organization uses to safeguard patient information and how
these promote a culture of safety. You will describe an area
where improvement is needed and one strategy that could
address the situation.
NURS 5051/6051: Week 11, Application Assignment Rubric
REQUIRED CONTENT
EVALUATION
EXCELLENT
EVALUATION
GOOD
EVALUATION

3. FAIR
EVALUATION
POOR
SCORE
Includes
a cover page and introduction forthe flyer with an explanation
of the issue selected, a description of the audience, and the
search terms used to identify resources.
(10 possible points)
This section demonstrates
excellence
. To achieve a rating of “excellent” the student must discuss all
of the concepts and key points presented in the text/s and
Learning Resources. Paper provides significant detail including
multiple relevant examples, evidence from the readings and
other peer reviewed sources published within the past 5 years,
and discerning ideas.
(9
–
10 points)
This section demonstrates a
good
understanding of the content. To achieve a rating of “good” the
student must discuss
most
of the concepts and key points presented in the text/s and
Learning Resources. Paper includes moderate detail, evidence
from the readings, and discerning ideas.

4. (8 points)
This section demonstrates a
fair
understanding of the content. To achieve a rating of “fair” the
student must discuss some of the concepts and key points as
presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient
pertinent examples or provide sufficient evidence from the
readings.
(7 points)
This section demonstrates
poor understanding
of the content. To achieve a rating of “poor”, the student
includes few of the concepts and key points of the text/s and
Learning Resources. Paper is missing detail and specificity
and/or does not include any pertinent examples or provide
sufficient evidence from the readings.
(0–6 points)

5. In the Flyer:
Defines
key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates
excellence
. To achieve a rating of “excellent” the student must discuss all
of the concepts and key points presented in the text/s and
Learning Resources. Paper provides significant detail including
multiple relevant examples, evidence from the readings and
other peer reviewed sources published within the past 5 years,
and discerning ideas.
(9
–
10 points)
This section demonstrates a
good
understanding of the content. To achieve a rating of “good” the
student must discuss
most
of the concepts and key points presented in the text/s and
Learning Resources. Paper includes moderate detail, evidence
from the readings, and discerning ideas.

6. (8 points)
This section demonstrates a
fair
understanding of the content. To achieve a rating of “fair” the
student must discuss some of the concepts and key points as
presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient
pertinent examples or provide sufficient evidence from the
readings.
(7 points)
This section demonstrates
poor understanding
of the content. To achieve a rating of “poor”, the student
includes few of the concepts and key points of the text/s and
Learning Resources. Paper is missing detail and specificity
and/or does not include any pertinent examples or provide
sufficient evidence from the readings.
(0–6 points)
Describes
the health issue using language appropriate for the audience.

7. (20 possible points)
This section demonstrates
excellence
. To achieve a rating of “excellent” the student must discuss
all
of the concepts and key points presented in the text/s and
Learning Resources. The section provides significant detail
including multiple relevant examples, evidence from the
readings and other peer reviewed sources published within the
past 5 years, and discerning ideas.
(19
–
20 points)
This section demonstrates a
good
understanding of the content. To achieve a rating of “good” the
student must discuss
most
of the concepts and key points presented in the text/s and
Learning Resources. The section includes moderate detail,
evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a
fair
understanding of the content. To achieve a rating of “fair” the

8. student must discuss some of the concepts and key points as
presented in the text/s and Learning Resources. The section may
be
lacking
in detail and specificity and/or may not include sufficient
pertinent examples or provide sufficient evidence from the
readings.
(15–16 points)
This section demonstrates
poor understanding
of the content. To achieve a rating of “poor”, the student
includes few of the concepts and key points of the text/s and
Learning Resources. The section is missing detail and
specificity and/or does not include any pertinent examples or
provide sufficient evidence from the readings.
(0–14 points)
Provides
guidance on how to identify websites and resources with
credible information on the issue.
(20 possible points)
This section demonstrates
excellence

9. . To achieve a rating of “excellent” the student must discuss
all
of the concepts and key points presented in the text/s and
Learning Resources. The section provides significant detail
including multiple relevant examples, evidence from the
readings and other peer reviewed sources published within the
past 5 years, and discerning ideas.
(19
–
20 points)
This section demonstrates a
good
understanding of the content. To achieve a rating of “good” the
student must discuss
most
of the concepts and key points presented in the text/s and
Learning Resources. The section includes moderate detail,
evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a
fair
understanding of the content. To achieve a rating of “fair” the
student must discuss some of the concepts and key points as
presented in the text/s and Learning Resources. The section may
be
lacking
in detail and specificity and/or may not include sufficient
pertinent examples or provide sufficient evidence from the
readings.

10. (15–16 points)
This section demonstrates
poor understanding
of the content. To achieve a rating of “poor”, the student
includes few of the concepts and key points of the text/s and
Learning Resources. The section is missing detail and
specificity and/or does not include any pertinent examples or
provide sufficient evidence from the readings.
(0–14 points)
Recommends
4-5 websites with clear, valuable, and reliable information on
the issue.
(10 possible points)
This section demonstrates
excellence
. To achieve a rating of “excellent” the student must discuss
all
of the concepts and key points presented in the text/s and
Learning Resources. The section provides significant detail
including multiple relevant examples, evidence from the
readings and other peer reviewed sources published within the
past 5 years, and discerning ideas.

11. (9
–
10 points)
This section demonstrates a
good
understanding of the content. To achieve a rating of “good” the
student must discuss
most
of the concepts and key points presented in the text/s and
Learning Resources. The section includes moderate detail,
evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a
fair
understanding of the content. To achieve a rating of “fair” the
student must discuss some of the concepts and key points as
presented in the text/s and Learning Resources. The section may
be
lacking
in detail and specificity and/or may not include sufficient
pertinent examples or provide sufficient evidence from the
readings.
(7 points)

12. This section demonstrates
poor understanding
of the content. To achieve a rating of “poor”, the student
includes few of the concepts and key points of the text/s and
Learning Resources. The section is missing detail and
specificity and/or does not include any pertinent examples or
provide sufficient evidence from the readings.
(0–6 points)
Writing used in Introduction
(10 possible points)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original
writing and proper paraphrasing, contains very few or no
writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Introduction
contains
multiple
, appropriate and exemplary peer reviewed sources (published
within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is
mostly
consistent with graduate level writing style. Paper may have
some small or infrequent organization, scholarly tone, or APA

13. style issues, and/or may contain a few writing and spelling
errors, and/or somewhat less than the expected number of or
type of sources.
(8 points)
Paper is
somewhat below
graduate level writing style, with multiple smaller or a few
major problems. Paper may be lacking in organization, scholarly
tone, APA style, and/or contain many writing and/or spelling
errors, or shows moderate reliance on quoting vs. original
writing and paraphrasing. Paper may contain inferior resources
(number or quality).
(7 points)
Paper is
well below
graduate level writing style expectations for organization,
scholarly tone, APA style, and writing, or relies excessively on
quoting. Paper may contain few or no quality resources.

14. (0–6 points)
Writing used in Flyer
(20 possible points)
Flyer is
well
organized, uses a tone appropriate for the audience, uses
original writing and proper paraphrasing, contains very few or
no writing and/or spelling errors, and is
fully
consistent with a health flyer writing style.
(18–20 points)
Flyer
mostly
uses a tone appropriate for the intended audience. Flyer may
have some small or infrequent organization, tone issues, and/or
may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is
somewhat above or below

15. the intended audience, with multiple smaller or a few major
problems. Flyer may be lacking in organization, appropriate
tone, and/or contain many writing and/or spelling errors, or
shows moderate reliance on quoting vs. original writing and
paraphrasing.
(14–15 points)
Flyer is
well below
graduate level work, expectations for organization, appropriate
tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score
(100 possible points)
:
points

16. Required Readings
McGonigle, D., & Mastrian, K. G. (2015).
Nursing informatics and the foundation of knowledge
(3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 17, “Supporting Consumer Information and Education
Needs”
This chapter explores health literacy and e-health. The chapter
examines a multitude of technology-based approaches to
consumer health education.
Chapter 18, “Using Informatics to Promote
Community/Population Health”
In this chapter, the authors supply an overview of community
and population health informatics. The authors explore a variety
of informatics tools used to promote community and population
health.
Chapter 16, “Informatics Tools to Promote Patient Safety and
Clinical Outcomes”
The authors of this chapter present strategies for developing a
culture of safety using informatics tools. In addition, the
chapter analyzes how human factors contribute to errors.
Health literacy: How do your patients rate? (2011).
Urology Times, 39
(9), 32.
Retrieved from the Walden Library databases.
The authors of this article define health literacy and emphasize
its poor rates in the United States. Additionally, the authors
recommend numerous websites that offer patient education
materials.
Huff, C. (2011). Does your patient really understand?
H&HN, 85
(10), 34.
Retrieved from the Walden Library databases.
This article defines hospital literacy and highlights the barriers
that prevent it from increasing. It also emphasizes the

17. difficulties created by language and financial costs.
The Harvard School of Public Health. (2010).
Health literacy studies
. Retrieved from http://www.hsph.harvard.edu/healthliteracy
This website provides information and resources related to
health literacy. The site details the field of health literacy and
also includes research findings, policy reports and initiatives,
and practice strategies and tools.
Office of Disease Prevention and Health Promotion (n.d.).
Health literacy online
. Retrieved June 19, 2012, from
http://www.health.gov/healthliteracyonline/
This webpage supplies a guide to writing and designing health
websites aimed at increasing health literacy. The guide presents
six strategies that should be used when developing health
websites.
U.S. Department of Health and Human Services. (n.d.a).
Quick guide to health literacy
. Retrieved June 19, 2012, from
http://www.health.gov/communication/literacy/quickguide/Quic
kguide.pdf
This article contains an overview of key health literacy concepts
and techniques for improving health literacy. The article also
includes examples of health literacy best practices and
suggestions for improving health literacy.
Required Media
Agency for Healthcare Research and Quality (Executive
Producer). (2012a).
Interview with Rachelle Toman, M.D. Ph.D.
Rockville, MD: Author. Retrieved from
http://www.ahrq.gov/patients-consumers/patient-
involvement/ask-your-doctor/videos/clinician06/index.html

18. In this interview, Dr. Toman discusses the importance of asking
patients questions to ensure they have been able to sufficiently
communicate their concerns.
Agency for Healthcare Research and Quality (Executive
Producer). (2012b).
The waiting room video
. Rockville, MD: Author. Retrieved from
http://www.ahrq.gov/patients-consumers/patient-
involvement/ask-your-doctor/videos/waitroom/index.html
This video addresses the importance of communication in the
patient-health care professional relationship. It highlights the
need to ask meaningful questions to the patient to fully
understand issues and concerns.
APA FORMAT