Technical Communication ENG 316 Instructions * Welcome to Technical Communications. In this lesson we will discuss instructions. Next slide. Topics Definition and audiencePlanning instructionsOrganizing instructionsFormatting instructionsComposing instructionsField TestingOnline instructions * The following topics will be covered in this lesson: Audience; Planning instructions; Organizing instructions; Formatting instructions; Composing instructions; Field Testing; and Online instructions. Next slide. Definition and AudienceInstructionsSequence of steps to complete a taskRequire accurate and precise informationInclude information based on audience knowledgeHelp readers comprehend steps and stay motivated Instructions are the sequence of steps that explain how to complete a task. Those people who require instructions need to perform a task or understand how someone else performs the task. The audience for instructions follows the steps very carefully and requires accurate and precise information that is placed in the proper sequence. The amount of detail provided in instructions depends on how much knowledge the audience has about the process. Well written instructions help the audience read carefully, stay motivated, and continue reading. Next slide. * Planning InstructionsCreate a flowchart of stepsUnderstand the ultimate purposeWatch an audience member perform tasksTake note of difficult steps When planning instructions, a writer should understand the procedure that is about to be detailed. Whenever possible, a writer should personally work through the process to understand any potential hurdles or confusion that eventual readers may face. The following steps should be used to plan instructions: One. Create a flowchart with the process steps in order of execution. Two. In your mind, think through the process backwards. What is the ultimate purpose of the procedure? Three. Watch a member of the target audience performing the task for the first time and take notes regarding the first step and any difficult steps. Question the steps that the person misunderstands and interview the person after the procedure is completed to receive any suggestions. Next slide. * Organizing InstructionsCautionDefinitionsLess explanationMore explanationWarningGraphicsIntroductionMaterials and toolsNotes and tips After analyzing the information needed in the instructions, the steps should be organized into sections. It is then necessary to place the information into chronological steps and an easy-to-read format. Some, but not all, instructions require an introduction or a list of materials. Elements that a writer can add to instructions include cautions, definitions, less explanation, more explanation, graphics, an introduction, materials and tools, notes and tips, and warnings. A caution is a statement that indicates actions that might harm the mechanism. Definitions are term explanations. A list of more than six definit ...

1. Technical Communication
ENG 316
Instructions
*
Welcome to Technical Communications.
In this lesson we will discuss instructions.
Next slide.
Topics Definition and audiencePlanning instructionsOrganizing
instructionsFormatting instructionsComposing instructionsField
TestingOnline instructions
*
The following topics will be covered in this lesson:
Audience;
Planning instructions;
Organizing instructions;
Formatting instructions;

2. Composing instructions;
Field Testing; and
Online instructions.
Next slide.
Definition and AudienceInstructionsSequence of steps to
complete a taskRequire accurate and precise informationInclude
information based on audience knowledgeHelp readers
comprehend steps and stay motivated
Instructions are the sequence of steps that explain how to
complete a task. Those people who require instructions need to
perform a task or understand how someone else performs the
task. The audience for instructions follows the steps very
carefully and requires accurate and precise information that is
placed in the proper sequence.
The amount of detail provided in instructions depends on how
much knowledge the audience has about the process. Well
written instructions help the audience read carefully, stay
motivated, and continue reading.
Next slide.
*
Planning InstructionsCreate a flowchart of stepsUnderstand the
ultimate purposeWatch an audience member perform tasksTake
note of difficult steps

3. When planning instructions, a writer should understand the
procedure that is about to be detailed. Whenever possible, a
writer should personally work through the process to understand
any potential hurdles or confusion that eventual readers may
face. The following steps should be used to plan instructions:
One. Create a flowchart with the process steps in order of
execution.
Two. In your mind, think through the process backwards. What
is the ultimate purpose of the procedure?
Three. Watch a member of the target audience performing the
task for the first time and take notes regarding the first step and
any difficult steps. Question the steps that the person
misunderstands and interview the person after the procedure is
completed to receive any suggestions.
Next slide.
*
Organizing InstructionsCautionDefinitionsLess
explanationMore
explanationWarningGraphicsIntroductionMaterials and
toolsNotes and tips
After analyzing the information needed in the instructions, the
steps should be organized into sections. It is then necessary to
place the information into chronological steps and an easy-to-
read format.

4. Some, but not all, instructions require an introduction or a list
of materials. Elements that a writer can add to instructions
include cautions, definitions, less explanation, more
explanation, graphics, an introduction, materials and tools,
notes and tips, and warnings. A caution is a statement that
indicates actions that might harm the mechanism. Definitions
are term explanations. A list of more than six definitions should
be placed in a glossary for the instructions.
Less explanation is needed when the audience is familiar with
the process or when the process is an emergency procedure that
necessitates quick and streamlined instructions. More
explanation is needed when the audience is new to the process
or when the procedure is complicated. A warning is a statement
that indicates step actions that might cause injury to the reader
or others. Graphics are visuals such as diagrams or flowcharts
that make the instructions easier to follow. The introduction
includes background, purpose, intended audience, scope,
organization, best ways to read the instructions, and
assumptions about the readers’ knowledge. Materials and tools
are the materials, tools, or ingredients needed to perform the
steps. Lastly, notes and tips are supplemental, non-essential
information that helps a reader’s understanding.
Next slide.
*
Check Your Understanding 1
Formatting InstructionsEnsure they are easy to readNumber
stepsFormat with flowcharts or diagramsCall out parts of

5. graphics
The format of instructions should be easy to read because
readers are often impatient. The steps should be numbered to
align them. Instructions can also be formatted with flowcharts
and diagrams to simplify the process and help intermediate
users who may have performed the steps before. If formatting
graphics, call outs may be required to point to specific parts of
the diagram.
Next slide.
*
Composing InstructionsFormat steps chronologicallyBegin steps
with active voiceUse short sentencesFocus on one action per
stepEnsure each step is something to doUse natural articles (a,
an, the)Employ specific detailsInclude explanations when
neededAdd substeps for broad major steps
All instructions require chronological steps. That is, they should
be ordered in the logical process of execution. A step is the
action that the reader performs. The following nine rules apply
to composing instructions:
First, the steps should proceed forward in time with numbers or
letters.
Second, the steps should begin with an active voice verb in the
imperative mood—with a command and the verb. An example of
an active voice verb is the step: Turn the ignition.

6. Third, it is important to use short sentences that allow readers
to absorb the information quickly and at one time.
Fourth, only one instruction or action should be described in
each step.
Fifth, each step should truly be a step—something to do.
Sixth, the writer should use the natural articles a, an, and the.
Seventh, precise and specific details should be included to show
the reader exactly what to do.
Eighth, necessary explanations should be detailed after
applicable steps. An explanation is an extension or further
explanation of the step it explains. Explanations are needed to
clarify what not to do in a step, why a step is important, what
happens when a reader does something, how to perform an
action in more detail, what terms to define, and how to make a
decision when more than one option is available.
Ninth, substeps should be used when a major step is too broad
to be clearly understood.
Next slide.
*
Field TestingField testing (usability testing)Concurrent
testingEvaluates instructions in-useRetrospective
testingEvaluates instructions after their use
Before finalizing and publishing instructions, it is important for
the writer to field test the instructions. A field test is also called

7. a usability test. Field testing involves asking several people to
try the instructions and note any potential issues. Concurrent
testing and retrospective testing are two field tests that can
assess how effectively users can perform instructions.
Concurrent testing evaluates instructions while a product is
tested or an activity is performed. The writer observes the users
reading and performing the instructions and considers the users’
accuracy, speed, and time required. Retrospective testing asks
readers to fill out a questionnaire or answer questions after
completing a task where instructions were used. Writers often
use both concurrent testing and retrospective testing together
when developing and testing instructions.
Regardless of the testing method used, writers should choose a
reasonable sample of testers—users both skilled and some
unskilled. This provides a better real-life portrayal of user
responses and needs. After completing the testing, a writer
should compile the data, list any problems, and devise
solutions.
Next slide.
*
Check Your Understanding
Interaction Type: Matching
Directions: Click and drag the definition in the right column to
the matching term in the left column. When you are ready, click
on the Submit button.
Left Column:

8. A. Concurrent testing
B. Retrospective testing
C. Step
D. Explanation
Right Column:
1. evaluates instructions while a product is tested or an activity
is performed.
2. the action that the reader performs.
3. asks readers to fill out a questionnaire or answer questions
after completing a task where instructions were used.
4. an extension or further breakdown of the step it explains.
Correct Answers:
A-1
B-3
C-2
D-4
Number of attempts: Infinite
Incorrect Feedback:
At least one match is incorrect. Please try again.
Correct Feedback:
That's correct!
Click anywhere to continue.
*
Online InstructionsLimit each unit to one screen viewUse a
consistent designInclude a tree or map of siteUtilize

9. navigational aidsAdd keyword searchesApply a field test before
publication
Online instructions are computer-based instructions used to
execute such activities as ordering tickets or arranging a
delivery. When writing online instructions, a writer should
consider the practices for writing steps, using white space on
the Web page, using graphics for impact, and providing cautions
and warnings when appropriate. Online instructions should
follow six best practices.
One. Each unit of instruction should be limited to one screen
size so that users do not need to scroll down the page.
Two. A consistent design is needed. For instance, the font style,
font size, color, graphics, and headers should all be consistent
with each other for a unified appearance. The readers will feel
more comfortable.
Three. A tree or a map of the site should be included so that the
readers can see it at a glance.
Four. Navigational aids are needed to link to the home page and
any other important and related Web pages.
Five. Keyword searches with several synonyms for the same
action should be added.
Six. A field test ought to be applied to ensure the usefulness
and usability of the instructions before publication.
On a final note, a writer should ensure that instructions should
not take up the entire screen when teaching users to perform
tasks on the screen. Readers should be able to work on the
screen while reading the instructions.

10. Next slide.
*
Summary
Definition and audiencePlanning instructionsOrganizing
instructionsFormatting instructionsComposing instructionsField
TestingOnline instructions
*
We have reached the end of this lesson. Let’s take a look at
what we’ve covered.
We started our discussion by examining the importance of
writing simple and thorough instructions that can be understood
by audiences of multiple skill levels.
Then we discussed the components of instructions. Instructions
contain itemized steps and sometimes require an introduction
and graphics for reader comprehension. A writer must also
decide whether extra components are needed such as a list of
materials, warnings, notes, definitions, or cautions.
Next, we covered the practice of writing instructions. Writers
should use short chronological sentences in the active voice.
Each step should reflect a specific action. Substeps or
explanations may also be utilized.
Then we discussed field test testing. Testing instructions
includes concurrent testing—having users test instructions
while performing the activity—and retrospective testing—
asking users questions about usability after they have completed
an activity using instructions.

11. Finally, we covered best practices for writing online
instructions. Creating online instructions is similar to writing
paper-based instructions; however, writers should consider best
design practices for Web pages and readability on the screen.
This completes this lesson.
PROPERTIES
On passing, 'Finish' button: Goes to Next SlideOn failing,
'Finish' button: Goes to Next SlideAllow user to leave quiz:
After user has completed quizUser may view slides after quiz:
At any timeUser may attempt quiz: Unlimited times
Reflection notes:
What would you do differently in a similar patient evaluation?
How might you improve your assessment, diagnosis, and/or plan
through inter professional collaboration?
Answer:
Elderly patients with declining health poses a significant
challenge for us health care providers. Frail elders are totally
different from young adults because it includes the non-medical
domains like functional capability. Malnutrition among elderly
people are often under-recognized, underestimated, and
undertreated that adversely affects the patient’s healthcare
status. It is more complicated to establish as compared to young
individuals because of their frailty and senescence of organs
(Flaherty & Resnick, 2013). Most of our frail elder patients
would only tell us their main complaint but if we assess them
thoroughly using the comprehensive geriatric assessment and
functional assessment tools, we would be able discover our
patients deficiency in their functional, nutritional, or cognitive
status. That is what happened to Mrs. FM, the last time she went
to the clinic for follow-up 1 month ago, the practitioner who
saw her performed the mini-nutritional and Lawton IADL
assessment and was positive for malnutrition and physical

12. dependency, but did not collaborate with the therapists, dietary
and nutritionist for her required calorie intake and physical
assistance. As a result, Mrs. FM started to deteriorate because
of the poor nutritional intake and functional declined. There
was lack of communication between the interdisciplinary team.
Adequate nutrition is crucial to health maintenance, prevention
of complications, and promotion of healing in all patients. This
is especially true for the elderly population. Impairments of
daily activities can affect the nutritional and hydration status of
elderly patients (Holroyd-Leduc & Reddy, 2014). As a
practitioner, we should be proactive and dedicated in treating
our patients especially for frail elders. We should find ways on
how to prevent further health problems of our elderly patients
by collaborating with the interdisciplinary team. We should
think of the most appropriate instrument or assessment tools
that could evaluate the health status of the older adults so that
we can plan, intervene appropriately, and prevent further
deterioration of our patients.
As a nurse practitioner and a health care provider, we have a
critical role in improving the functional status of our elderly
patients by collaborating with the other team members involved
in the patient’s care. We can prevent the deterioration or
functional declination of our elderly patients if we collaborate
most of the time with other health team members like home
health nurses and other health care providers. We should ask the
care giver or nurses from time to time on how was our patients
doing. As a nurse practitioner, our responsibility encompasses
an ongoing comprehensive assessment and coordination of care
to ensure the autonomy and safety of our elderly adult patients.
We have to ensure our patient’s optimal physical and
psychosocial function by coordinating with the inter-
professional team. We have to have a good communication
skills, a clear and concise documentation, and easy access to the
team to ensure our patient’s safety (Flaherty & Resnick, 2014).
Early diagnosis is critical in preventing and halting the
progression of the disease.

13. Conclusion:
(Can you add more on my conclusion… thanks)
One of the most common errors in the medical field is
miscommunication. Regardless of the number of our patients or
how busy we are, we have to stay focus on each and every
patients. Once we committed the mistake or omitted the
treatment, it might harm the patient or worsen his condition. We
should remember that we are dealing with lives and trusted by
our patients.
References:
Flaherty, E., & Resnick, B. (Eds.). (2014). Geriatric nursing
review syllabus: A core curriculum
in advanced practice geriatric nursing (4th ed.). New
York, NY: American
Geriatrics Society.
Holroyd-Leduc, J., & Reddy, M. (Eds.). (2012). Evidence-based
geriatric medicine: A practical
clinical guide. Hoboken, NJ: Blackwell Publishing