Purpose: This assignment will enable the student to identify a client learning need related to pharmacologic management. Utilizing current evidence from the literature, the student will create a teaching plan that addresses the learning need, and is individualized based on client history and assessment findings. The student will identify areas for improvement in the plan. Curricular Concept Definitions & Course Student Learning Outcomes (SLO): 1. Clinical Judgment- A problem-solving approach based on evidence and principles of science in the planning delivery and evaluation of care provided to diverse individuals families and communities. a. SLO- Describe the role of clinical reasoning/clinical judgement in the physical assessment and nursing management of pharmacologic interventions to promote optimal outcomes for diverse client populations across the lifespan. 2. Safety – The deliberate protection and promotion of psychological and physiologic well-being of diverse individuals, families and communities. a. SLO- Apply knowledge from the biological, psychological and social science as a basis for physical assessment and pharmacologic management of individuals across the life span. 3. Professionalism – Practice based on legal and ethical guidelines adherence to accepted standards, accountability, competence and reliability. a. SLO- Explain how advocacy was will as management, legal and ethical guidelines are used in the assessment and pharmacologic management of diverse client population across the life span. 4. Caring- The demonstrated awareness and sensitivity to the unique identity, situation, background, needs, and value of diverse individuals, families and communities. a. SLO- Explain the role of holism and compassion in the assessment and pharmacologic management of diverse client populations across the life span. Guidelines: Part 1 of the teaching plan will be used as a tool to help students collect the data to individualize the teaching plan for their client. Part I will be submitted for review, but will not be graded. Part 2 of the teaching plan includes a teaching plan table for “mapping” essential elements of the plan. Information in this table will be used to create the final product which is a Power Point presentation (10-14 slides) summarizing the teaching plan. Students will complete the following: 1. Complete the Teaching Plan Forms Part 1 and 2 [submitted, but not graded]. 2. Utilize the Teaching Plan table in Part 2 to design a client teaching session. a. Review all components of the grading rubric. All components of the rubric must be included to receive a Satisfactory/Exemplary score. If deemed Unsatisfactory, students may resubmit with corrections one time only prior to the end of the course. 3. A narrated Power Point will be submitted for grading to the instructor by the specified due date. a. Breakdown of PowerPoint i. (1-2 slides) Client learning objectives [2-4 objectives required]. ii. (5-6 slides) Co ...

1. Purpose: This assignment will enable the student to identify a
client learning need related to pharmacologic management.
Utilizing current evidence from the literature, the student will
create a teaching plan that addresses the learning need, and is
individualized based on client history and assessment findings.
The student will identify areas for improvement in the plan.
Curricular Concept Definitions & Course Student Learning
Outcomes (SLO):
1. Clinical Judgment- A problem-solving approach based on
evidence and principles of science in the planning delivery and
evaluation of care provided to diverse individuals families and
communities.
a. SLO- Describe the role of clinical reasoning/clinical
judgement in the physical assessment and nursing management
of pharmacologic interventions to promote optimal outcomes for
diverse client populations across the lifespan.
2. Safety – The deliberate protection and promotion of
psychological and physiologic well-being of diverse
individuals, families and communities.
a. SLO- Apply knowledge from the biological, psychological
and social science as a basis for physical assessment and
pharmacologic management of individuals across the life span.
3. Professionalism – Practice based on legal and ethical
guidelines adherence to accepted standards, accountability,
competence and reliability.
a. SLO- Explain how advocacy was will as management, legal
and ethical guidelines are used in the assessment and
pharmacologic management of diverse client population across
the life span.
4. Caring- The demonstrated awareness and sensitivity to the
unique identity, situation, background, needs, and value of

2. diverse individuals, families and communities.
a. SLO- Explain the role of holism and compassion in the
assessment and pharmacologic management of diverse client
populations across the life span.
Guidelines: Part 1 of the teaching plan will be used as a tool to
help students collect the data to individualize the teaching plan
for their client. Part I will be submitted for review, but will not
be graded. Part 2 of the teaching plan includes a teaching plan
table for “mapping” essential elements of the plan. Information
in this table will be used to create the final product which is a
Power Point presentation (10-14 slides) summarizing the
teaching plan. Students will complete the following:
1. Complete the Teaching Plan Forms Part 1 and 2 [submitted,
but not graded].
2. Utilize the Teaching Plan table in Part 2 to design a client
teaching session.
a. Review all components of the grading rubric. All components
of the rubric must be included to receive a
Satisfactory/Exemplary score. If deemed Unsatisfactory,
students may resubmit with corrections one time only prior to
the end of the course.
3. A narrated Power Point will be submitted for grading to the
instructor by the specified due date.
a. Breakdown of PowerPoint
i. (1-2 slides) Client learning objectives [2-4 objectives
required].
ii. (5-6 slides) Content to be included in the teaching session
(list topics and/or skills appropriate for your client based on
client’s data).
iii. (1-2 slide) Describe 1-2 teaching strategies that can be used
to teach your client and provide rationale for the selection of
these strategies (why/how are these appropriate for your
specific client; consider specific client data).
iv. (2-3 slides) Support content to be taught with current

3. evidence from the literature.
v. (1 slide) Brief description of what you learned during
completion of Parts 1 & 2 of the assignment.
Student’s
Name:_______________________________________________
____________Date______________________________
Client Medical Diagnosis
(es)_________________________________________________
___________________
Topic of Teaching Presentation
_____________________________________________________
_____________________________
Rationale for selection of
Topic________________________________________________
__________________________________
Learning Objectives
What is the client expected to learn?
List 2-4 measurable objectives
Content to be included in the teaching session
List specific topics and/or skills to be included
Teaching strategies with rationale
List 1-2 teaching strategies to be used and provide rationale for
the selection of these strategies
Evaluation of the teaching session
Brief description of what you learned during completion of
Parts 1 & 2 of the assignment

4. In 5-10 sentences: summarize the existing literature related to
the topic of your client’s teaching plan. What is known about
the topic? Be sure to cite all references using APA format.
TEACHING PLAN GRADING RUBRIC Student:
_____________________________
Date: ____________________
Exemplary
Satisfactory
Unsatisfactory
Score
Includes all of the content areas with an accurate and in depth
understanding of the focus area.
Includes most of the content area. May be missing some
pertinent information. Demonstrates understanding of focus
area.
Fails to include pertinent information or demonstrate
understanding of focus area.
Teaching Plan Part 2
20
10
0
Objectives
2-4 Objectives are clearly stated, appropriate, realistic,
measureable; include a specific time frame.
2-4 Objectives are appropriate, realistic, and mostly
measureable.
<2 Objectives and/or vague, not measureable, or not realistic.
Content

5. Lists detailed content, in language that can be understood by
client.
Lists basic content appropriate for client.
Missing essential content.
Strategies
Lists 2 individualized strategies, appropriate for client.
Rationale is provided to support learning strategies.
Lists 1 – 2 individualized strategies. Strategies are not
appropriate for client and/or rationale missing or does not
support the selected strategies.
Lists 1 or < strategies. Strategies are not individualized and/or
nor appropriate. Rationale is not provided or does not support
the selected strategies.
Evaluation
Evaluation is detailed; addresses all client learning objectives.
Identifies ways to improve the teaching plan to meet any unmet
learning objectives.
Evaluation is general; does not address all client learning
objectives. Generally states ways to improve the teaching plan
to meet any unmet learning objectives.
Evaluation is vague. Does not address client learning
objectives. Does not identify ways to improve the teaching plan
to meet any unmet learning objectives.
Description of Learning
1 slide includes detailed information of what the student(s)
gained from this assignment.
1 slide includes basic information of what the student(s) gained
from this assignment.
Slide not completed or vague in description.

6. Final Grade:
Teaching Plan Part 2 Grade (circle one) - 100 points =
Exemplary; 80-90 points = Satisfactory; 70 points or
less = Unsatisfactory
*Points multiplied by 10 to determine final grade.
Faculty
_____________________________________________________
____
Comments____________________________________________
_____________________________________________________
__________

7. PAGE
Student Name:
Instructor:
Date:
Focus:
Please choose a client to focus on learning need related to
pharmacologic management. Upon completion of the learning
assessment questions below, you will base your teaching
presentation (narrated PowerPoint) on the findings of this
questionnaire.
ASSESSMENT FINDINGS: (Typed/ Written neatly)
Age/Ethnicity:
Basic Demographic Info:
Social History:
Body System Review: (Abnormal only)
Current Diagnosis & History of Present Illness:
Medical/Surgical History:
Current Medications/Interventions/Treatments:

8. Other:
EXPERIENCE IN HEALTH CARE: Please ask the following
questions of the selected client:
1. Please tell me about your current health problem:
2. What do you currently know about
___________________________(health issue)?
3. What have you been doing for your condition in the past?
Present?
4. Is there anything you are interested in learning at the current
time?
5. What would you like to know more about? Anything you
could understand better?
6. What issues has your health issue caused?
7. Do you fear anything in particular regarding your health?
8. What are the areas you would like to improve upon in
regards to your health? Medication regimen? Any particular
results of treatment?
[If Skill Based – answer questions 9 – 12, if not skip to question
13]
9. Do you think learning this skill will be easy, moderate, or
difficult?
10. Which part do you think may be hardest?
11. Have you performed this skill before, if so, please
describe/review your current steps.

9. 12. How much practice do you usually need to learn a new
skill?
LEARNING ASSESSMENT: Please ask the following questions
of the selected client:
13. How do you prefer to learn? (Watching, Listening, Doing,
Reading, Combination)
14. The last time you learned something, how did you go about
doing so? Was it effective?
15. When and where do you prefer to learn?
16. When you think of learning a new skill or new information,
how do you feel?
17. What ways do you feel I can best help you learn?
STUDENT QUESTIONS: Please answer the following in order
to begin your process of designing the teaching session
(narrated PowerPoint):
1. What does my client need to learn most? How can I best
deliver the information?
2. Is there a specific time or place in which the client would
learn best? Why?
3. How will the knowledge gained from the teaching session
benefit my client most?
4. Are there specific accommodations I need to make in order
to deliver information to my selected client (visual, hearing
deficits, etc)?
5. Briefly discuss your plan for design of the teaching session

10. for this particular client. Why did you choose this particular
design? How will it foster your client’s understanding?
08/14asn; 08/19 clw
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