Identify the number of sessions you will be creating for your project and the sequence in which patients will participate in these sessions.

Setting Type: Home Care of Public Health Agency
Synopsis: You and your team members have been assigned to the Midwest region of the United States. To begin your project, your team
will select an existing home care or public health agency within a rural setting in the Midwest region. If you have a team member
who lives and works in this region, he or she might identify a setting for your team to research. If no team members live or work
in the Midwest region, each team member should conduct research to identify home care or public health agencies.
After conducting preliminary research, select one setting that fulfills the above requirements. Before making your selection, be
sure to review this document in its entirety to ensure that your team will be able to locate all required information about this
setting via information on the Internet.
Focus: The focus of your project is to analyze the patient education needs of your selected setting. To do this, your team must
first conduct a needs assessment of the factors that influence the health education needs of thisrural population. Based on the
information gained through your needs assessment, your team will develop the basis for a patient education program within this
setting.
While it would be beneficial for your team to develop a detailed educational program for this agency, it is not the focus of this
project. For the purposes of this project, you will use the information collected from your needs assessment to develop a
hypothetical educational program based on real data.
Assigning Team Roles: In order for you to function effectively as a team, it is suggested that you identify a Team Captain (and/or
co-captain), a recorder, a coordinator for managing the assigned activities, a time keeper for setting and keeping deadlines, and
any other roles you feel are needed. Members may remain in these roles throughout the Course Project, or team members may alternate
between various roles during each part of the project.
It is also important to note that though this is a team project, individual effort and participation accounts for a percentage of
your grade. By Day 7 of Week 10, each team member will submit a Team Evaluation Form (presented in Week 2’s Learning Resources)
that details the contributions of each team member. Throughout your project, your Instructor will provide grades and feedback on an
individual basis. You will also receive an overall team grade.
The information that follows outlines the process your team will undertake in developing an educational program for your selected
home care or public health agency. Note that each section corresponds to a week of the course. It is strongly recommended that your
team completes each section during the identified week.
Part 1: Needs Assessment
Part 1 begins in Week 2 and ends in Week 4.
Directions: For Sections A, B, and C, your team will outline your research in bullet and/or paragraph form. The information you
provide will not be graded for grammar but for the quality of research you have gathered for each section. Ultimately, the
information you include in each section should aid you in completing your Final Submission for this part of your Course Project.
Section A: Determining the Need
Respond to each of the following in bullet or paragraph form during Week 2 of the course.
1. Know your clinical agency:
• Identify and describe the rural, home care or public health agency that your team selected for your Course Project.
2. Know your audience:
• Whose needs are you measuring? Do they represent a group of people or a target population?
• To whomwould you deliver your needs assessmentdataif you were actually presenting this information to your selected
setting?
3. Know your data:
• Identify the type of data (health statistics, education levels, comparable home care/public health agencies in the area)
that you need to gather to learn more about your region, your setting, and your patient population.
• If you were a nurse educator within this setting, how would you gather data about your region’s population?
o Identify the instruments and/or methods you would use and how each would help you to better assess the needs of this
specific population. For example, would you utilize websites,surveys, interviews, focus groups, working groups, observations, or
tests and why?
• Realistically, considering the scope of this project and your available resources, how will you gather authentic data about
your region’s population?
o Identify the instruments and/or methods you will use and explain how each will help you to better assess the needs of this
specific population.
4. Know your action plan:
• Explain how you will analyze the data that you collect.
Questions adapted from: McCawley, P. (2009). Methods for conducting an educational needs assessment: Guidelines for cooperative
extension system professionals. University of Idaho, Extension.
Section B: External Factors
As a team, collect information on the external frame factors that influence the home care/public health agency and possible patient
education needs. As you complete this section, use the following questions to help guide your research:
What are the major demographics of the regional population that this setting serves?What are the major health problems and diseases
in the population that could be preventable? Are there implications for health education as it applies to these populations? How do
disease rates in this specific population compare to national morbidity and mortality rates?
Respond to each of the following in bullet or paragraph form during Week 3 of the course.
Describe the community in which your selected setting is located.
public health department would be a good setting. The largest one in this area would be the Toledo Lucas County Health
Department.The Lucas County Health Department has a 60+ Senior program I will place the link at the bottom of this
post.http://www.lucascountyhealth.com/environmental-health/water-quality/
Home
1. Identify the demographics of your assigned region. Include age, gender, socioeconomic status, ethnicity, etc. Then,
identify the demographics of the specific community in which your selected setting is located.
2. Identify the characteristics of your setting (for example, rural, urban, suburban, climate, economy, etc.)
3. Describe the community’s political climate and body politic in 3–5 sentences.
4. Identify potential education needs for patients that seek services at this setting.
5. Identify the health needs of the patient population that seek services at this setting.
6. Identify how accreditation/certification might impact your proposed patient education program.
7. Identify financial support systems for your proposed patient education program.
8. Summarize the external factors you assessed and identify the key patient education needs based on this assessment.
Needs Assessment and frame factors adapted from: Keating, S.B. (Ed.). (2011). Curriculum development and evaluation in nursing
education (2nd ed.). New York, NY: Springer Publishing Company.
Section C: Internal Factors
As a team, collect information on the internal frame factors that impact the population’s health care needs. As you complete this
section, use the following questions to help guide your research:
What funds are available for health education? If your team selected a home care setting, is it supported by private funds,
Medicare, Medicaid, or fee-for-service income?If your team selected a public health agency, is it supported by county or state
funds? Who are the major stakeholders involved in health education, and what are their responsibilities?
Respond to each of the following in bullet or paragraph form during Week 4 of the course.
1. Describe the organizational structure of the agency (the setting you selected). What are the processes for approval of new
patient education programs?
public health department would be a good setting. The largest one in this area would be the Toledo Lucas County Health Department.
The Lucas County Health Department has a 60+ Senior program I will place the link at the bottom of this post.
Water Quality

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Home
2. Identify the mission, vision, and philosophy of your selected setting (if applicable).
3. Describe the internal economic situation and its influence on patient education programs in this setting.
4. Describe the available resources within the setting, as well as those devoted specifically to patient education programs.
5. Explain the general characteristics of patients within this setting (if applicable).
6. Describe the political structure of the setting, as well as the patient education programs within it (if applicable).
7. Summarize the external factors you assessed and identify key patient education needs based on your assessment.
Part 1 Final Submission
This section is to be completed during Weeks 2, 3, and 4.
Submit a 3- to 5-page paper in outline form by Day 7 of Week 4 that addresses the following:
I. Brief description of your region and selected setting
A. Relevant characteristics, demographics, health statistics, and needs of your assigned region
B. Home care/public health agency that you have selected, including distinguishing characteristics of the setting as well as
the mission, vision, and philosophy
II. Brief description of the Needs Assessment
A. Rationale for the research questions and resources used to collect data
B. Key external and internal factors identified by the needs assessment
C. Comprehensive analysis and summary of how the key external and internal factors impact your region, setting, and patient
education needs
III. Summary statement
A. Type of patient education program your team is proposing.
B. Target population for this program (e.g., the general population in the region/community, age-specific groups, specific
diagnosis aggregates).
C. Your proposed program based upon the evidence collected from your needs assessment .
D. Specific external and internal frame factors that could positively and/or negatively influence your proposed program.
Part 2: Educational Program or Curriculum Development
Part 2 begins in Week 5 and ends in Week 10.
During Part 2 of your Course Project, you will select the overarching philosophies, theories, and frameworks that will shape your
educational program. In addition, you will create the end-of-program learning outcomes that will define the components and
structure of the courses within your program (your focus for Part 3).
Directions: For Sections D, E, F, and G, your team will outline your research in bullet and/or paragraph form. The information you
provide will not be graded for grammar but for the quality of research you have gathered for each section. Ultimately, the
information you include in each section should aid you in completing your Final Submission for this part of your Course Project.
Section D: Learning Theories & Organizational Frameworks
As a team, conduct research to determine whether your selected setting reflects a particular theoretical philosophy and/or
organizational framework. Use the following questions as a guide when determining the presence of theories and curriculum
components:
Does your setting’s website present theoretical statements related to the application of patient education, health care systems,
health care beliefs, etc.? If so, how might you use them as an organizational framework for your proposed patient education
program? If not, how might your team create an organizational framework that encompasses the theories and concepts that you believe
to apply to your program?
Respond to each of the following in bullet or paragraph formduring Week 5 of the course.
1. Identify the theories and concepts reflected in your setting (if applicable).
The Midwest Region selected the Toledo-Lucas County Health Department (TLCHD) as our setting. As a public health setting, their
main focus is on health promotion and disease prevention for the community and individual patients. The core values of TLCHD
include health promotion, people focused, collaboration, communication, empowerment, and disease prevention (Toledo-Lucas County
Health Department, 2017). These core values are supported by several learning theories and models including Behavior Learning
Theories, Social Learning Theories, Humanism Learning Theories, the Caring Learning Theory, and the Adult Learning Theory (Billings
& Halstead, 2016).
The Health Belief Model (HBM) has been noted as one of the most influential behavioral models in health promotion, aims to
anticipate and explain individual health behaviors by centering on perspectives and beliefs about health (Raingruber, n.d.). The
Social Learning Theory is another influential theory in public health, it is based on the assumption that behavior is learned
through observation, imitation, and positive reinforcement, and that people also learn through seeing the benefits of the behaviors
that they have observed (Raingruber, n.d.).
The third theory is the Adult Learning Theory, in which the learning behaviors of adults are shaped by past experiences; their
maturity and life experiences provide them with insights and the ability to see relationships. Adults are not content centered but
are self-directed and motivation to learn is internal. They are problem-centered and need and want to learn useful information that
can be readily adapted to resolve a problem. Adults need a climate that enables them to assume responsibility for their learning.
References
Raingruber, B. (n.d.). Health Promotion Theories. Retrieved on March 25, 2018 from http://www.verpleegkunde.net/assets/health-
promotion-theories.pdf
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier
Toledo-Lucas County Health Department. (2017). Mission & Values. Retrieved on March 25, 2018 from
Mission & Values
Learning Theory
2. As a team, discuss and identify the major theories that apply to your program and why.
o Explain how you will thread learning experiences and concepts associated with these theories throughout the program.
o Explain how these theories aid in the alignment of the program and the setting (if applicable).
Organizational Framework ******* Please complete question # 3&4.
3. Identify the type of organizational framework and curriculum development approach that is most applicable to your patient
education program.
4. Develop an organizational framework/approach that aligns with the following parameters:
o It is congruent with the setting’s mission, vision, and philosophy.
o It mirrors the educational and/or developmental needs of your intended nursing staff, as well as the trends and regulations
applicable to your setting and program focus.
Section E: Curriculum Components
As a team, reexamine the mission, vision, and philosophy of your selectedsetting. Then, begin to develop a mission, vision, and
philosophy statement for your proposed patient education program. When creating these curriculum components, consider the
following:
What is the ultimate, long-term goal of your patient education program? For example, a hypothetical setting such as Nightingale
Public Health Agency might create a program focused on changing patient health behaviors related to the causative factors of lung
cancer. As such, their overall program goal might be to “decrease the mortality rates for lung cancer to the national level or
below.” This program goal will not only guide the creation of curriculum components but also the creation of end-of-program
outcomes, learning objectives, and learning activities. In addition, this goal will measure the outcomes of the patient education
program. In this example, lung cancer mortality rates should decrease and at least match those of the national rates at the end of
the year following the program.
Respond to each of the following in bullet or paragraph formduring Week 6 of the course.
1. Create the mission for your patient education program. Justify your mission statement by explaining how this statement
supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.
2. Create the vision for your patient education program. Justify your vision by explaining how this statement supports the
learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.
3. Create the philosophy of your patient education program. Justify your philosophy by explaining how this statement supports
the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and philosophy.
4. Create the overall program goal of your patient education program. Justify your program goal by explaining how this
statement supports the learning needs of the patients as well as how it is congruent with the setting’s mission, vision, and
philosophy.
5. Explain how will the mission, vision, philosophy, and overall program goal help to guide the actions of both nurse
educators and patients in your setting.
Section F: Crafting End-of-Program Outcomes
As a team, review the mission, vision, and philosophy that you created for your program, as well as the overall need or goal that
led to the focus of your curriculum. Then, begin to develop your end-of-program outcomes. Refer to the Appendix section “Writing
Measurable End-of-Program Outcomes” for authentic examples that can aid you in writing your outcomes.
Respond to each of the following in bullet or paragraph formduring Week 7 of the course.
1. Create 4- to 6-end-of-program learning outcomes. For each learning outcome, identify the learning domain. Then, complete
the following:
o Describe the competency level used for your learning outcomes. Justify the appropriateness of each learning verb.
o Explain how these learning outcomes align with the program’s mission, vision, philosophy, and overall program goal, as well
as the needs of the nursing staff.
Section G:Designing Your Curriculum
As a team, you will use your end-of-program outcomes to design your program. Specifically, you will create a plan of study that
consists of at least 5 patient education sessions. Though educational programs in clinical agencies might have more or less than 5
sessions, you are required to develop a minimum of 5 sequential sessions that could address the educational needs of patients in
your selected setting. Refer to the Appendix section “Plan of Study for the Curriculum” for authentic examples that can aid you in
designing your program.
Respond to each of the following in bullet or paragraph formduring Weeks 8 and 9 of the course.
1. Identify the total number of sessions your patient program would consist of if you were actually developing the full
program. Justify your choice.
2. Identify the number of sessions you will be creating for your project and the sequence in which patients will participate
in these sessions. (Note: You must identify a minimum of 5 for your project).
3. Develop your sessions.
o Create a title for each session.
o Write a description for each of your sessions. When creating the descriptions, use 2–3 succinct sentences that introduce
patients to content that will be covered, as well as the type of learning activities (lecture, discussions, skills lab,
simulations, clinical experiences, etc.) that will take place.
o Create learning objectives (2–3) for each session. (Note: This may be an iterative process with the bullet above).
4. Use a concept map to illustrate alignment of session objectives to the program goal, as demonstrated in the Appendix
section of this document.
Part 2 Final Submission
This section is to be completed during Weeks 9 and 10.
Submit a 4- to 6-page paper, not including tables or concept maps, by Day 7 of Week 10that addresses the following in outline form:
I. Brief description of the program’s learning theory
A. Applicable theories
B. The alignment of programmatic theory to that of the setting
C. Theory integration throughout the program
II. Brief description of the program’s organizational framework
A. Type of organizational framework
B. Congruence with the setting’s mission, vision, and philosophy
C. Organizational framework as a means to meet learner needs
III. Brief description of the curriculum’s components
A. Program mission and alignment
B. Program vision and alignment
C. Program philosophy and alignment
D. Program goal and alignment
IV. Identification of end-of-program outcomes
A. 4–6 end-of-program outcomes using bullet points
B. How these outcomes align with the program’s mission, vision, philosophy, and program goal
C. How these outcomes will address the educational needs of patients
V. Illustration of Curriculum Design
A. Table or similar graphic that depicts your plan of study
B. Course sequence that includes descriptions and objectives for at least five sessions within your program
C. Concept map that illustrates the alignment between session objectives and the overall program goal
D. How this map accurately depicts the way each session scaffolds patient learning towards the end-of-program outcome and
overall program goal
Part 3: Master Plan of Evaluation
Part 3 begins and ends in Week 11.
Directions:For Section H, your team will outline your research in bullet and/or paragraph form. You will then construct a Master
Plan of Evaluation with this information. In addition, your Final Submission for Part 3 will be to design a PowerPoint presentation
that presents an overview oftheCourse Project, due in the Week 11Project 2 area.
Section H: Evaluation Approach
As a team, explore the methods educators can use to evaluate the quality and effectiveness of nursing programs. Then, develop a
Master Plan of Evaluation. Refer to the Appendix section “Master Plan of Evaluation” to access the table that you will use to
illustrate this section’s research.
Respond to each of the following in bullet or paragraph formduring Week 11 of the course
1. Identify the curriculum components you would evaluate and why.
a. Outline the assessment tools and methods you would use to collect data on these components.
2. Identify the evaluation models (conceptual, benchmarking, evaluation process, formative, or summative) that apply to your
program and why.
3. Identify the evaluation strategies (observation, written communication, oral communication, simulation, self-evaluation,
etc.) that apply to your program and why.
4. Determine whether you would seek accreditation or certification for your program and why. If you choose to seek
accreditation or certification, to which accrediting or regulatory agency would you apply?
5. Create the basis for a Master Plan of Evaluation.
Part 3 Final Submission
As a team, review the PowerPoint requirements below and decide on the key points to present for each topic. When creating your
PowerPoint, it is important that you do not copy/paste paragraphs of information into your slides (you may insert tables and
concept maps you have already created, as appropriate). Instead, you should critically assess your research and final submissions
to identify key points that are both informative and interesting for your intended audience. You may also use the “notes” section
of PowerPoint to provide the audience with more detail, as needed.
Your PowerPoint must have a minimum of 15 slides and a maximum of 20 slides, not including references. It is up to your team to
decide how many slides should be devoted to each topic.
Note: It is important to remember that though the PowerPoint must present the entire scope of your project, Part 3: Master Plan of
Evaluation should be thoroughly presented.
This section is to be completed during Week 11.
Your PowerPoint must include the topics below in the following order:
• Introduction slide(s): Assigned region and selected setting
• External and internal frame factors
• Proposed program and applicable details
• Overarching theories and frameworks
• Curriculum design
• Plan of study
• Master Plan of Evaluation: table and rationale
• References
*Note that the above outline represents general topics for you to include. These are not meant to be titles for your slides. Your
team should title slides as appropriate; however, you may use one or more topics above as a title if it aligns to the content
presented on the slide.
Appendix
The Appendix contains thorough examples unique to your team’s Course Project focus. Read this section over carefully when
completing the Course Project sections that corresponds to these examples.
Writing Measurable End-of-Program Outcomes
The following is a sample end-of-program outcome for Nightingale Public Health Agency, a hypothetical clinical agency with a
program goal aimed at “decreasing the mortality rates for lung cancer to the national level or below”:
“At the end of the program, patients will select three healthy-living behaviors to integrate into their daily routines”
A major focus for end-of-program learning outcomes is how they are stated. Each outcome should be parsed using distinct criteria.
Here is the same learning outcome as above, parsed to show each part of the outcome.
“At the endof the program(time factor), patients (identity of the learner) will select(measureable verb)three(defines the level of
achievement at three; anything less is failure) healthy living behaviors to integrate into their daily routines”(content or
knowledge that relates to the aim of the program).
Remember: End-of-program outcomes are stated differently than individual learning objectives. An end-of-program outcome does not
measure the same type of learning as a learning objective. As such, end-of-program outcomes and learning objectives are written
using different formats. It is important that you make this distinction when creating both the end-of-program outcomes and learning
objectives for the Course Project.
When developing learning objectives, it is important to decide the competency level you want the learners to achieve and at what
point in the program. Do you want them to only know the facts (recall), comprehend the information around the knowledge, analyze
facts to see their relationships, synthesize facts to come to a conclusion, analyze facts to see their relationships, or apply
knowledge to change their health behaviors? When answering these questions, it is also important to consider the competencies and
skill levels of your learners. For example,in order to reach an overall program goal, learning objectives throughout the sessions
should build from knowledge of basic facts to application and practice. See below for a detailed example:
Sample learning objective for Session 4
“Develop personal strategies for overcoming at-risk behaviors”
Sample learning objective for Session 3
“Enroll in a cease-smoking educational program”
Sample learning objective for Session 2
“Analyzepersonal behaviors that contribute to the development of lung cancer”
Sample learning objective for Session 1
“Identify causative agents that contribute to the development of lung cancer”
Note the difference in the action verbs and competency levels.
In Session 4, patients develop (high-level)
In Session 3, patients enroll (similar to “choose”, mid-level)
In Session 2, patients analyze (mid-level)
In Session 1, patients identify (low-level)
The objective(s) of each session also scaffolds the learning towards the end-of-program learning outcome and program goal.
[Back to Section F: Crafting End-of-Program Outcomes]
Plan of Study for the Curriculum
When designing programs, nurse educators should attempt to quantify the number of sessions it would take to achieve the end-of-
program learning outcomes and overall program goal. Many educators use tables to better understand and layout the sequential nature
of their program. For example, the table below illustrates a sample plan of study for a 2-week patient education program at
Nightingale Public Health Agency. Your team will create a similar table, including the session title, sequence, description, and
learning objectives during Section G and your Part 2 Final Submission of your Course Project.
Week 1 Week 2
Session 1. Causative Agents That Contribute to Lung Cancer Session 3. “Stop Smoking” Programs and Strategies
Session 2. At-Risk Behaviors: Personal Assessment Session 4.Developing Personal Strategies to Overcome At-Risk
Behaviors
Nurse educators can also create concept mapsto illustrate how the objectives of individual sessions build towards the end-of-
program outcome and program goal. The concept map provided below tracks the learning objectives of the sessions included above.
Your team will create a similar concept map, aligning at least 5sessions/learning objectives to the program goal and end-of-program
outcomeduring Section G of your Course Project.
[Back to Section G: Designing Your Curriculum]
Master Plan of Evaluation
When creating a Master Plan of Evaluation, there are many curriculum components you can focus on. For example, you might evaluate
your program’s mission, vision, and philosophy, curriculum organization, individual courses, teaching effectiveness, institutional
environment, frame factors, etc. Many educators use tables to assist them in creating a succinct evaluation plan. The table below
is an adapted version of Table 14.1 of the Keating course text. Use this table to represent your evaluation plan for Part 3’s
PowerPoint submission. For your table, you will decide which curriculum components (a minimum of 3) to include and fill out each
column of the table.
Responsible Party When and How Often Evaluation Models Evaluation Strategies
Curriculum Component
Curriculum Component
Curriculum Component
[Back to Section H: Evaluation Approach]

 
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