NSG2EHP Education in Health Professional Practice Assessment 2

This is Assessment 2 of NSG2EHP Education in Health Professional Practice course. It includes a lesson plan and micro-teaching video for educating a 45-year-old male patient diagnosed with type 1 diabetes. The aim is to educate the patient on the importance of maintaining a balanced and nutritional diet for type 1 diabetes. The session would be undertaken by the nurse who is a healthcare professional in the present context responsible for acting as a diabetic educator. The objective is to enhance patient’s level of understanding of the value nutrition holds in managing type 1 diabetes and the associated consequences of not adhering to the diet outlined.

College of Science, Health and Engineering
School of Nursing and Midwifery
NSG2EHP – Education in Health Professional Practice
Assessment 2
Student ID
Date of submission
Word count

NSG2EHP Education in Health Professional Practice
Assessment 2 – Lesson plan and micro-teaching video(2,400 words - 40% of overall mark)
Individual grading and feedback sheet
Student ID: ____________________
Criteria Excellent
(80-100%)
Very good
(70-80%)
Good
(60-70%)
Fair
(50-60%)
Poor
(<50%)
Mark
1. Learning
program
details
Relevant aims, learning outcomes and
timeframe identified
(19+ marks)
Relevant aims, learning outcomes
and timeframe identified
(16 - 18 marks)
Mostly relevant aims, learning
outcomes and timeframe identified
(13 - 15 marks)
Some relevant aims, learning
outcomes and timeframe identified
(10 - 12 marks)
Irrelevant aims, learning outcomes
and timeframe identified
(9 – 0 marks)
/20
2. Structure of
teaching
session
Introduction, body & conclusion
appropriate to focus and format of
teaching plan
Well structured, with coherent and
logical development of key ideas in
appropriate areas
(19+ marks)
Introduction, body & conclusion
appropriate to focus and format of
teaching plan
Well structured, with mostly
coherent and logical development of
key ideas in appropriate areas
(16 - 18 marks)
Introduction, body and conclusion
appropriate to focus and format of
teaching plan
Well structured, with some coherent
and logical development of key ideas
in appropriate areas
(13 – 15 marks)
Introduction, body or conclusion may
not be appropriate focus and format
of teaching plan
Poorly structured, with limited
coherence and limited logical
development of key ideas in
appropriate areas
(10 -12 marks)
Introduction, body or conclusion not
appropriate to focus and format of
teaching plan
Poorly structured, lacks coherence
and logical development of key ideas
in areas
(9 – 0 marks)
/20
3. Assessment
strategy
Assessment strategy clearly linked to
learning outcome
Assessment suitable to meet learning
outcomes
(13+ marks)
Assessment strategy somewhat
linked to learning outcome
Assessment may meet learning
outcomes
(11 -12 marks)
Assessment strategy has some linked
to learning outcome
Some assessment may meet not
learning outcomes
(9 - 10 marks)
Assessment strategy has minimal
linked to learning outcome
Assessment not always suitable to
meet learning outcomes
(7 - 8 marks)
Assessment strategy has no links to
learning outcome
Assessment does not meet learning
outcomes
(6 – 0 marks)
/15
3. Use of
literature
Very well supported with ample (>8)
credible, current and peer reviewed
sources.
Demonstrated clear and consistent
evidence of critical appraisal of
reference material
(4+ marks)
Well supported with sufficient
(min.8) current and peer reviewed
sources.
Demonstrated mostly consistent
evidence of critical appraisal of
reference material.
(3 marks)
Supported with sufficient (min.8)
references but with some
inappropriate material and/or poor
quality sources.
Inconsistently demonstrated
evidence of critical appraisal of
reference material
(2 marks)
Poorly supported with references
(<8) and with much inappropriate
material and/or poor quality
sources. Limited evidence of critical
appraisal of reference material
(1 marks)
Poorly supported with references
(<8) and with mostly inappropriate
material and/or from poor quality
sources.
No evidence of critical appraisal of
reference materials.
(0 marks)
/5
4. Written
expression and
referencing
Writing was fluent and in an
appropriate academic style with very
minimal spelling, typing or
grammatical errors.
Writing was fluent and in an
appropriate academic style with
very minimal spelling, typing or
grammatical errors.
Writing was not always fluent or in
an appropriate academic style.
Spelling, typing or grammatical
errors did not interfere with
Writing may not be fluent or in an
appropriate academic style .
Spelling, typing or grammatical
errors sometimes interfered with
Writing was not fluent with many
spelling, typing or grammatical
errors.
Substantial use of direct quotations /10
2

Key ideas from the literature were
effectively paraphrased and cited.
Utilised correct APA 6th style for
citations and reference list
(8+ marks)
Key ideas from the literature were
effectively paraphrased and cited.
Utilised correct APA 6th style for
citations most (>70%) of the time.
(7 marks)
understanding
Key ideas from the literature were
not always effectively paraphrased
or cited.
Utilised correct APA 6th style for
citations and reference list most
(>60%) of the time.
(6 marks)
understanding
Direct quotations were poorly
integrated with an overreliance on
original wording in paraphrasing
/summarising.Utilised correct APA
6th style for citations and reference
list >50% of the time.
(5 marks)
&/or limited evidence of ability to
paraphrase/summarise.
Incorrect style for citations and
reference list more than 50% of the
time.
(4 - 0 marks)
5. Micro-
teaching video
Excellent video clearly illustrating one
objective of the health education
lesson plan. Correctly uploaded and
clear audio. Within time restraints.
(8+ marks)
Very good video clearly illustrating
one objective of the health
education lesson plan. Correctly
uploaded and clear audio. Within
time restraints.
(7 marks)
Good video clearly illustrating one
objective of the health education
lesson plan. Correctly uploaded and
clear audio. Within time restraints.
(6 marks)
Fair video clearly illustrating one
objective of the health education
lesson plan. Correctly uploaded and
clear audio. Within time restraints.
(5 marks)
Poor video clearly illustrating one
objective of the health education
lesson plan. Correctly uploaded and
clear audio. Within time restraints.
(4 - 0 marks)
/10
Comments:
Total mark
/80 ÷ 2
=
/40
Assessor’s signature _____________________________________Print name _____________________________________ Date: _______________

Learning program Title of program
Health education for 45 year old male patient diagnosed with type 1 diabetes
Session 1- Education on healthy diet for type 1 diabetes
Session 2- Education on smoking and drinking cessation
Session 3- Education on regular physical activity regimen
Session title Session 1- Education on healthy diet for type 1 diabetes
Date The session would be conducted on the first day of nurse consultation
Time 5pm would be the appropriate time for the session to be carried out since the patient would not be occupied with any
household activity and maximal engagement would be possible.
Duration One and halfhour would be the approximate duration for the session. The session needs to be completed within 7
pm.
Venue The patient, Mr. Chan’s home would be the selected venue for conducting the session as a suitable teaching
environment would be set up there
Venue set up requirements
The session would be carried out in any room as preferred by the patient. It is important for the patient to feel
comfortable so that the desired outcomes of the session are achieved. The door of the room needs to be closed for
maintaining privacy. A patient feels secured and comfortable when there are no disturbances to distract. The room
needs to be properly ventilated so that that the environment is suitable and the patient does not feel relaxed. In
addition, the room has to be well lit for promoting visualisation. The patient would be sitting in a chair or in the bed
as deemed fit by the patient. The nurse needs to sit at a suitable distance from the patient so that the patient is
comfortable with movements and his privacy is maintained.
Participant description The patient is 45-year aged male, named Alex Chan who is a professor working with a science institution and well-
off. He is an influential person in the community he is living in. He has been recently diagnosed with type 1 diabetes
and therefore needs adequate health information for controlling and managing the disorder. Since the patient is
educated and has fundamental knowledge of health, it would be less difficult to explain the scientific rationale
behind the health information imparted through the session.
Participant numbers The patient would be involved in the education session. The focus would be on educating the patient in order to
promote self-care.

Prerequisite knowledge or skills The patient needs to be informed about the session well in advance so that he is mentally prepared to take part in the
session. It is necessary to receive verbal as well as written consent from the patient.
Resources required
Laptop for presenting Powerpoint presentation and internet connection to access activities such as quiz available
online
Booklet with adequate information on the concerned topic
Dairy and pen for hand written communication
Activity sheet
Aim of the session The aim of the session is to educate the patient on the importance of maintaining a balanced and nutritional diet for
type 1 diabetes. The session would be undertaken by the nurse who is a healthcare professional in the present
context responsible for acting as a diabetic educator. The objective is to enhance patient’s level of understanding of
the value nutrition holds in managing type 1 diabetes and the associated consequences of not adhering to the diet
outlined. Different aspects of nutrition relevant to type 1 diabetes are to be discussed covering a wide range of
topics. Detailed information is to be imparted so that the patient receives maximal information and benefits from the
session. Motivation and encouragement would be provided throughout the session so that the patient is motivated to
maintain proper diet and fulfil nutritional requirements.
Learning outcomes At the end of the teaching session the patient would be receiving adequate information on the diverse topics
included in the nutritional guidelines for type 1 diabetic patient put forward by the different public health
organisations. The patient would thereby be able to follow proper dietary guidelines that are immensely helpful in
mitigating the difficulties of diabetes. The patient would be further able to avoid potential health complications
that are at times fatal. On the whole, the improvement in the overall quality of life that is apprehended would be
noteworthy.

Structure of session
Component Time allocation Strategy
Opening 5 minutes The session would begin with introducing own self in a friendly and warm manner. The introduction needs to be
informal so as to make the patient feel comfortable. It is necessary to use proper non verbal cues so as to
establish effective communication with the patient. Effective communication is essential for achieving maximal
outcomes preset for the session. The speech and tone must be respectful of the patient and he must feel valued.
The objective of the session needs to be explained to the patient in the introductory speech in an adequate
manner so as the engage the patient in the session.
Engagement
of learners
The patient needs to
be engaged
throughout the
session for benefitting
completely from the
session.
Different strategies are to be used for engaging the patient into the session. It is crucial to make the session an
interactive one so that the exchange of information is adequate. To ensure that the patient receives all
information and he is able to understand the information the session is to be made interactive through videos, use
of booklet, discussion, sharing experiences of the nurse, sharing experiences of the patient, question and answer
session, activities for assessing received knowledge and having provision for rewards to be given for achieving
desired outcomes.
Assess prior
knowledge
5 minutes It is pivotal to assess the pre-existing knowledge level of the patient prior to the session. Before commencing the
session it is necessary to carry out this assessment since on the basis of the level of the pre-existing knowledge
the session would be guided. Based on the need of the patient the content of the session can be modified as
deemed fit.
Body
Time Content Learning activity Rationale supported by
literature
Identify chosen
educational theory
Physical
resources
required
Question/Anticipated
difficulties
10 minutes Fundamental
knowledge of
diabetes as a disorder,
differences between
type 1 and type 2
disorder,
pathophysiology of
type 1 diabetes, risk
factors or type 1
Booklet provided
to the patient
with content on
the mentioned
topics. The main
points of the
topic covered are
to be kept
highlighted with
Using learning materials
is the most common form
of teaching in healthcare.
Informative materials are
easy to be produced and
can be rich source of
information with wide
range of topics covered in
details. The material
Cognitive learning
theorywhich implies
that learning processes
of an individual can be
explained by analyzing
the mental processes
first.
Information
booklet
The patient might
find it uninteresting
to follow the
booklet. The
communication
needs to be directed
towards the learning
need of the patient.
In such a case the

diabetes, etiology and
disease progression,
health complications
due to type 1 diabetes
a marker pen.
The educator
would be
verbally
discussing these
points with the
patient so as to
communicate
verbally the
necessary
information.
produced is to be relevant
to the needs of the patient
and would reflect the
content, concerns and
issues.
educator needs to
make the
communication
interesting with
suitable verbal and
non-verbal cues.
20 minutes  Weight
management for
diabetes
 Basic
techniques for
carbohydrate
counting
 Strategies for
eating food outside
of home
 Celiac diet
and gastroparesis
diet
 Improving
cholesterol profile
Powerpoint
presentation
would be shown
to the patient
with slides
covering the
mentioned topics
in a
comprehensive
manner.
Teaching the proposed
content by providing notes
in the form of print out
booklet would be
monotonous and
unattractive for the
patient, leading to poor
engagement into the
session. Use of
powerpoint presentation
would be a creative mode
of resource utilisation for
the present purpose.
Powerpoint presentation
supports and encourages
teaching learning process
through the presentation
of material presentation.
Comprehensive and
condensed information
can be directed at the
Cognitive learning
theory posits that when
there are effective
cognitive processes,
learning is much easier
for the individual and
new information can be
stored in the memory
for a long time. Use of
such presentations
improves motivation of
the learner and increases
authentic material use
for the sessions. The
interaction between
educator and learner is
also promoted if
powerpoint
presentations are used.
Further, enhanced visual
impact is a key factor.
Laptop,
powerpoint
presentation
The patient might be
facing difficulties in
understanding the
content of the
presentation due to
inadequate clarity
and thus might be
requiring verbal
communication
while the
presentation is going
on. There might also
be distraction for the
patient such as
poorly designed
slides. Equipment
failure is a possible
risk. Too much
information
presented in a rapid
manner might

individual within a short
span of time.
Analysis and synthesis
of complexities is
promoted. Interactivity
and spontaneity is also
increased.
decrease learner
engagement.
20 minute Recordings of
interaction with
patients who have
been previously
educated on
nutritional importance
and the have been
benefitted optimally
Watch online
videos on
experiences of
patient suffering
from type 1
diabetes and
following
nutritional
guidelines
Through these videos the
patient would be able to
relate to real life
experiences of patients
who have been diagnosed
with the same disorder as
him. Such videos can
trans formatively impact
the health behaviour of
the patient as he can
understand how others
have utilised the
information imparted on
the concerned health
topic.
Cognitive learning
theory proposes that
knowledge is a
repertoire ofbehavioural
response to
environmental stimuli.
Laptop,
internet
connection
Under certain
circumstances the
patient might be
negatively
influenced by the
opinions and feelings
of the patients as
said in the video
10 minute Topics on nutritional
guidelines for type 1
diabetes
Online quiz
available online
to be solved by
the patient.
Quizzes act as
informative
feedback device
and allow the
learner and
educator to have
increased focus
on the concerned
Quiz is an engaging
activity wherein the
learner is educated in a
unique manner. It is also
motivating to a great
extent. Since the result of
on online quiz is received
immediately after
completing it, it is easier
to identify the gaps in
knowledge.
Constructivism learning
theory suggests that
learning is an active,
constructive process,
and problem-solving
and inquiry-based
learning activities are
helpful for maximal
learning.
Laptop,
internet
connection
Questions of the
quizzes might not be
suited as per the
content of the
session undertaken.
It must have focus
on the topics taught
during the session.

topic.
Conclusion Time Strategy
10 minutes Patient-lead strategy would be appropriate in this context. The patient would be motivated and supported to
recall what has been taught throughout the session and the content of the videos to reflect on the issues he is
having at present. The patient would be encouraged to express any arising concerns, doubts and challenges
faced while interpreting and understanding the information provided. The underlying concept is to reinforce
the knowledge level of the patient.
Assessment of
learning
Strategy
10 minutes A brief question and answer round followed by informal discussion would bring an end to the session. The
patient would be motivated to adhere to the instructions provided throughout, having focus on the benefits
they bring about for a diabetic patient.
References
Atkinson, M. A., Eisenbarth, G. S., & Michels, A. W. (2014). Type 1 diabetes. The Lancet, 383(9911), 69-82. DOI: 10.1016/S0140-6736(13)60591-7
Bastable, S. B. (2016). Essentials of patient education. Jones & Bartlett Publishers.
Billings, D. M., & Halstead, J. A. (2015). Teaching in Nursing-E-Book: A Guide for Faculty. Elsevier Health Sciences.
Bradshaw, M., & Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Learning.
Chiang, J. L., Kirkman, M. S., Laffel, L. M., & Peters, A. L. (2014). Type 1 diabetes through the life span: a position statement of the American Diabetes
Association. Diabetes care, 37(7), 2034-2054. DOI: 10.2337/dc14-1140.
Coppola, A., Sasso, L., Bagnasco, A., Giustina, A., & Gazzaruso, C. (2016). The role of patient education in the prevention and management of type 2
diabetes: an overview. Endocrine, 53(1), 18-27. DOI: 10.1007/s12020-015-0775-7.
Falvo, D. R. (2010). Effective patient education: A guide to increased adherence. Jones & Bartlett Publishers.
Jalilian, F., Motlagh, F. Z., Solhi, M., & Gharibnavaz, H. (2014). Effectiveness of self-management promotion educational program among diabetic patients

based on health belief model. Journal of education and health promotion, 3. DOI: 10.4103/2277-9531.127580.
Keating, S. B. (Ed.). (2014). Curriculum development and evaluation in nursing. Springer Publishing Company.
Pickup, J. C., Holloway, M. F., & Samsi, K. (2015). Real-time continuous glucose monitoring in type 1 diabetes: a qualitative framework analysis of patient
narratives. Diabetes Care, 38(4), 544-550. DOI: 10.2337/dc14-1855.

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