MODULE 1 PRE-ASSESSMENT SUBMISSION
Module Pre-Assessments are your opportunity to practice applying module content before the final submission of your Competency Assessment. You may choose to write your Pre-Assessment responses here in paragraph form, as an outline, or as another type of deliverable. Consider what would be most helpful for you.
- For your Module 1 Pre-Assessment, respond to the following prompts.
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Prompts:
Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan
Assessment Submission 1: Training Agenda
- Complete the Learning Activities in Module 1, especially the Characteristics of an effective health education curriculum.
- Download and complete the Training Agenda template for planning your training delivery.
- The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.
- Plan and implement the educational component of your Change Plan.
- At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.
- Reminder: Make sure you distribute the Evaluation Survey to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.
Assessment Submission 2: Educational Materials
Submit a copy of your infographic, PowerPoint Presentation, or poster.
Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.
| Rubric Criteria | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations |
| List 3–5 objectives/goals of your training
Learning Objective 1.1: Collaborate with health professionals to plan and implement the educational component of a practice change plan related to quality and safety or population health |
Response provides 3–5 fully developed and appropriate goals for the training. | Response provides 3–5 adequately developed and mostly appropriate goals for the training. | Response does not provide 3–5 appropriate goals for the training. |
| What evidence-based research is the education/training based on?
Learning Objective 1.2: Use evidence-based research to develop the educational component of a practice change plan related to quality and safety or population health in nursing practice |
Response provides a fully developed explanation of evidence-based research on which the education/training is based. | Response provides an adequately developed explanation of evidence-based research on which the education/training is based. | Response does not provide an adequate explanation of evidence-based research on which the education/training is based. |
| Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?
Learning Objective 1.3: Develop the educational component of a practice change plan related to quality and safety or population health in nursing practice that aligns with the values, attitudes, and beliefs of their target audience |
Response provides a fully developed description of the target audience’s values, attitudes, and beliefs and an explanation of how those beliefs, values, and attitudes will be addressed in the training session. | Response provides an adequately developed description of the target audience’s values, attitudes, and beliefs and an explanation of how those beliefs, values, and attitudes will be addressed in the training session. | Response does not provide an adequate description of the target audience’s values, attitudes, and beliefs and an explanation of how those beliefs, values, and attitudes will be addressed in the training session. |
| How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?
Learning Objective 1.4: Develop educational training that provides functional health knowledge that facilitates health-promoting decisions and behaviors |
Response provides a fully developed description of how the training will provide functional health knowledge that promotes health-promoting decisions and behaviors. | Response provides an adequately developed description of how the training will provide functional health knowledge that promotes health-promoting decisions and behaviors. | Response does not provide an adequate description of how the training will provide functional health knowledge that promotes health-promoting decisions and behaviors. |
| What teaching medium will you use (i.e. PPt, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.
Learning Objective 1.5: Use appropriate medium to deliver the educational component of a practice change plan related to quality and safety or population health in nursing practice |
Response provides a fully developed description of teaching medium used and steps taken to engage the audience. | Response provides an adequately developed description of teaching medium used and steps taken to engage the audience. | Response does not provide an adequate description of teaching medium used and steps taken to engage the audience. |
| Educational materials are appropriate for the training goals listed in template.
Learning Objective 1.6: Use appropriate educational materials to deliver the educational component of a practice change plan related to quality and safety or population health in nursing practice |
Educational materials are clear and fully appropriate for the training goals listed in template. | Educational materials are mostly clear and appropriate for the training goals listed in template. | Educational materials are not clear and are not appropriate for the training goals listed in template. |
| Educational materials are engaging and appropriate for audience described in template.
Learning Objective 1.7: Choose engaging and appropriate educational materials for the delivery of the educational component of a practice change plan related to quality and safety or population health in nursing practice |
Educational materials are engaging and fully appropriate for the audience described in template. | Educational materials are mostly engaging and appropriate for the audience described in template. | Educational materials are not engaging and appropriate for the audience described in template. |
| Educational materials are based on evidence-based research and provide functional health knowledge that promotes health-promoting decisions and behaviors.
Learning Objective 1.8: Use evidence-based research to deliver the educational component of a practice change plan related to quality and safety or population health in nursing practice |
Educational materials are clearly based on evidence-based research and clearly provide functional health knowledge that promotes health-promoting decisions and behaviors. | Educational materials are sufficiently based on evidence-based research and provide sufficient functional health knowledge that promotes health-promoting decisions and behaviors. | Educational materials are not based on evidence-based research and/or do not provide functional health knowledge that promotes health-promoting decisions and behaviors. |
| Educational Materials: Overall reflection of proper tone, style, and clarity for the target audience.
Learning Objective 1.9: Use effective communication skills to implement the educational component of a practice change plan related to quality and safety or population health |
Educational materials consistently reflect a professional tone appropriate for the presentation context, audience, and purpose.
Content is consistently clear, logical, and well-organized with appropriate use of images, bullet points, and visual effects. Educational materials are free of spelling, punctuation, and grammar/syntax errors. |
Educational materials mostly reflect a professional tone appropriate for the presentation context, audience, and purpose.
Content is mostly clear, logical, and well-organized with adequate use of images, bullet points, and visual effects. Educational materials contain few spelling, punctuation, and/or grammar/syntax errors. |
Educational materials do not reflect professional tone appropriate for the presentation context, audience, and purpose.
Content lacks clarity, logic, and/or discernible organization; does not use images, bullet points, and visual effects; contains long paragraphs or confusing sentences. Educational materials contain significant spelling, punctuation, and/or grammar/syntax errors. |
| Educational Materials: Originality, Source Credibility, and Attribution of Ideas
Learning Objective 1.10: Use effective communication skills to implement the educational component of a practice change plan related to quality and safety or population health |
Educational materials fully reflect original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format. | Educational materials adequately reflect original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format. | Educational materials do not reflect original thought and paraphrasing and does not adhere to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format. |
