NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

Health Literacy—Evaluation of Patient Forms / Educational Materials

Answer
Checklist for Easy-to-Understand Print Materials

Instructions for Use: Click each check box next to the appropriate section when evaluating and reviewing your materials for health literacy.
Message Content

0Have you limited your messages to three to four messages per document (or section)? NO
0Have you taken out information that is “nice to know” but not necessary? NO
0Is the most important information at the beginning of the document? YES
0Is it repeated at the end? YES
0Have you identified action steps or desired behaviors for your audience? YES
0Have you post-tested your materials? NO
0N/A

Text Appearance
0Does your document have lots of white space? NO
0 Are margins at least ½ inch? YES
0Is the print large enough (at least 12 points)? YES
0Does it have serifs? NO
0Have you used bold, italics, and text boxes to highlight information? YES
0Have you avoided using all capital letters? NO
0Is text justified to the left only? NO
0Did you use columns with a line length of 40 to 50 characters of space? NO
0Have you post-tested your materials? NO
0N/A

Visuals
0Is the cover attractive to your intended audience? N/A
0Does it include your main message and show who the audience is? N/A
0Are your visuals simple and instructive rather than decorative? N/A
0Do visuals help explain the messages found in the text? N/A
0Are your visuals placed near related text? N/A
0Do they include captions? N/A
0If you read on the captions, would you learn the main points? N/A
0Have you post-tested your materials? N/A

0N/A

Layout and Design
0Is information presented in an order that is logical to your audience? YES
0Is information chunked, using headings and subheadings? YES
0Do lists include bullets? NO
0Have you eliminated as much jargon and technical language as possible? NO
0Is technical or scientific language explained? NO
0Have you used concrete nouns, an active voice, and short words and sentences? NO
0Is the style conversational? YES
0Have you post-tested your materials? YES
0N/A

Health Literacy—Evaluation of Patient Forms / Educational Materials
Translation
0Are the language and content culturally appropriate? YES
0Are the visuals culturally appropriate? N/A
0Have you had the piece back translated? NO
0Is the translator fluent in the same linguistic variation as the intended audience? NO
0Have you post-tested your materials? NO
0N/A

Understandability
0Have you tested the complexity of the language used in your material for comprehension? YES
N/A for Walden Evaluation of Patient Forms Assignment:
☐ Have you pre-tested your materials with members of your intended audience? YES
☐ Have you post-tested your materials with members of your intended audience? YES
☐ N/A

Adapted from: Center for Disease Control and Prevention. (2009). Simply put: A guide for creating easy-to-understand materials. Retrieved from http://www.cdc.gov/healthliteracy/pdf/simply_put.pdf

Summary & Revisions

The patient material I selected was a patient health questionnaire whose intended purpose was to measure the severity of depression especially ion adults (Centers for Disease Control and Prevention, 2010). The material is part of the requirements before admitting patients in our mental facility. The key purpose of this questionnaire is to evaluate a patient’s current position so as to gain a better understanding of the recommended plan of care before admission. The questionnaire also aims at giving the nurse a better understanding of the all-round analysis of a patient including their culture, beliefs, societal position and possibilities of suicidal thoughts (Hebda, 2019). I decided to choose this material for this particular task as I have complete knowledge of the admission paperwork. Being a psych nurse in a local mental health facility, I have had both pre-test and post-test experiences with clients when filling up the admission paperwork. My choice for this paperwork as the document of choice or this task is also backed by the fact that it is one of the most critical documents in our local mental health facility and that no patient can be admitted without being subjected to this questionnaire.
The presented admission paperwork is a vital document that is recommended in every mental healthcare facility. The document’s intended purpose is to collect patient data with reference to his current medical condition and position. A patient subjected to this admission paperwork is, therefore, required to present factual information about their condition and if on extreme case they can’t, a closer companion is asked to answer part of the questions on their behalf. The questionnaire also aims at presenting data which shows the behavioural patterns in the patient and also constitutes a checklist that ensures the patient is fully admitted and settled. It is worth note that the admission paperwork is designed for tobacco patients who have been linked to mental health disorders like depression.
Improvements to the document were necessary and this, therefore, called for the use of visuals so as to make the document more presentable and evoke a conversational style (Eadie, 2014). Correct formatting and additional whitespaces were also recommended so as to improve the readability of the document. Correct formatting included the use of the correct formatting style, margins and also shorter sentences. There were also considerations to included services of translators, with an additional section set aside for the definition of standard nursing terminologies and vocabulary for the patient.

Health Literacy—Evaluation of Patient Forms / Educational Materials

References

Centers for Disease Control and Prevention. (2010). Simply put: A guide for creating easy-to-understand materials (3rd ed.). Retrieved from http://www.cdc.gov/healthliteracy/pdf/simply_put.pdf
Eadie, C. (2014). Health literacy: A conceptual review. MEDSURG Nursing, 23(1), 1–13.
Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses & health care professionals (6th ed.). Upper Saddle River, NJ: Pearson.

Question
Assignment: Health Literacy—Evaluation of Patient Forms / Educational Materials
Health information literacy has become an important aspect of quality care that is also critical for patient safety and culturally competent care. In this Assignment, you are asked to evaluate a document in your agency to determine the appropriateness of the images and level of language used. The Centers for Disease Control and Prevention’s publication in this week’s Resources will guide you through the review of the document.

Photo Credit: Getty Images
For this Assignment:
• Review the Resources for this week.
• Locate a patient-related document that is given to patients in your practice area or an area with which you are familiar. This document could be admission paperwork, health education materials, or other materials that are provided to a patient to inform them about health care decisions.
• Save this original document either as a file or in a portable document format (PDF) file to be submitted with this Assignment.
• Assess the selected document using the “Checklist for Easy-to-Understand Print Materials” in this week’s Resources.
• Review the checklist and determine how each area meets or does not meet the guidelines provided.
• Evaluate the document in each of the six areas: message content, text appearance, visuals, layout and design, translation, and understandability. For each area, provide a summary of your assessment according to the criteria given.
• Include a brief summary (250 to 350 words) of the selected patient materials, how they are used in the facility, why they have been selected, and what improvements were made.
• Include a minimum of three resources from the professional nursing literature in the assigned course readings and other references in the Walden Library (Include the “Checklist for Easy to Understand Print Materials “as a reference). If relevant, you may use one or two professional web sites in addition to the literature references.
By Day 7
Submit your original patient-related document and the Week 5 Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
• Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 5 Assignment Rubric

Check your Assignment draft for authenticity

To check your assignment draft for authenticity:
Submit your Week 5 Assignment Draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 5 Assignment

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Name: NURS_3110_Week5_Discussion_Rubric

• Grid View
• List View
Excellent Proficient Basic Needs Improvement
Contains in-depth analysis, is focused on the appropriate concept, and uses evidence (resources) for support. (20)
• Describes at least three benefits of patient portals and explain why these benefits are important for practice. Is specific and provides examples.
• Explains how patient portals contribute to patient-centered care.
• Explains how patient portals are changing the nature of the patient-provider relationship.
• Explains how patient-generated health data can contribute to the continuity, quality, and safety of care. 18 (36%) – 20 (40%)
Initial post contains well developed and insightful analysis and brings new insight into the discussion . 16 (32%) – 17 (34%)
Initial post contains reasonable analysis that is focused and brings insight into the discussion. 14 (28%) – 15 (30%)
Initial post contains minimal analysis that is somewhat focused and brings limited insight into the discussion. 0 (0%) – 13 (26%)
Initial post lacks analysis and/or is not focused and brings little or no insight into the discussion.
Entered the discussion thread on 3 separate days. Wrote at least two posts to two separate peers.

Responses are appropriate to the topic, substantive, and promoted discussion by one or more of the following:
• contributing insight to move the discussion forward.
• offering substantial and/or different points of view and asks questions to add to discussion
• including extra references or websites for peers to consider
• relating discussion to different areas of practice and applying concepts to practice

**Additional points may be deducted for late posting per the University late policy. 14 (28%) – 15 (30%)
Response posts add substantial ideas and perspectives that invite further analysis and discussion. Participated 3 or more days in the classroom and responded to more than 2 classmates. 12 (24%) – 13 (26%)
Response posts are proficient and provide adequate analysis and discussion. Participated 3 days in the classroom and responds to at least two classmates. 11 (22%) – 11 (22%)
Response posts are limited and provide minimal analysis and discussion. Participated less than 3 days in the classroom and/or responds to less than two classmates. 0 (0%) – 10 (20%)
Response posts are inadequate and provide no analysis of discussion and/ or there is no participation in the classroom.
Writing and Format
Uses evidence to support a claim and give credit to the source. Uses course learning resources and seeks additional scholarly resources to support ideas. Displays sentence, paragraph, and essay skills. Writes in a scholarly, well-organized manner using own words by synthesizing evidence/resources. Paraphrases to avoid plagiarism of the source. APA: No more than one short, unique quote with correct APA format. Appropriate use and format of in-text citations. Lists references. 14 (28%) – 15 (30%)
Writer demonstrates excellence in all sentence and paragraph level skills within discussion board posts to meet the 3000 Academic Writing Expectations for this level. 12 (24%) – 13 (26%)
Writer demonstrates proficiency of most sentence and paragraph level skills within discussion board posts to meet the 3000 Academic Writing Expectations for this level with only one format or writing issue needing to be addressed. 11 (22%) – 11 (22%)
Writer demonstrates minimal skill in meeting sentence level and/or paragraph level skills within discussion board posts to meet 3000 Academic Writing Expectations for this level with less than or equal to three format or writing issues needing to be addressed. 0 (0%) – 10 (20%)
Writer demonstrates inadequate skill within discussion board posts to meet the sentence and/or and paragraph level skills in meeting the 3000 Academic Writing Expectations for this level with four or more format or writing issues needing to be addressed.
Total Points: 50
Name: NURS_3110_Week5_Discussion_Rubric

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Name: NURS_3110_Week5_Assignment_Rubric

• Grid View
• List View
Excellent Proficient Basic Needs Improvement
Required Content
Complete Checklist for Easy-to-Understand Print Materials Summarizes evaluation of each of the six areas and suggested at least one revision within the six areas. Addressed information about the reader/audience. Considered the educational level of the material and the intended audience. Evaluated whether the document was easy to understand • Message Content (10) • Text Appearance (10) • Visuals (10) • Layout & Design (10) • Translation (10) • Understandability (10) 54 (27%) – 60 (30%)
Provided a fully developed description of the patient materials with insightful analysis of concepts and related issues. 48 (24%) – 53 (26.5%)
Provided a developed description of the patient materials with reasonable analysis of concepts and related issues. 42 (21%) – 47 (23.5%)
Provided a minimally-developed description of the patient materials with limited analysis of concepts and related issues. 0 (0%) – 41 (20.5%)
Provided a under-developed description of the patient materials with little or no analysis of concepts and related issues.
Required Content
Summary & Revisions • Includes a brief summary (250-350 words) of the selected patient materials, how they were used in the facility, why they were selected, and what improvements were suggested. (30) • Attached the form/ educational material that was used. (10) 36 (18%) – 40 (20%)
Provided a fully developed review of a document with insightful analysis of concepts and related issues. 32 (16%) – 35 (17.5%)
Provided a developed review of a document with reasonable analysis of concepts and related issues. 28 (14%) – 31 (15.5%)
Provided a minimally-developed review of a document with limited analysis of concepts and related issues. 0 (0%) – 27 (13.5%)
Provided a under-developed review of a document with little or no analysis of concepts and related issues.
Academic Writing Expectations (AWE 2) 2000/3000 Level
Displays sentence and paragraph level skills: • Constructs simple, complex and compound sentences. • Writes without spelling, grammatical or syntax errors. • Writes without sentence fragments or run on sentences. • Uses punctuation appropriately. • Writes appropriate introductions and conclusions. Demonstrates essay level skills: • Cohesion and flow by using transition sentences. • Precision, clarity and academic tone. • Synthesizes resources by using own words. • Limits use of quotes appropriately (no more than one short, unique quote). • Uses evidence from course learning resources, scholarly resources and seeks additional resources to support content as required in the assignment. • Selected at least 3 scholarly resources to support opinions and ideas. 45 (22.5%) – 50 (25%)
Demonstrates fully developed sentence, paragraph, and essay level skills. Uses evidence from multiple sources to support content. Meets the 3000 AWE level with no writing issues and exceeds the minimum reference requirement. 40 (20%) – 44 (22%)
Demonstrates developed sentence, paragraph, and essay level skills. Uses evidence from most sources to support content. Meets the 3000 AWE level with minimal writing issues and exceeds the minimum reference requirement. 35 (17.5%) – 39 (19.5%)
Demonstrates minimally developed sentence, paragraph, and essay level skills. Uses evidence from some sources to support content. Minimally meets the 3000 AWE level with several writing issues and meets the minimum reference requirement. 0 (0%) – 34 (17%)
Demonstrates limited sentence, paragraph, and essay level skills. Has limited use of evidence with few or no sources to support the content. Does not meet the 3000 AWE level of writing and does not meet the minimum reference requirement.
APA
APA Formatting: cover page, title of paper on second page, level headings, Times New Roman 12 font, 1″ margins, and page numbers. APA References: Uses in-text citations appropriately and format correctly. Paraphrases to avoid plagiarizing the source. 45 (22.5%) – 50 (25%)
Demonstrates fully developed APA formatting with no errors. 40 (20%) – 44 (22%)
Demonstrates developed APA formatting with minimal formatting errors. 35 (17.5%) – 39 (19.5%)
Demonstrates minimally developed APA formatting with several formatting errors. 0 (0%) – 34 (17%)
Demonstrates limited APA formatting with multiple formatting errors.
Total Points: 200
Name: NURS_3110_Week5_Assignment_Rubric

Health Literacy—Evaluation of Patient Forms / Educational Materials

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials

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