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University of New Mexico

College of Nursing
Fall 2010

Course N474.060 – Patient Education

Credit hours 3 credits

Online Platform WebCT Vista

Detailed information and instructions for use of WebCT Vista are available in the
WebCT UNM Student Guide available on the College of Nursing distance site at
http://hsc.unm.edu/consg/webct

Faculty Keri Black, CFNP, PhD

Assistant Professor and Clinical Educator
Room 219, Nursing/Pharmacy Building
O: 272-5924
Kblack@salud.unm.edu

Course Description
This course is an intensive exploration of the role of the nurse as patient educator.
Within the course, students analyze learning theories, teaching principles, and
instructional processes for the development, implementation, and evaluation of
learning in the patient education setting.

Course Objectives
By the completion of the course, the student will:

1. Identify the purpose, benefits, and goals of patient education.

2. Identify the role of the nurse in patient education settings.

3. Analyze the application of learning theories to patient education.

4. Assess developmental, cultural, psychological, physical, and motivational

variants that affect learning.

5. Discuss barriers to education and obstacles to learning.

6. Identify techniques and strategies that are effective for teaching and
learning.

7. Develop a teaching plan for an individual or group of individuals in a hospital

or community setting.

8. Evaluate teaching materials used for patient education.

Prerequisites

Admitted to the College of Nursing or with instructor permission.

Required Textbooks
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American Psychological Association (2009). Publication manual of the American

Psychological
Association (6th ed.). Washington, D.C.: Author.

Bastable, S. B. (2006). Essentials of patient education. Sudbury, MA: Jones and

Bartlett Publishers.

Criteria for Assigning Final Course Grades

98-100 = A+87-89 = B+ 77-79 = C+ 67-69 = D+
93-97 = A 83-86 = B 73-76 = C 63-66 = D
90-92 = A- 80-82 = B- 70-72 = C- 60-62 = D-
59 & below = F

Teaching Strategies
The course is taught using a variety of web-based teaching strategies that include
assigned readings, assigned learning activities, discussion, quizzes, teaching plan,
and written paper.

Course Requirements
1. Regular participation is expected in this course. Students
are required to login to the course a minimum of one time
per week. Students who fail to regularly participate may
be dropped from the class by the instructor. Please note:
Students who do not login to the course during the first 5
days of the term may be dropped from the course by the
instructor.

2. All course assignments must be completed and submitted

on time. Late work will not be accepted unless special
arrangements have been made in advance with your
instructor. The student is required to take the initiative in
arranging to make up missed work (see The Pathfinder,
student handbook of The University of New Mexico).

3. Course communication between faculty and students will

be done in WebCT mail. Students will be held responsible
for information posted on this system. Students wishing
to communicate with faculty for advisement or other non-
course related issues should use the instructor’s
Groupwise e-mail address listed on the syllabus.

4. [For clinical courses], in order to attend clinical, students

are required to be current on their immunizations, PPD
(yearly), CPR and HIPAA certification, and have completed
the Bloodborne Pathogens module. (See CoN Required
Immunizations). Students should present or mail current
records to the College of Nursing Operations Manager.
[This is not a clinical course].

Special Needs
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Qualified students with disabilities, who require appropriate academic adjustments,

should contact the course instructor by the end of the 2nd week of the term to
ensure that your needs are met in a timely manner. Please see The Pathfinder for
more information.
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Academic Honesty

Each student is expected to maintain the highest standards of honesty and integrity
in academic and professional matters. The University reserves the right to take
disciplinary action, up to and including dismissal, against any student who is found
guilty of academic dishonesty or otherwise fails to meet the standards. Any student
judged to have engaged in academic dishonesty in course work may receive a
reduced or failing grade for the work in question and/or for the course. Academic
dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or
assignments; claiming credit for work not done or done by others; hindering the
academic work of other students; misrepresenting academic or professional
qualifications within or outside the University; and nondisclosure or
misrepresentation in filling out applications or other University records (see The
Pathfinder for additional information). Special note on plagiarism: Since
plagiarism is sometimes unintentional and difficult to understand, I am
willing to help you learn proper ways to write and avoid plagiarism. If in
doubt, ask!

Grading Components
The three primary components of this course include 1) unit assignments, 2) two
quizzes, and 3) written paper/teaching plan.

1. Unit Assignments (40% of Course Grade)

o Unit assignments represent the “week to week”
work that is done in this course.
o Click on the Units icon for specific information
regarding each unit. You are expected to
complete all components of each unit.
o Within each unit you typically will have 1)
objectives and reading assignment, 2) learning
activities, 3) discussion, and 4) homework
(which includes discussion) that is submitted for
a grade (unless otherwise noted).
o Submit your homework via WebCT by clicking
on the Assignments icon. Please read and follow
directions for submitting documents. Unless
otherwise specified, submit only one document
for each assignment. Name your document
file as follows: last name first initial
followed by an underscore then the course
number then an underscore then the unit
number and an underscore and then the
item. For example, a student named Mary
Smith would submit homework for Unit 1 as
SmithM_474_Unit1_Homework
The instructor will return graded work to the student by adding the
word “Graded” at the end of the file name (e.g.,
SmithM_474_Unit1_HomeworkGraded)
Each assignment that is named according to the above
guideline will receive one extra credit point.
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o Because of the interactive nature of this course,

students are expected to complete unit
assignments according to the schedule noted in
the units and course schedule.
o You will be assigned to a Discussion Group,
which will have 4-6 members. Be sure to pay
attention to deadlines for each unit.

2. Quizzes (30% of course grade)

There will be two quizzes, each worth 15%, for a total of 30% of your final
grade. Quizzes will be completed through the Assessment Tool in this
WebCT course. They will be open book, time limited, and independently
completed. An optional third quiz will also be available. The final course
quiz grade will be the average of the highest two quiz grades.

3. Written Paper and Teaching Plan (30% of course

grade)
Each student will prepare a Written Paper and Teaching Plan for a patient
population of interest. Specific guidelines and grading criteria for this
combined written paper are included in the following pages. The Written
Paper and Teaching Plan are due by 11:59 p.m. on Wednesday,
December 1, 2010.

Course Schedule
See course schedule in the Course Documents section of this course - also
included in the following pages.

It is the student’s responsibility to read the entire syllabus, including all

indicated links. (If any of the links are not accessible, the student must
contact WebCT Technical Support – the link is on the course homepage.) If
you have any questions about information within this syllabus, it is the
student’s responsibility to contact the course faculty for clarification.
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University of New Mexico

College of Nursing
NURS 474 – Schedule and Deadlines
Fall 2010

Note: Assignments must be submitted by 11:59 p.m. on the date due.

Note: The assigned pages from your textbook are those that you will find helpful in
completing the learning activities for each unit. Read them for an overview that
informs your discussion, homework, and other learning activities rather than for
“memorization”. The required journal article readings will be posted in the individual
units for your easy access. See individual units for full citations and further details.
When possible, supplement the required readings with additional readings from the
scholarly literature.
Unit 1 Unit 1
September 9-15 Course Introduction

Deadlines
Posting to Discussion: September 9-15
Homework Submission: Wed., September 15

Journal Articles
Lawson, P. J., & Flocke, S. A. (2009). Teachable moments for health
behavior change: A concept analysis. Patient Education and
Counseling, 76, 25-30.
Loxton, M. H. (2003). Patient education: The nurse as a source of
actionable information. Topics in Advanced Practice Nursing
eJournal, 3(2). Retrieved from
http://www.medscape.com/viewarticle/453348

Planning Ahead
Be thinking now about what you want to do for your
Teaching Plan. The Teaching Plan topic is due on October
6.
Unit 2 Unit 2
September 16-22 Patient Education and Health Care
Role of the Nurse in Patient Education

Textbook Readings
Bastable (2006): Ch. 1, 2

Journal Articles
JCAHO reorganizes patient education standards, merged with provision
of care. (2003). Patient Education Management, 10(10), 109-111.
New York State Nurses Association. Position Statement. Role of the
professional nurse regarding patient education.
http://www.nysna.org/practice/positions/position25.ht
m (3 of 3) [8/11/2009 9:01:54 PM]
Patient education remains strong one year after JCAHO changes.
(2005). Patient Education Management, 12(1), 1-4.

Deadlines
Posting to Discussion: September 16-22 (Graded)
Homework Submission: Wed., September 22
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Unit 3 Unit 3
September 23-October 6 Learning Theories
Learning Styles

Textbook Readings
Bastable (2006): Ch. 3, 4

Journal Articles
Koob, J. J., & Funk, J. (2002). Kolb’s learning style
inventory: Issues of reliability and validity. Research
on Social Work Practice, 12(2), 293-308.
Lipman, E. B. (December 2008/January 2009). What’s
your preference? Discovering your learning style?
ASRT Scanner, 23.
Zurakowski, T., Taylor, M., & Bradway, C. (2006).
Effective teaching strategies for the older adult with
urologic concerns. Urologic Nursing, 26(5), 351-360.

Deadlines
Posting to Discussion: September 23-October 6
(Graded)
Homework Submission: Wed., October 6
Teaching Plan Topic Due: Wed., October 6
1st Quiz Available: October 6-12 (Units 2 & 3)
Unit 4 Unit 4
October 7-20 Learner Characteristics
Patient Readiness to Learn
Special Populations
Literacy

Textbook Readings
Bastable (2006): Ch. 5, 6, 7, 8, 9

Journal Articles
Johnson, V. R., Jacobson, K. L., Gazmararian, J. A., &
Blake, S. C. (2009). Does social support help limited-
literacy patients with medication adherence? Patient
Education and Counseling, doi:
10.1016/j.pec.2009.07.002
London, F. (2008) Meeting the challenge: Patient
education in a diverse America. Journal for Nurses in
Staff Development, 24(6), 283-285.
Seligman, H. K., Wallace, A. S., DeWalt, D. A., Schillinger,
D., Arnold, C. L., Shilliday, B. B., Delgadillo, A.,
Bengal, N., & Davis, T. C. (2007). Facilitating
behavior change with low-literacy patient education
materials. American Journal of Health Behavior,
31(Suppl 1), S69-S78.

Deadlines
Posting to Discussion: October 7-20 (Graded)
Homework Submission: Wed., October 20
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Unit 5 Unit 5
October 21-November 3 Developing Learning Objectives and Goals

College of Nursing Fall Textbook Readings

Term Break: October 28- Bastable (2006): Ch. 10
30
Journal Articles
Additional readings may be added at a later date.

Deadlines
Posting to Discussion: October 21--November 3
(Graded)
Homework Submission: Wed., November 3
2nd Quiz Available: November 3-9 (Units 4 & 5)

Unit 6 Unit 6
November 4-17 Development of the Teaching Plan

Textbook Readings
Bastable (2006): Ch.11, 12

Journal Articles
Additional readings may be added at a later date.

Deadlines
Posting to Discussion: November 4-17 (Graded)
Homework Submission: Wed., November 17

Unit 7 Unit 7
November 18-December Strategies for Effective Patient Teaching
1
Textbook Readings
Bastable (2006): Ch. 6, 11, 12, 13

Journal Articles
Additional readings may be added at a later date.

Deadlines

Posting to Discussion: November 18-December 1

Homework Submission: No Homework
Written Paper & Teaching Plan Due: December 1
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Unit 8 Unit 8
December 2-15 Evaluating the Teaching Plan
Course Wrap Up and Evaluation

Textbook Readings
Bastable (2006): Ch. 14

Journal Articles
Additional readings may be added at a later date.

Deadlines
Posting to Discussion: December 2-15
Homework Submission: No Homework
Optional 3rd Quiz Available: December 12-16
(Units 6, 7, & 8)
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University of New Mexico

College of Nursing
NURS 474 Unit Assignments – Evaluation Criteria/
Discussion Rubric

This rubric will be used to evaluate participation and responses

for graded unit discussions (Units 2, 3, 4, 6).
The discussions are worth up to 9 points each.

Category 3 2 1 0
Quality of Discussion Discussion Discussion Discussion has
Informatio clearly relates clearly relates relates to the little to do with
n to main topic to the main main topic. No the main topic
and adds new topic. It details or or simply
concepts, provides at examples are restates the
information least 1 given. main concept.
with example or
examples, or supporting
supporting information.
information.
Quality of Consistent Evidence of Occasional use Little evidence
Written evidence of professional of professional of professional
Response professional vocabulary; vocabulary; vocabulary;
vocabulary; good weak weak to poor
excellent grammatical grammatical grammatical
grammatical presentation; presentation; presentation;
presentation; use of references no references.
use of appropriate underutilized
appropriate references. or
references. inappropriate.
Participati Responds to Responds to Rarely Responds to
on other other interacts or the facilitator
members in members in responds to only.
the online the online other
discussion discussion. members in
using positive the online
or discussion.
encouraging
dialog which
facilitates the
discussion.
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University of New Mexico

College of Nursing
NURS 474 Unit Assignments – Grading Criteria/
Case Study Rubric

This rubric will be used to evaluate responses to the case studies submitted as
homework assignments. Case study responses are worth up to 9 points each.

Category 3 2 1 0
Quality of Discussion Discussion Discussion Discussion has
Informatio clearly relates clearly relates relates to the little to do with
n to main topic to the main main topic. No the main topic
and adds new topic. It details or or simply
concepts, provides at examples are restates the
information least 1 given. main concept.
with examples example or
or supporting supporting
information. information.
Quality of Consistent Evidence of Occasional use Little evidence
Writing evidence of professional of professional of professional
professional vocabulary; vocabulary; vocabulary;
vocabulary; good weak weak to poor
excellent grammatical grammatical grammatical
grammatical presentation. presentation. presentation.
presentation.
Reference Consistent use Occasional use Inconsistent Uses
s of appropriate of appropriate use of inappropriate
literature to literature to appropriate references or
base the case base the case literature. does not
study study Citation of provide
discussion. discussion. references not references.
Citation of Citation of consistent
references references with APA
using APA using APA format.
format. format.
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University of New Mexico

College of Nursing
NURS 474 – Written Paper and Teaching Plan Guidelines

You will prepare a Written Paper and Teaching Plan for a patient population of
interest, utilizing the guidelines presented below. You will not actually implement
the Teaching Plan as part of this class, but it is anticipated that this plan could be
used in a patient teaching setting. The Written Paper and Teaching Plan are each
worth 15% of your final grade.

Written Paper (15%)

Introduction. This should include 1-2 paragraphs that introduces the reader
to the
topic of the paper. Include why this topic is of interest to you.

Patient Population/Setting. Describe the patient population you are

targeting for the
Teaching Plan. Describe the characteristics of the learners you anticipate
would be involved in
this teaching session. Describe the setting that would most likely be used for
the teaching session.

Overview of the Teaching Plan. Within this section, discuss how the
various components relate
to the literature. Think of this section as the rationale for the components of
the Teaching Plan
(e.g., why you selected the objectives you did, why certain domains were
targeted, why the
method was appropriate for the teaching session, why you chose the
evaluation method, etc.).
Citations from the literature should be included.

Teaching Plan (15%)

Develop a teaching plan for your topic. This includes the following:
o Researching your topic
o Patient learning objectives
o Outline for the class
o Resources (includes any articles used for the Teaching Plan)
o Identification of appropriate teaching strategies
o Instructional materials (handouts, equipment, powerpoint video, etc.)
o Plan for evaluation (i.e., how you will know learning has occurred)

Submit the Written Paper and Teaching Plan via the Assignments link, AS TWO
SEPARATE DOCUMENTS. The Written Paper should be a scholarly paper, written in
the third person. The Teaching Plan should follow the format on page 311 in
Bastable (2006). In addition to the Teaching Plan in this table format, please include
details for the content in an Appendix, or integrate them into the table (you could do
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this by including a separate table that lists the objectives and content only, using
“landscape” for page layout).

The Written Paper and Teaching Plan are due December 1, 2010.
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Grading Criteria

The Written Paper will be graded as follows:

Introduction (10 points)

Patient Population/Setting (30 points)

Overview of the Teaching Plan (40 points)

Quality of the Written Paper (20 points)

The Teaching Plan will be graded as follows:

Learning Objectives (20 points)

Content Outline and Details (20 points)

Method of Instruction & Evaluation (20 points)

Resources (20 points)

Quality of Submitted Teaching Plan (20 points)

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University of New Mexico

College of Nursing
NURS 474 – Written Paper Grading Sheet

Criteria Points
Introduction
Introduces reader to the topic /10
Includes rationale for selection of the topic
Comments:

Patient Population/Setting
Characteristics of the learners /30
Description of the setting
Comments:

Overview of the Teaching Plan

Rationale provided /40
Appropriate references used
Comments:

Quality of the Written Paper

Appropriate use of references /20
APA format for citations/references
Quality of writing, etc.
Comments:

Total Points Possible /100

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University of New Mexico

College of Nursing
NURS 474 - Teaching Plan Grading Sheet

Criteria Points
Learning Objectives
Appropriately worded /20
Relevant to the topic

Comments:

Content Outline and Details

Appropriate for the topic /20
Appropriate level for the setting

Comments:

Method of Instruction & Evaluation

Appropriate for the content /20
Evaluation appropriate for the domain

Comments:

Resources /20
Matches the content
Appropriate for the method(s)
Comments:

Quality of submitted Teaching Plan

Appropriate use of references /20
APA format for citations/references
Quality of writing, etc.
Comments:

Total Points Possible /100

University of New Mexico

College of Nursing
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NURS 474 - Teaching Plan Proposal

Date:

Student Name:

Proposal for Teaching Plan:

Include the proposed topic, patient population of interest, and setting.