Assignment: Patient Education Paper

Assessment Instructions

Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.

PREPARATION

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

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REQUIREMENTS

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

Choose one of the following topics as the basis for your patient education tool:
- Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
- Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
- Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
- Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
- Ear drops or eye drops (or both) for an elderly patient.
- Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
Include the following in your patient education tool:
- Explain appropriate use of the medication.
- Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
- Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
- Explain correct handling, storage, and disposal of the medication.
- Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

Explain how the information in the patient education tool promotes patient safety and quality outcomes.
Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

ADDITIONAL REQUIREMENTS

At least 2 current scholarly or professional resources.

For Part 2 only:

Use Times New Roman font, 12 point, double-spaced font.

SUGGESTED RESOURCES

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

Anderson, P., & Townsend, T. (2015). Preventing high-alert medication errors in hospital patients. American Nurse Today, 10(5), 18–23.
Cadwell, S. M., & McDaniel Hohenhaus, S. (2011). Medication errors and secondary victims. Journal of Emergency Nursing, 37, 562–563.
Cleary-Holdforth, J., & Leufer, T. (2013). The strategic role of education in the prevention of medication errors in nursing: Part 2. Nurse Education in Practice, 13(3), 217–220.
Cohen, M. R. (2015). Medication errors. Nursing, 45(3), 72.
Leufer, T., & Cleary-Holdforth, J. (2013). Let’s do no harm: Medication errors in nursing: Part 1. Nurse Education in Practice, 13(3), 213–216.
Sequeira, R. P. (2015). Patient safety in medical education: Medication safety perspectives. Indian Journal of Pharmacology, 47(2), 135–136.

SHOW LESS

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4016 – Pharmacology for Patient Safety Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.

The Joint Commission. (2015). 2015 National Patient Safety Goals. Retrieved from http://www.jointcommission.org/standards_informati…
U.S. Food and Drug Administration (FDA). (2015). MedWatch: The FDA Safety Information and Adverse Event Reporting Program. Retrieved from http://www.fda.gov/Safety/MedWatch/
Institute for Safe Medication Practices. (n.d.). Retrieved from http://ismp.org/

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Burchum, J., & Rosenthal, L. (2016). Lehen’s pharmacology for nursing care (9th ed.) St. Louis, MO: Elsevier Saunders.
- Chapters 6, 7, 8, and 109.

The instructional and sample text in this template is informational. After reading the information, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information.

The running head is an abbreviated title of the paper. The running head is located at the top of pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words “Running head” are on the cover page but not on the rest of the document. The running head title is all capital letters. Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman font.

Full Title of Paper

Learner’s Full Name

Course Title

Assignment Title

Capella University

Month, Year

Abstract (As this section is optional, check with your instructor.)

An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to quickly review the key elements of a paper without having to read the entire document. This can be helpful for readers who are searching for specific information and may be reviewing many documents. The abstract may be one of the most important paragraphs in a paper because readers often decide if they will read the document based on information in the abstract. An abstract may not be required in some academic papers; however, it can still be an effective method of gaining the reader’s attention. For example, an abstract will not be required for Capella’s first course, PSYC3002. The following sentences serve as an example of what could be composed as an abstract for this paper: The basic elements of APA style will be reviewed, including formatting of an APA style paper, in-text citations, and a reference list. Additional information will address the components of an introduction, how to write effective paragraphs using the MEAL plan, and elements of a summary and conclusion section of a paper. Assignment: Patient Education Paper

APA Style Paper Template: A Resource for Academic Writing

Please change the titles in this document to fit your paper.

APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. APA style is used when writing papers in the psychology programs offered at Capella University. This document serves as an APA style template for learners to use when writing their own papers, as well as a resource containing valuable information that can be used when writing academic papers. For more information on APA style, learners can refer to the Publication Manual of the American Psychological Association (American Psychological Association, 2010a).

The author demonstrates in the first section of this paper how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” similar to the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts including section headings, organizing information, the MEAL plan, the conclusion, and the reference list.

Writing an Effective Introduction

An effective introduction often consists of four main components including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008).

In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style.Assignment: Patient Education

Level One Section Heading is Centered, Bold, Uppercase and Lowercase

Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the running head, which is a different concept described in the cover page of this document. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author.

Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase

The heading style recommended by APA consists of five levels (American Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters. For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document. Assignment: Patient Education Paper

Section Headings Help the Reader

Section headings serve multiple purposes including (a) helping readers understand what is being addressed in each section, (b) breaking up text to help readers maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style.

Section Headings Help the Author

Section headings do not only help the reader, they help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose. Assignment: Patient Education Paper

The MEAL Plan

The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph (M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section includes a detailed description and examples of each component of the MEAL plan.Assignment: Patient Education

When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter “M” of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples can be provided.

The second component of a paragraph contains evidence or examples, which is represented by the letter “E” in the MEAL plan. An example of this component of the MEAL plan is actually (and ironically) this sentence, which provides an example of an example. Evidence can be in the form of expert opinions from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh, Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is used in a paragraph.

Analysis, which is represented by the letter “A” of the MEAL plan, should be based on the author’s interpretation of the evidence. An effective analysis might include a discussion of the strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence and examples. If a quote is used, the author will likely provide an analysis of the quote and the specific point it makes for the author’s position. Without an analysis, the reader might not understand why the author discussed the information that the reader just read. For example, the previous sentence was an analysis by the author of why an analysis is performed when writing paragraphs in academic papers.

Even with the first three elements of the MEAL plan, it would not be complete without the final component. The letter “L” of the MEAL plan refers to information that “links” the current and the subsequent paragraphs. The link helps the reader understand what will be discussed in the next paragraph. It summarizes the author’s reasoning and shows how the paragraph fits together and leads (that is, links) into the next section of the paper. For example, this sentence might explain that once the MEAL plan has been effectively used when writing the body of an academic paper, the final section is the summary and conclusion section. Assignment: Patient Education Paper

Summary and Conclusion

A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a running head, title page, introduction section, levels of section headings and their use, in-text citations, the MEAL plan, a conclusion, and the reference list.

References

American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Assignment: Patient Education Paper

American Psychological Association. (2010b). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Retrieved from http://www.apa.org/ethics/code/index.aspx

Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source

monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/0278- 7393.23.4.886Assignment: Patient Education

Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening

paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from http://search.proquest.com/docview/213904438?accountid=27965

Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical order by first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list.

The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author. The year is also displayed using this method for the corresponding in-text citations as in the next sentence. The author of the first citation (American Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in place of the publisher’s name.

When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL.

patient_education_scoring Assignment: Patient Education Paper