HND731: Learning and Teaching for Health Professionals 2022
Assessment Task 2: Education plan
3000 words 60% weight
Purpose of assessment task 2
It is important that health educators understand the factors that influence learning and are able to tailor education for the learning needs of the individual or group.
Due date: Monday 26th September 2022
Time: 8.00pm AEST
Location: Assignment dropbox via HND731 Program Page
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For this assessment task you are required to apply your knowledge of education program planning to the design of an education session.
You have been asked to provide an education session to a local mothers’ group about gestational diabetes.
Explain how you would plan the education session, including:
• The information you need to know about your participants and how you would conduct a learning needs assessment for the group and explain why this information is important.
• Write 3 learning objectives for the session.
• Select 3 different teaching methods and explain the rationale for your choices in relation to the learning objectives, participant characteristics and adult learning principles.
• Explain the reasons for evaluating education and how you might conduct process and content evaluation for this session.
Instructions for this assessment task:
• Draw on information and references provided in the unit.
• You are also expected to do your own research of peer-reviewed journals, textbooks and evidence-based guidelines.
• Websites, consumer information, Wikipedia are not appropriate for assessment tasks.
• Make sure you self-assess your assignment against the marking rubric and presentation requirements before submission. This enables you to ensure all the required areas have been covered.
The School of Nursing and Midwifery follows the American Psychological Association (APA) 7th edition referencing style. Presentation requirements of this referencing style are outlined below. For further detail regarding APA 7 refer to Deakin guide to referencing.
Include the following information on separate lines; Title of Paper (bold font), Student Name/s and student identification number, University Name, Unit Code and Name, Due Date. Final word count.
Formatting of Title Page: Centred text alignment and double-line spacing.
Writing is to be in an accessible font. Examples of these include 12-point type size Times New Roman or 11-point type size Arial.
Ensure the same font is used consistently throughout the entire paper.
Double-line spacing throughout (Do not insert extra lines between paragraphs or references list entries.)
Page numbers to be provided on all pages. Place page number in the top right-hand corner.
2.54 cm at the top, bottom, left-hand, and right-hand sides of the page (default page margin).
Indent the first line of each paragraph 1.27 cm (using the tab key or paragraph tool).
Exceptions: abstract, block quotations, title page (centred alignment), titles and headings, table titles and notes, references (hanging indent), appendix labels and titles. (Consult with APA 7 style manual for specific detail).
Justification of text
All text needs to be aligned to the left, not justified (right margin remains uneven)
Assignments must be no more than 10% of the indicated word count, not including title page, in-text citations and reference lists
HND731 Learning and Teaching for Health Professionals 2022
Assessment Task 2: Rubric
Criterion mode: Points High Distinction Distinction Credit Pass Fail
Starting % 80 Starting % 70 Starting % 60 Starting % 50 Starting % 0
Explains learning needs assessment and factors to consider when tailoring education for this group Explains needs assessment coherently and comprehensively, and provides a detailed, articulate explanation of the factors to consider to tailor education.
(24-30 marks) Explains needs assessment and the conditions that affect learning thoroughly and provides a detailed explanation of the factors to consider to tailor education.
(21-23 marks) Defines needs assessment logically and generally explains conditions that affect learning and provides sufficient explanation of the factors to consider to tailor education.
(18-20 marks) Defines needs assessment sufficiently and explains some conditions that affect learning and most factors to consider to tailor education.
(15-17 marks) Does not define in sufficient detail needs assessment, and/or explain conditions that affect learning and factors to consider to tailor education.
Identifies 3 learning objectives (LOs) and selects 3 teaching methods, explaining rationale for choices. Identifies 3 relevant, fully detailed LOs and selects 3 relevant teaching methods and rationale explained articulately and astutely.
(24-30 marks) identifies 3 relevant LOs. Selects 3 relevant teaching methods and rationale explained clearly.
(21-23 marks) Identifies 3 mostly relevant LOs. Selects 3 teaching methods and rationale explained competently.
(18-20 marks) Identifies at least two mostly relevant LOs. Selects at least two teaching methods and rationale explained adequately.
(15-17 marks) Less than 2 or unrelated LOs. Inappropriate or insufficient teaching methods and/or rationale not explained.
Explains process and content evaluation.
Evaluation explained thoroughly and perceptively in relation to the education plan.
(16-20 marks) Evaluation explained thoroughly in relation to the education plan.
(14-15 marks) Evaluation described logically mostly in relation to the education plan.
(12-13 marks) Evaluation described briefly.
(10-11 marks) Evaluation of the education plan incomplete or inadequate detail.
Provides quality evidence
(current, reliable, relevant literature from credible sources), to analyse and explain concepts. There is evidence of thorough research through the selection of quality literature which is utilised skilfully to
develop a coherent and convincing argument.
(8-10 marks) There is evidence of wide research through the selection of quality literature, which is utilised effectively to develop a convincing argument.
(7 marks) There is evidence of sufficient research through the selection of mostly quality literature, which is utilised well to support the claims made.
(6 marks) The quality of the
literature selected is adequate and has been utilised to support the claims made most of the time.
(5 marks) The quality of the literature is inadequate, which has resulted in an unsatisfactory explanation of the concepts and insufficient evidence to substantiate the claims made.
Communicates in written form to a professional audience. Content is logically structured, fluently written, uses correct terminology. Is free of spelling or grammatical errors.
Presented according to instructions and word limit.
APA7 referencing protocols are properly applied at all times.
(8-10 marks) Content is clearly written and logically structured and uses correct terminology. Minimal errors in spelling and grammar.
Presented according to instructions and word limit.
APA7 referencing protocols properly applied with minimal errors.
(7 marks) Content is clearly written and mostly structured logically and mostly uses correct terminology. Few errors in spelling and grammar.
A few minor errors in APA7 referencing or formatting.
(6 marks) The content is sufficiently well organised, and understood adequately, although improvements could be made to one or more of the following: clearer articulation of ideas and sequencing of information; attention to spelling, grammar, professional language and proper referencing. (5 marks) Disorganised structure or unclear expression and language make it difficult to follow ideas, and multiple spelling and grammatical errors significantly detract from readability throughout. Multiple referencing errors or APA7 style not used.
Total Points 100 80-100 70-79 60-69 50-59 0-49
Education Plan: Gestational Diabetes Education Session
The purpose of this education plan is to provide an educational session to a local mothers’ group about gestational diabetes. Gestational diabetes is a condition that affects pregnant women and requires careful management to ensure the health and well-being of both the mother and the baby. As a health educator, it is important to understand the factors that influence learning and tailor the education session to meet the specific learning needs of the participants. This plan will outline the steps involved in planning the education session, including conducting a learning needs assessment, setting learning objectives, selecting teaching methods, and evaluating the education session.
Learning Needs Assessment:
To effectively plan the education session, a learning needs assessment should be conducted to gather information about the participants and their specific learning needs. The following information should be obtained:
a) Demographic Information: Gather basic demographic information about the participants, such as age, educational background, cultural background, and previous knowledge or experience with gestational diabetes. This information helps in understanding the participants’ characteristics and tailoring the session accordingly.
b) Learning Preferences: Determine the participants’ preferred learning styles, such as visual, auditory, or kinesthetic. This information helps in selecting appropriate teaching methods that align with their preferred learning styles.
c) Knowledge and Awareness: Assess the participants’ current knowledge and awareness of gestational diabetes. This can be done through pre-session questionnaires or discussions to identify any knowledge gaps or misconceptions.
d) Barriers and Challenges: Identify any potential barriers or challenges that participants may face in learning about gestational diabetes, such as language barriers, cultural beliefs, or time constraints. Understanding these barriers helps in addressing them during the education session.
The learning needs assessment is important because it provides valuable information about the participants’ characteristics, preferences, and knowledge gaps, which helps in designing an effective and targeted education session.
Based on the learning needs assessment, three specific learning objectives should be developed. Learning objectives describe what participants should be able to know, understand, or do after attending the education session. The following are examples of learning objectives for the gestational diabetes education session:
a) Participants will be able to define gestational diabetes and explain its potential risks to the mother and baby.
b) Participants will understand the importance of healthy eating and physical activity in managing gestational diabetes.
c) Participants will be able to identify and practice self-care strategies for monitoring blood glucose levels and managing gestational diabetes.
These learning objectives are specific, measurable, achievable, relevant, and time-bound (SMART), providing clear guidance for the content and outcomes of the education session.
To effectively address the learning objectives and cater to the participants’ characteristics and preferences, three different teaching methods should be selected. The rationale for choosing these methods should consider the learning objectives, participant characteristics, and adult learning principles. The following teaching methods are recommended:
a) Interactive Presentation: An interactive presentation can be used to deliver essential information about gestational diabetes, including its definition, risk factors, and management strategies. This method allows for visual and auditory learning and encourages active participation through questions, discussions, and case studies.
b) Role-Playing and Simulation: Role-playing and simulation activities can be incorporated to enhance participants’ understanding of self-care strategies and practical skills for managing gestational diabetes. Participants can engage in scenarios where they practice monitoring blood glucose levels, making healthy food choices, and engaging in physical activity.
c) Group Discussions and Peer Learning: Group discussions provide an opportunity for participants to share their experiences, ask questions, and learn from each other. This method promotes active learning, reflection, and the exchange of ideas and strategies for managing gestational diabetes.
The selected teaching methods align with the participants’ preferred learning styles, promote active engagement, and encourage peer interaction,