portfolio - "encouraging better employee health practices" - by kim mitchell, msn,...
DESCRIPTION
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.TRANSCRIPT
Running head: PRACTICUM DOCUMENTATION 1
Practicum Portfolio: Evidence of Accomplishments
Kim Elaine Mitchell
NUR 590B
University of Phoenix Online
Terri Day
April 29, 2013
PRACTICUM DOCUMENTATION 2
Table of Contents
Evidence of Accomplishments
1a. Annotated Bibliography – Learning Needs Assessments 4
1b. Annotated Bibliography – Employee Wellness Programs 12
1c. Summary of Regulations & Standards and Policies & Procedures 21
1d. Learning Needs Assessment (LNA) **Attached Separately
1d. Summary of Mentor Feedback 22
1e. Comprehensive Analysis of LNA (Excel Spreadsheet) **Attached Separately
1e. List of Prioritized Needs 23
1f. Summary of Mentor Feedback 24
2a. Annotated Bibliography – Learning Styles & Instructional Design 25
2b. Narrative Review of Three Existing Employee Wellness Programs 33
2c. Components of Developed Plan
1) Participant Objectives 34
2) Content Outline 35
3) Teaching Strategies
a) Power Point Presentation **Attached Separately
b) Program Brochure **Attached Separately
4) Evaluation Tool **Attached Separately
2d. Summary of Mentor Feedback 45
3a. Summary of Arrangements & Process for Implementation 46
3b. Summary of Presentation Experience 47
3b. Summary of Mentor Feedback 48
PRACTICUM DOCUMENTATION 3
4a. Comprehensive Analysis of Evaluation Survey **Attached Separately
4a. Summary of Evaluation Survey 49
4b. Summary of Mentor Feedback 50
4b. Mentor’s Final Evaluation of Overall Practicum Achievements 51
PRACTICUM DOCUMENTATION 4
1a. Annotated Bibliography – Learning Needs Assessments
Banta, T. and Blaich, C., (2011, January/February). Closing the assessment loop. Change, 22-27.
Retrieved from University of Phoenix Library.
This article provides descriptions of conditions that make closing the
assessment loop difficult. The article continues to discuss why faculty engaged in
assessment is important and the difficulties faced by mandates on assessment and
testing. A way of addressing these concerns is through the concept of double-loop
learning in assessment – a mechanism for increasing the chance that these
assessments will contribute to improved learning. Many place blame on the fact
too few faculty are closing the loop – not looking closely enough at findings of
appropriate improvements.
Bourke, R., Mentis, M., and Todd, L., (2011). Visibly learning: Teachers’ assessment practices
for students with high and very high needs. International Journal of Inclusive Education,
15(4), 405-419. Retrieved from University of Phoenix Library.
In this paper teachers’ assessment strategies who work with special
educational needs students are discussed. The survey explored practices used in
assessment, reasons for using these approaches, the role of the individual
performing the assessment, and the levels of confidence in assessing students
relating to learning. Narrative assessment and learning stories were a couple of
the approaches used by some teachers in school-based settings. These are
strategies where parents, teachers, teacher-aides, and students discuss learning.
PRACTICUM DOCUMENTATION 5
Cicutto, L., Burns, P. and Brown, N., (2005). A training program for certified asthma
educators assessing performance. Journal of Asthma, 42, 561-565. Retrieved from
University of Phoenix Library.
This study’s purpose was to determine a method to evaluate participants
and determine if certain characteristics influenced the success of the participants’.
Somewhat strong relationships were discovered within the three standardized
patient encounters. Despite this, there were no correlations between the
individuals’ scores on the written asthma or educational theory examination and
the practice skill assessment scores. This study helped determine the educator
training program represents a wide range of disciplines, practice settings, and
experience. It is important to assess both written knowledge and practice
assessments to evaluate participants.
Cunningham, D. and Kelly, D. (2005). The evaluation of a multi-professional learning needs
assessment tool. Education for Primary Care, 16, 547-555. Retrieved from
University of Phoenix Library.
Recent government publications have drawn attention to the need for
teams to learn together. Organizing committees of such design may discover
needs assessment are a complicated and time-consuming process. A need exists
to determine specific tools to help identify learning needs and the evaluation of
such a tool. The overall evaluation of this assessment was positive with a large
number of professionals using this tool to identify their learning needs.
PRACTICUM DOCUMENTATION 6
Davidson, K. and Rourke, L., (2012). Surveying the orientation learning needs of clinical nursing
instructors. International Journal of Nursing Education Scholarship, 9(1), 1-11.
Retrieved from University of Phoenix Library.
This study’s purpose was to describe the knowledge and skills nurses need
to be successful clinical instructors. To measure the orientation learning needs of
new part-time clinical faculty, a learning needs assessment was conducted. A
current learning needs instrument was modified and administered online. With
these results, necessary content for an orientation workshop course was outlined.
It was followed by an online orientation course. Further research is needed to
evaluate the outcomes of clinical instructor orientation, to determine if
participants have acquired the knowledge and skills needed to facilitate student
learning in the clinical setting.
Dinur, A. and Sherman, H., (2009). Incorporating outcomes assessment and rubrics into case
instruction. Institute of Behavioral and Applied Management, 291-311. Retrieved
from University of Phoenix Library.
Outcomes Assessment (OA) has become apparent as the systematic
mechanism for academic establishments to demonstrate their vitality as
institutions creating and disseminating knowledge. Proper implementation of
outcomes assessment plans has been of concern to postsecondary academic
institutions. These institutions must demonstrate they have achieved their goals
and objectives. This study used a before and after study for using grading rubrics,
an instrument developed through outcomes assessment programs to analyze
students’ oral and written analysis of business cases.
PRACTICUM DOCUMENTATION 7
Francesco, L., Pistoria, M., Auerbach, A., Nardino, R., and Holmboe, E., (2005). Internal
medicine training in the inpatient setting: A review of published educational
interventions. Journal of General Internal Medicine, 20, 1173-1180. Retrieved form
University of Phoenix Library.
Education in the inpatient setting is affected by many changes and factors.
Many academic institutions are seeking further inpatient training changes. This
paper reviews current literature on specific internal medicine inpatient educational
interventions and offers recommendations for improving the training in this
setting. The necessity of high quality research in the internal medicine inpatient
setting highlights the urgent need to define and study what constitutes an effective
inpatient curriculum.
Hauer, J. and Quill, T., (2011). Educational needs assessment, development of learning
objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14(4),
503-508. Retrieved from University of Phoenix Library.
Components involved with determining and providing necessary
educational experiences is discussed. These steps apply to a variety of educational
needs and settings including training programs for curriculum development,
clinical staff development, and identifying learning needs throughout practice.
Three components are covered in this article: needs assessment, development of
learning objectives, and choosing a teaching approach. Understanding the
integral components involved with learning and curriculum development
ultimately lead to improvement of the experiences of both learners and educators.
PRACTICUM DOCUMENTATION 8
Jenkins, J. (2010, August). A multi-faceted formative assessment approach: Better
recognizing the learning needs of students. Assessment & Evaluation in Higher
Education, 35(5), 565-576. Retrieved from University of Phoenix Library.
The study aims to create a multi-faceted formative assessment approach to
enable the engagement of students in the assessment process. The effectiveness
of the assessment approach was assessed by analyzing written student feedback
that facilitated analysis of student perceptions of the assessment process. In this
article an argument is made for formative assessment to be more widely followed,
and made more effective in encouraging learning. More recognition must be
granted to the strategies that can be assumed to facilitate the uptake of formative
assessments.
Kielsmeier, J., Scales, P., Neal, R., and Neal, M., (2004). Community service and service-
learning in public schools. Reclaiming Children and Youth, 13(3), 138-143. Retrieved
from University of Phoenix Library.
In this paper a National Youth Leadership Council was commissioned to
conduct a national study of service-learning in elementary, middle, and high
schools. The study acknowledges the potential of service – learning as a strategy
for engaging young people in civic and community life while also promoting
healthy development, and strengthening their education. It reveals a core of
school leaders who believe strongly in the importance and power of service-
learning even while facing pressures to focus time and effort in other areas.
PRACTICUM DOCUMENTATION 9
Mackaway, J., Winchester-Seeto, T., Coulson, D., and Harvey, M. (2011). Practical and
pedagogical aspects of learning: The LTP assessment design framework. Journal of
University Teaching & Learning Practice, 8(3), 1-16. Retrieved from University of
Phoenix Library.
The purpose of this article was to determine the many issues, focusing on
matters that learning through participation (LTP) practitioners, especially those
new to LTP, need to consider in designing assessments. The key themes and
issues were used to inform the development of resources to support those
responsible for LTP assessment design. Similarities and differences for the
various forms of LTP were also noted.
Negley, K., Ness, S., Fee-Schroeder, K., Kokal, J., and Voll, J. (2009, January). Building a
collaborative nursing practice to promote patient education: An inpatient and outpatient
partnership. Leadership & Professional Development, 36(1), 19-23. Retrieved from
University of Phoenix Library.
A team was formed to assist in identifying and implementing possible
solutions to improve patient education involving communication issues.
Collaboration among nurses of specific specialties or settings can be challenging.
Oncology nurses must continue to discover opportunities that foster collaborative
relationships among practice settings. In this article consideration is made in the
importance of establishing a pilot project that would enable evaluation of the
results of the collaborative efforts. Development of the project was completed
with the main objective of building a collaborative nursing practice to promote
education between the inpatient and outpatient areas.
PRACTICUM DOCUMENTATION 10
Norris, D. and Schwartz, C., (2009). Needs assessments: An integrated assignment in civic
service. Journal of Teaching in Social Work, 29, 373-382. Retrieved from University of
Phoenix Library.
In this article an undergraduate social work program developed a service
learning experience in partnership with a local United Way organization to
complete a community needs assessment project. Needs assessments conducted
by social work students resulted in particular groups of community citizens
receiving certain services from agencies who received funding from United Way.
Evidence obtained from the students who participated in this experience indicates
that two important learning outcomes were achieved; a heightened awareness of
the local community’s resource system and a sense of connection to the local
community, along with the enhancement of students ‘self-esteem and increased
self-confidence in their abilities.
Parker, B. and Myrick, F., (2010). Transformative learning as a context for human patient
simulation. Journal of Nursing Education, 49(6), 326-332. Retrieved from University of
Phoenix Library.
This article focuses on empowering novice nurses to become autonomous
thinkers with the ability to cope with the many challenges of modern day practice.
Patient simulation is a powerful educational tool suited for the transformation of
individual meaning schemes. The purpose of this article is to examine the role of
clinical scenarios using human patient simulation to promote transformative
learning events in undergraduate nursing education. The articles focus is on the
role of debriefing in the promotion of the critical reflection and social discourse
PRACTICUM DOCUMENTATION 11
important to the learning process and the implementation of scenarios that provide
students with dilemmas for perspective transformation.
Policy, tools, training, and expectation prompt assessment of learning needs. (2008, June).
Patient Education Management, 15(6), 61-72. Retrieved from University of
Phoenix Library.
This article identified areas of patient education in which surveyors from
The Joint Commission most frequently found a need for improvement. One area
is teaching from a learning needs assessment. To approach this issue, medical
institutions tools are examined to make sure staff members are compliant. Barriers
to compliance are also discussed and how to overcome them. While tools are
beneficial, providing assessment questions and teaching plan templates are
usually not enough to secure high compliance. This is an important reason patient
education managers make sure staff training is part of the equation.
PRACTICUM DOCUMENTATION 12
1b. Annotated Bibliography – Employee Wellness Programs
Barlow, R. and Weber, D., (2012). Wellness and return on investment: Determining the value of
wellness programs. Benefits Quarterly. Retrieved from University of Phoenix Library.
Recent advances can give companies a solid set of return on investment
measurements on health improvement programs, provided they are willing to
invest in both wellness programs and measurement efforts that can measure
accurately those programs’ merit. Choosing the right methodology will depend on
the health improvement programs being evaluated, data, and resources available,
and the degree of precision desired by management. The authors discuss the
different measurement methodologies and various measurement considerations.
Using several methods and multiple iterations under varying sets of assumptions
is often useful, not only for calculating return on investment but also for providing
companies a framework for continual program tracking and improvement.
Benavides, A., and David, H., (2010). Local government wellness programs: A viable option to
decrease healthcare costs and improve productivity. Public Personnel
Management, 39(4), 291-306. Retrieved from University of Phoenix Library.
In an effort to reduce the rising costs of health care, many local
governments are seeking alternative strategies to help with the problem. Wellness
programs may be one solution to help curb these climbing health care costs.
Wellness programs have proven to be a cost-effective way to get a return on
investment. The article argues that wellness programs have been repackaged as a
positive alternative to reduce costs. When personal health care is promoted, a
PRACTICUM DOCUMENTATION 13
win/win situation arises for the employee and they become productive stewards of
tax payer dollars.
Berry, L. and Mairabito, A., (2011, April). Partnering for prevention with workplace health
promotion programs. Mayo Clinic Proceedings, 86(4), 335-337. Retrieved from
University of Phoenix Library.
Progressive, well-managed companies are eager to become partners with
the medical community in promoting prevention. Organizations need medically
trained staff to help design company health promotion strategies. Medical
personnel are needed to staff company medical clinics, either as employees or
through direct contracting, The classic health belief model proposes behavioral
changes require belief that the product will be beneficial and cost effective.
Behavior changes need to provide confidence that the change is possible, and an
incentive to take action. Employers are in a good position to help decrease or
eliminate barriers to change. Keeping workers healthy helps boost productivity
by decreasing absenteeism and presenteeism.
Bolch, M., (2012, July/August). Wellness work: Financial Executive, 26-29. Retrieved from
University of Phoenix Library.
Well-designed wellness programs are proving to help not only employee
waistlines but also company bottom lines. Some innovative programs working
include health risk assessments, biometric screenings, weight loss challenges,
lunch-and-learns, and healthy options in the break room vending machines.
Employers focusing on healthier lifestyles certainly sounds like a logical way to
PRACTICUM DOCUMENTATION 14
improve productivity, reduce absenteeism, and save on health care costs. As
wellness moves beyond a warm and fuzzy benefit to one that has great potential to
lower employee health risks and save money, the question of how to measure
success becomes vital.
Brewer, P., Gallo, A., and Smith, M., (2010, May). Getting fit with corporate wellness programs.
Strategic Finance, 27-33. Retrieved from University of Phoenix Library.
Creating incentives rewarding wellness-oriented behavior is another
motivator. Financial incentives include immediate cash rewards or providing
future cash rewards to employees who achieve wellness related goals. Gain
sharing arrangements, fringe-benefit rewards, and life insurance payouts are just a
few of the other financial incentives that can be offered. Nonfinancial rewards
include free merchandise, days off from work, and special privileges that may
include a convenient parking space, travel opportunities, and massage therapy.
Colkesen, E., Niessen, M., Peek, N., Vosbergen, S., Kraaijenhagen, R., Van Kalken, C., Tijssen,
J., and Peters, R., (2011). Initiation of health-behavior change among employees
participating in a web-based health risk assessment with tailored feedback. Journal of
Occupational medicine and Toxicology, 6(5), 1-7. Retrieved from University of
Phoenix Library.
Primary prevention programs at the worksite can improve employee health
and reduce the burden of cardiovascular disease. Programs, including a web-based
health risk assessment (HRA) with individualized feedback, have advantages of
increasing awareness of risk while enhancing initiation of health-behavior change.
PRACTICUM DOCUMENTATION 15
In this study initial health-behavior change was evaluated among employees who
voluntarily participated in an HRA program. Self-reported initiation of health-
behavior change was more frequent among those at high risk for cardiovascular
disease. Employees reported satisfaction with the HRA, which was positively
associated with a change in health behavior. These findings show voluntary
participation has a motivating effect on those in greatest need of health-behavior
change and may be a valuable component of workplace health promotion
programs.
DeGroot, T. and Kiker, S., (2003). A meta-analysis of the non-monetary effects of employee
health management programs. Human Resource Management, 42(1), 53-69. Retrieved
from University of Phoenix Library.
The purpose of this study was to review the literature on employee health
management programs. The authors explore the history and characteristics of systematic
organizational efforts to help improve workforce health and well-being. The authors
searched the likely effects of these programs on organizational outcomes such as
employee performance, satisfaction, absenteeism, and voluntary turnover. The findings
support that voluntary general-focus programs are unrelated to job performance, and
voluntary programs are negatively related to absenteeism, but effects on absenteeism
wane when the program, is not voluntary. These results question the ability of employee
health management programs to provide desired behavioral changes in employees,
changes organizations seek to maximize such as increased performance.
PRACTICUM DOCUMENTATION 16
Harte, K., Mahieu, K., Mallett, D., Norville, J., and Vanderwerf, S., (2011) Absence
management and presenteeism: Improving workplace productivity – It isn’t about
reducing absence. Benefits Quarterly, 13-26. Retrieved from University of Phoenix
Library.
Employers must get more aggressive in their health and productivity
strategies. Key aspects of a comprehensive long-term health and productivity
strategic vision were discussed. An establishment can use these aspects of help
address immediate issues while developing broader strategies. The target areas
include the perspective of data management, absence program design and
management, employee health and wellness, and behavioral health. In this study,
comprehensive strategies includes data analysis across health and lost-time
programs, absence policies that meet today’s needs for both employer and
employee, health and wellness programs targeting modifiable health behaviors,
and absence program administration that is aligned to operational goals.
Ickes, M. and Sharma, M., (2009). Worksite health promotion: A practical strategy for obesity
prevention. American Journal of Health Studies, 24(3), 343-352.
Obesity has become a major public health problem. One group identified
as at-risk is employees at worksites. Behavioral and environmental factors have
played a large role in obesity, and have been stressed to be the greatest areas for
prevention efforts. Benefits of worksite wellness programs include cost
containment, higher productivity, reduced absenteeism, reduced injuries, a decline
in worker’s compensation/disability, and an increase in employee morale. Ten
PRACTICUM DOCUMENTATION 17
steps in implementing a worksite health promotion program are discusses with
examples given related to obesity prevention.
Loeppke, R., Nicholson, S., Taitel, M., Sweeney, M., Haufle, V., and Kessler, R., (2008). The
impact of an integrated population health enhancement and disease management program
on employee health risk, health conditions, and productivity. Population Health
Management, 11(6). Retrieved from University of Phoenix Library.
This study evaluated the impact of an integrated health enhancement
program on employee health conditions, risks, and productivity. These results
were compared to another set of employees not offered participation in health
enhancement programs. The results reflected an active employee had a significant
reduction in health risks with participation in a health program. The most
noticeable changes in health risk were reduction in those employees with high
cholesterol, an overall improvement in diet, a decrease in alcohol use, more
controlled high blood pressure, improved stress management, increase in exercise,
decrease in smokers, and a drop in obesity rates. Overall, this study provides
evidence that health enhancement has a positive impact on employees’ health risk
and productivity.
Madison, K., Volpp, K., and Halpern, S., (2011). The law, policy, and ethics of employers’ use
of financial incentives to improve health. Journal of Law, Medicine, and Ethics, 450-468.
Retrieved from University of Phoenix Library.
Individuals can often take steps to preserve or improve their own health. A
widespread failure to adopt healthy behaviors can significantly erode public
PRACTICUM DOCUMENTATION 18
health while increasing health care costs. Smoking, for instance, increases the risk
of heart disease, stroke, lung disease, and cancer; accounting for nearly 20% of
deaths each year in the United States. Public health officials, health care
providers, health insurers, and others historically have used many techniques to
encourage individuals to improve their own health. In recent years, however; one
particular mechanism for health improvement has attracted increasing attention:
financial incentives.
Neely, M., (2012). Wellness strategies for smaller business. Benefits Quarterly, 16-19. Retrieved
from University of Phoenix Library.
The economy and rising health care costs have caused many smaller
businesses to focus on core business strategies to keep the doors open and the
business going. This article highlights one company’s approach to wellness and
the results of the company’s programs. Although it is difficult to measure the
dollars saved by avoiding a serious health condition or the positive change in
productivity from an employee who is no longer struggling with health or pain
issues, these savings can be significant.
Phillips, J., (2009). Using an ounce of prevention: Does it reduce health care expenditures and
reap pounds of profits? A study of the financial impact of wellness and health risk
screening programs. Journal of Health Care Finance, 36(2), 1-12. Retrieved from
University of Phoenix Library.
Health care expenditures in the United States are out of control and
continue to grow at alarming rates. Because private industry bares a significant
PRACTICUM DOCUMENTATION 19
burden of paying these rising health care costs, the ever-increasing sum paid by
these corporations continues to effect the US economy. This study was conducted
to examine the effectiveness of one approach to control rising health care costs
and contain corporate financial responsibility. Individual health care costs were
gathered through an online survey from health care benefit administrators.
Information about wellness and health risk screening programs was researched
and the related responses were used to determine if there was a correlation
between health care costs and health prevention programs.
Robroek, S., Van Lenthe, F., Van Empelen, P., and Burdorf, A., (2009, May). Determinants of
participation in worksite health promotion programs: a systematic review. International
Journal of Behavioral Nutrition and Physical Activity, 6(26), 1-12. Retrieved from
University of Phoenix Library.
The workplace has been identified as a promising setting for health
promotion, and many onsite health promotion programs have been implemented
in the past years. Most research has focused on these interventions and how
effective they are. This systematic review inspects initial participation in worksite
health promotion programs, the underlying reason for participation, and
characteristics of the program that may influence participation levels. Few studies
evaluate the influence of health, lifestyle, and work related factors on
participation. This study does offer some strategies that can be used to increase
participation levels. The review highlights further insight is needed to develop
interventional programs with the ability to reach many employees.
PRACTICUM DOCUMENTATION 20
Terry, P., Fowles, J., and Harvey, L., (2010). Employee engagement factors that affect
enrollment compared with retention in two coaching programs – the activate study.
Population Health Management, 13(3), 115-122. Retrieved from University of Phoenix
Library.
In this article enrollment and retention results from randomized trials are
discussed that tests the differences between a traditional worksite health
promotion program and an activated consumer program on health behaviors and
health status. Enrollment of high risk employees into the individualized coaching
programs varied by industry type, smoking status, and patient activation. These
findings suggest one set of strategies may be needed to encourage program
enrollment while another set of strategies is used to encourage participation.
PRACTICUM DOCUMENTATION 21
1c. Summary of Regulations & Standards and Policies & Procedures
Discussed applicable policies with Amy Thalmueller, RN, COHN. Copies of these
policies were provided to turn in for Evidence of Accomplishment (EOA). Baxter Healthcare
Corporation is on the right track. According to Baxter policy 19.8 on Health Promotion, the
company is a smoke-free environment as of 2011. Baxter involves current employees in
promoting health and wellness in the workplace by having Wellness Ambassadors. These are
Baxter employees who volunteer to attend necessary in-services and training to help spread the
news to other employees. Baxter is ahead of the game because they realize “healthy and
productive employees are a company’s most valuable asset” (Baxter Policy 19.8 Health
Promotion, 2010, p. 1). Baxter has a long-term program in place called BeWell@Baxter. This is
a commitment by Baxter to promote health, reduce risk factors, and help with disease control.
These three areas of focus are:
Staying Well
Taking Action
Dealing with Illness (Baxter Policy 19.8 Health Promotion, 2010).
Some of the educational offerings available to Baxter employees include:
Know Your Numbers – comprehensive blood screening
Mammograms – offered on-site to employees
Flu-shots
Healthy Eating Month
Exercise Challenge Month
Triple Holiday Challenge (Baxter Policy 19.8 Health Promotion, 2010).
PRACTICUM DOCUMENTATION 22
1d. Summary of Mentor Feedback
Discussed learning needs assessment with mentor, Deborah Williams, RN, MSN,
MBA/HA. Mentor reinforced the content and setup of the learning needs assessment survey is
appropriate for the practicum topic chosen and should provide an abundance of useful
information to base the PowerPoint presentation and brochure on. The assessment will be
conducted using a Rating/Likert-type survey. Mentor advised not to put a place for a name on
the surveys because they should be anonymous, but to include an area for the participants to list
demographic information. Survey revisions were made based on mentor’s recommendations.
Mentor also highlighted to remember anything done for this practicum will need to have
Evidence of Accomplishment submitted for proof. Final approval was given by mentor to
proceed with the survey to the selected employees.
PRACTICUM DOCUMENTATION 23
1e. List of Prioritized Needs
Needs for improvement:
Activity and Fitness
Annual health screenings
EKG’s
Pap smears
Breast exams
Prostate exams
Dental, vision, and hearing
Educational programs
Heart disease (cholesterol, diabetes, arrhythmia, heart attack, heart
failure, high blood pressure)
Cancer prevention
Chronic pain
CVA prevention
Diabetes
Stress management
Nutrition: food pyramid-servings, healthy eating
Areas of interest:
Mammograms
Weight management
Self-help/First-aid
PRACTICUM DOCUMENTATION 24
1f. Summary of Mentor Feedback
Learning needs assessment surveys sent to mentor and results reviewed including
demographic data and list of priorities (needs for improvement) as previously listed. Discussed
the important aspects to include in the PowerPoint presentation such as demographics and main
areas brought out in the learning needs assessment. Mentor reminded me to include a disclaimer
about any pictures used in the presentation or brochure. Mentor and I reviewed the current
Baxter policies in effect and health promotion activities already in place. Discussed how this
would be good information to include in the workplace brochure. This will provide important
information, serve as an easy reference at the employees’ fingertips.
PRACTICUM DOCUMENTATION 25
2a. Annotated Bibliography – Learning Styles & Instructional Design
Baird, D. and Fisher, M., (2005-2006). Neomillennial user experience design strategies: Utilizing
social networking media to support “always on” learning styles. J. Educational
Technology Systems, 34(1), 5-32. Retrieved from University of Phoenix Library.
Today’s students have different learning styles and expectations. Today’s
generation has been brought up in a world of Internet, instant messaging, and
interactive media. A benefit this generation has from the “always on” digital
technology is creating their own learning path, self-paced and customized for
them. This includes many forms of interactive and social media tools. This study
explores the role emerging social media plays in the formation of learning
communities, facilitation of student involvement, and the enhancement of
students experience in both asynchronous and synchronous learning settings.
This study was designed to identify social networking resources to facilitate
course design and help with instruction delivery.
Bishka, A., (2010, November/December). Learning styles fray: Brilliant or batty? Performance
Improvement, 49(10), 9-13. Retrieved from University of Phoenix Library.
No empirical evidence has been discovered to show an improvement in
learning and attention by matching instruction and learner styles. The study
enforces the basic knowledge that no two learners are alike. Learners have their
own preferences and styles. These learners’ environments are influenced by
attitudes toward learning and interact with the age, race, class, and gender of the
learner. These learners would be better served if the limited resources are devoted
to sound educational practices that have been proven scientifically.
PRACTICUM DOCUMENTATION 26
Bishop, C. and Foster, C., (2011). Thinking styles: maximizing online supported learning. J.
Educational Computing Research, 44(2), 121-139. Retrieved from University of Phoenix
Library.
As the demand for proficient teachers increase in inner cities and rural areas,
university programs provided through Internet education are expanding to meet
this need. This study targets the different thinking styles of online learners
enrolled in post baccalaureate teacher education program. These students took the
Sternberg-Wagner Thinking Styles Inventory to assist in meeting these individual
learning needs. These same students’ grades were studied to determine the
relationship, if any, to student thinking styles. The study did not reveal any
thinking style clusters. This led researchers to concluding all profiles of thinking
styles need to be considered to maximize student learning.
Costa, D., (2001). Current trends in learning styles. The Florida Communication Journal, 29(2),
66-74. Retrieved from University of Phoenix Library.
This study focuses on learning styles among diverse learners. Current learning
style trends reflect educational diversity. Many theorists believe learning styles
form during childhood and remain unchanged throughout adulthood while others
believe learning styles change with experiences encountered over time. . More
females are pursuing higher education while an increased number of adults are
seeking to gain higher knowledge through education. The way education is
delivered is changing along with technology. With the advancing technology and
increase demand for higher education, research has focused more on design and
implementation of courses. Regardless of the learning style, teaching strategies
PRACTICUM DOCUMENTATION 27
must change to accommodate the different learning styles regardless of ethnicity,
learner’s age, or mode of delivery.
Daisley, R., (2011, February). Considering personality type in adult learning: Using the Myers-
Briggs type indicator in instructor preparation at pricewaterhousecoopers. Performance
Improvement, 50(2), 15-24. Retrieved from University of Phoenix Library.
The usefulness of using the Myers-Briggs Type Indicator (MBTI) as a framework
for instructor development in a professional services training environment is
discussed. The MBTI is consistent with many adult learning theories and
addresses reliability, validity, and applicability to the training environment.
Instructors are the backbone of a training course and can either make or break the
training success. Therefore, identifying and properly training course instructors is
imperative to having a successful training course to promote organizational
performance.
Dunn, R., Honigsfeld, A., Doolan, L., Bostrom, L., Russo, K., Schiering, M., Suh, B., and
Tenedero, H., (2009, January/February). Impact of learning-style instructional strategies
on students’ achievement and attitudes: perceptions of educators in diverse institutions.
The Clearing House, 82(3), 135-140. Retrieved from University of Phoenix Library.
Many years prior to the adoption of active or engaged learning by education
departments, researchers of the different learning styles determined children learn
much more and learn more easily while actively involved and not just passive
listening. One area this study explored was how learning styles impact teaching
syllabi, values, and teaching practices and whether design improved instruction or
PRACTICUM DOCUMENTATION 28
students outcomes, how students perceptions of their own learning outcomes were
improved, and if the education profession is enriched.
Elias, T., (2010, May). Universal instructional design principles for moodle. International
Review of Research in Open and Distance Learning, 11(2), 110-124. Retrieved from
University of Phoenix Library.
The purpose of this paper is to review principles of universal instructional design
(UID) and determine how useful distance education (DE) is to both online
instructors and instructional designers. Once the UIDs are identified, they are
utilized to assess availability of the online platform (MoodleTM) and accessibility.
Moodle end-users have access to a multitude of plug-in modules, but only a few
of these modules were available for sample course analysis. This paper includes
several recommendation options to help advance online distance education
accessibility for learners from all backgrounds, including diverse abilities, needs,
and disabilities.
Jones, A., (2011).The learning and support preferences of older adults with information and
communication technologies. The International Journal of Technology, Knowledge, and
Society, 7(1), 149-164. Retrieved from University of Phoenix Library.
Understanding of information and communication technologies (ICTs) can help
promote independence, autonomy, and quality of life for older adults. This is
achieved through successful practice, research, and policies. Opportunities are
opened through learning and use of ICTs by allowing older adults to examine,
identify, and grasp competent learning methods. This offers older adults further
opportunity to engage in social media with others and the ease of online ordering
PRACTICUM DOCUMENTATION 29
of merchandise. This paper includes results on 1) support system for older adults
2) Learning support mechanisms that may promote older adults involvement with
ICTs.
LeNoue, M., Hall, T., and Eighmy, M., (2011). Adult education and the social media revolution.
Adult Learning, 4-11. Retrieved from University of Phoenix Library.
With the advent of social media and advances in technology, the learning process
must change to meet the needs of the diverse student body. This advanced
technology allows student learners to customize their learning process. More
courses and degrees are available through Internet-based portals and open the
learner to an abundance of Internet sites and material. The best designed courses
will offer variety through mixing formal and informal information-based learning
models. Developing social software and empowering student learners and
teachers to embrace these tools will enable both to benefit from the immeasurable
resource environment.
Mustaro, P. and Silveira, I., (2006). Learning objects: Adaptive retrieval through learning styles.
Interdisciplinary Journal of Knowledge and Leaning Objects, 2, 35-46. Retrieved from
University of Phoenix Library.
This study sets out to increase learning abilities and make these learning abilities
customizable and personal. The learner must develop specific skills. Learning
these specific skills are important to society’s evolution. This requires certain
strategies to recognize adult learning styles for specific learning context. Using
the theoretical references of Felder, Kolb, and Gardner, the study proposes
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implementing metadata to identify preferred learning styles and specified learning
objectives. This will result in improvement of learning objects effectiveness.
Overbaugh, R. and ShinYi, L., (2006). Student characteristics, sense of community, and
cognitive achievement in web-based and lab-based learning environments. Journal of
Research on Technology in Education, 39(2), 205-223. Retrieved from University of
Phoenix Library.
The purpose of this study was to determine what effects of learning styles and
orientation have on sense of community and cognitive achievement in a Web and
lab-based university format. Although higher scores were achieved by students in
Web-based classes at “remembering and understanding” levels, but this was not
the case in the “applying and analyzing” levels. Further investigation revealed
introvert students scored higher in Web-based sections, while lab-based sections
saw higher scores among extroverts. Web-based students also scored higher in
two of the three section on “sense of community.”
Rakap, S., (2010, April). Impacts of learning styles and computer skills on adult student’
learning online. The Turkish Online Journal of Educational Technology, 9(2), 108-115.
Retrieved from University of Phoenix Library.
The purpose of this study was to investigate what influences learning styles,
previous computer skills, and experience with online courses had on knowledge
retention of adult learners in a special education web-based course. The study
results reflect learning styles had direct effect on adult learners’ knowledge
retention and a positive relationship between student success and prior computer
PRACTICUM DOCUMENTATION 31
skills. Education provides many valuable and effective opportunities to educate
teachers while proving to be a long-term challenge as well.
Shinkareva, O. and Benson, A., (2007, December). The relationship between adult students’
instructional technology competency and self-directed learning ability in an online
course. Human Resource Development International, 10(4), 417-435. Retrieved from
University of Phoenix Library.
This research study focused on any relationship between competency of
instructional technology (IT) and self-directed learning (SDL) in adult students’.
Motivation and learning strategies were also researched. Surveys were conducted
of 198 professionals continuing their education through online course at Midwest
State University. These findings show a direct correlation between the ability for
SDL and IT competency when students presented with an above average SDL
ability. The study further discovers motivation is an integral part for individual
learning with online courses remiss SDL ability. Students exhibiting increased
levels of SDL ability are more likely to present with increased levels of self-
efficacy for learning and a higher level of effort regulation.
Worley, K., (2011). Educating college students of the net generation. Adult Learning, 31-39.
Retrieved from University of Phoenix Library.
This study focused on the need to provide a positive, active learning environment
to enhance student learning and ensure needs of adult learners are met.
“Generational diversity” involves learning styles and characteristics. Millennials,
for instance, are youth with a can-do attitude and have developed new attitudes
and habits older generations have never linked to young people. These habits and
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attitudes include social issues, achievement, good conduct, and teamwork. This
generation of millennials have a direct influence on future retail sales, fashion,
advertising, leadership, and so on. Higher education will also be impacted by this
generation, they are pressured to become college graduates and succeed in the
business world.
Yilmaz-Soylu, M. and Akkoyunlu, B., (2002). The effect of learning styles on achievement in
different learning environments. The Turkish Online Journal of Educational
Technology, 43-50. Retrieved from University of Phoenix Library.
The purpose of this study is to discover what effect multiple learning
environments based on generative theory of Multimedia Learning has on students’
learning style and achievements. All elements must be taken into consideration
when developing an instructional design process. These elements are placed in
two categories, interior and exterior conditions. Learning style, age, and interest
are interior conditions and important in developing a learning environment
process. The findings proved the style type was not effective in different learning
environment and students achievements.
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2b. Narrative Review of Three Existing Employee Wellness Programs
A review was completed of three existing employee wellness programs, including the
following organizations: Monongalia Health System (MHS), Blue Shield of California, and
Mutual of Omaha. All of these organizations have searched for opportunities to help employees’
lead healthier lifestyles that in turn will help reduce and contain health care costs. Employee
wellness programs have been around for many years. In the last 10 years, health care has
experienced astronomical cost increases and a decrease in reimbursement. Companies began to
realize the health and wellness of their employees is intertwined with the hard and soft dollar
savings for business. According to Harter and Klein, (2003) soft dollar savings includes
decreased absenteeism, higher morale, increased retention and productivity, and reduced
turnover. Hard dollar costs include time lost because of illness or injury (worker’s
compensation) and a reduction of health care costs due to a decrease in claims. All three of these
organizations searched for areas for improvement and sought ways to engage employees. MHS
chose five areas to address: improved nutrition, enhanced fitness, weight management, heart
care, and smoking cessation. “One thing is for sure, the road has already led to better health and
better business for MHS, and plenty of other organizations are now setting off on journeys of
their own” (Healthy by Design, 2004, p. 5). Blue Cross of California analyzed their employee
risk assessments and determined more than 50% had on average three to five health risks, 34%
had zero to two, and 15% had six or more risk factors. After instituting a wellness program,
Blue Cross of California saw a significant decrease in employees’ risk factors and an average
savings of $277 for medical expenses per year per employee (Healthy Lifestyle Rewards, 2006).
Mutual of Omaha began requiring all members to attend equipment orientation to an on-site
wellness center to help employees feel more comfortable at the center and so the employees
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could be familiar with policies, procedures, and equipment. These members were also
encouraged to take a fitness test evaluation. Wellness centers in many instances are the building
block for furthering other health programs. This helps to encourage participation that has a
direct impact on reducing risk factors. Many organizations have successfully integrated wellness
programs into the workplace (Harter & Klein, 2003).
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References
Harter, C. and Klein, K., (2003). Get yourself centered: A healthy dose of fitness center
fundamentals from Fortune 500 Mutual of Omaha. Absolute Advantage, 13-15.
Retrieved from http://www.welcoa.org
Healthy by design, (2004). Monongalia Health System, 1-6. Retrieved from
http://www.welcoa.org
Healthy lifestyle rewards, (2006). Absolute Advantage, 14-17. Retrieved from
http://www.welcoa.org
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2c. Components of Developed Plan
1) Participant Objectives
At the end of this power point presentation the participants will be able to
verbalize ways to live and encourage a healthier lifestyle including:
Activity and fitness recommendations
Importance of annual health screenings including EKG’s, pelvic exams/pap
smears, prostate exams, breast exams, dental, vision, and hearing exams
Educational programs including: heart disease, cancer prevention, chronic pain,
CVA prevention, diabetes, and stress management
Nutrition recommendations
Areas of interest including: screenings (mammograms, self-help and first aid, and
weight management)
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2c. Components of Developed Plan
2) Content Outline
Presentation Purpose
Participant Objectives
Demographics of Participants
Activity/Fitness
Recommendations
A mix of moderate-intensity aerobic activity and muscle training activity
A mix of vigorous-intensity aerobic activity and muscle training activity
“Cardio Definitions”
Aerobic Activity
Intensity
Moderate-intensity
Vigorous-intensity
Muscle Strengthening Defined
Should be performed at least two days/week
Should incorporate all major muscles legs, hips, back, chest, abdomen, shoulders,
and arms
Use repetitions and sets
How to measure activity intensity
Talk Test
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If you are doing moderate-intensity activity, you can talk, but not sing,
during the activity.
If you are doing vigorous-intensity activity, you will not be able to say
more than a few words without pausing for a breath (Measuring physical
activity intensity, 2012).
Annual Health Screenings
Electrocardiogram (EKG) Defined
Reasons EKG’s are performed
Routine Electrocardiograms
Know when to say “NO.”
Pelvic Exams – Pap Smears
Definition
Pelvic exam
Pap smear
Recommendations
Human Papillomavirus (HPV)
Cervical cancer
Prostate Exams
Digital Rectal Exam (DRE) defined
Recommendations
Who is at higher risk
Breast Exams
Early Detection is VITAL
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Recommendations
Breast Cancer Awareness
Who Gets Breast Cancer?
Women
Men
Risk Factors
Annual Health Screenings
Symptoms of Breast Cancer
Skin irritation
Pain
Nipple retraction
Redness, scaly skin
Thickening of skin
Discharge
Reduce Your Risk of Breast Cancer
Decrease alcohol consumption
Get regular exercise
Maintain healthy weight
Breastfeed for at least 6 months
Weigh options of Hormone
Replacement Therapy (HRT)
Get regular screenings (Breast Cancer Screening, 2011).
Dental
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Brushing and Flossing for Oral Health
Recommendations
Recommendations
Vision
Hearing
**If you are having problems or symptoms effecting your eyes or ears, then you should have an
exam**
Educational Programs
Heart Disease
Defined
Nation’s Number One Killer
Causes of Heart Disease
Cholesterol
Diabetes
*Arrhythmia
*Heart Attack
*Heart Failure
*High Blood Pressure
*Arrhythmias
Defined
Why Arrhythmias Matter
Cardiac Arrest
*Heart Attack
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Defined
Symptoms
Educational Programs
Avoiding a Heart Attack
Don’t smoke, avoid tobacco products
Maintain normal blood pressure
Eat healthy diet
Exercise
Maintain weight
Regular medical check-ups
Control blood sugar
Take medicine as prescribed
Educational Programs
Heart Failure
Defined
Symptoms
Other Names for Heart Failure
Left-sided heart failure
Right-sided heart failure
Educational Programs
Heart Failure Causes
Most common
Coronary Heart Disease
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HTN
Diabetes
Other causes
Cardiomyopathy
Heart valve disease
Arrhythmias
Congenital heart defects
High Blood Pressure
Also known as Hypertension (HTN)
Defined – “The silent killer”
Risk factors
Symptoms
Untreated HTN
Educational Programs
Cancer Prevention
Stay Healthy
Risk Factors
Tobacco-Related Cancers
Types
Statistics
Skin Cancer
Defined
Prevention and Early Detection
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Educational Programs
Chronic Back and Neck Pain
Risk Factors
Relieving Back/Neck Pain
Back Saving Tips
Chronic Headaches
Types of Headaches
Risk Factors
Gain Control
Cerebrovascular Accident (CVA)
Defined
Coping
Risk Factors
Treatable Diseases
Lifestyle Factors
Types of Strokes
Ischemic
Hemorrhagic
TIA
Recognizing a Stroke
Symptoms
Using F.A.S.T.
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Diabetes
Defined
Types of Diabetes
Type 1
Defined
Symptoms
Types of Diabetes
Type 2
Defined
Symptoms
People at Risk for Type 2 Diabetes
Impaired glucose tolerance test
Over 45
Family history
Overweight
Physical inactivity
High cholesterol, triglycerides, blood pressure
Specific Ethnic groups
Women with Gestational diabetes
Hypoglycemia (Low Blood Sugar)
Defined
Symptoms
Hyperglycemia (High Blood Sugar)
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Defined
Symptoms
Diabetes
Complications
Statistics
Educational Programs
Cost of Diabetes
Reduce Your Risk
Stress Management
Stress Defined
Causes of Stress
Symptoms
Educational Programs
Causes of Workplace Stress
Managing Stress: Adjust Your Attitude
Nutrition
The Food Guide Pyramid
Recommendations
Visit www.mypyramid.gov
Educational Programs
Nutrition
Benefits of Fruits and Vegetables
Smart Fast Food Choices
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Areas of Interest
Mammograms
Defined
Recommendations
Benefits of Screening mammograms
Weight Management
Factors Affecting Weight Gain
Important Facts
Shedding Pounds
Self-help/First aid
Self-care Defined
Home Treatment Option
Know When To Seek Help
Disclaimer - All illustrations used in this Power Point presentation were obtained from
public domain websites. No permission was required to use these illustrations. However,
all illustrations were cited with credit given to the appropriate website.
PRACTICUM DOCUMENTATION 47
2d. Summary of Mentor Feedback
PowerPoint presentation draft was emailed to mentor for input. Mentor was pleased with
the slide design. Slides two and three include presentation purpose and participant objectives –
mentor suggested trimming these two slides down to avoid wordiness. Again, mentor reminded
me to ensure I have permission to use all clipart or pictures. All clipart being used is either from
Microsoft or Baxter Healthcare and are credited as needed. Mentor states PowerPoint
presentation is well prepared and informative. Mentor was complimentary of the brochure
design and content and agreed this would be a good reference source for new employees and
current staff. Mentor reiterated the importance of having all Evidence of Accomplishment
completed prior to beginning NUR 590B. Approval was given to proceed with presentation.
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3a. Summary of Arrangements & Process for Implementation
Once the material was decided by reviewing the results of the learning needs assessment
and discussions with the COHN at Baxter, arrangements and presentation implementation were
discussed. We agreed the presentation would require an allotted time of one and one half hours.
It was determined the staff would best benefit from the presentation if provided before or after
work hours. According to the LNA, most participants did not want to come in on their day off
and the presentation would exceed their lunch time allotted. Dates and times were finalized to be
accessible to the participants who took the LNA and reach all three shifts. Final dates and times
selected were:
3/13/13 at 1:30pm – 3:00pm CST
3/14/13 at 7:15am – 8:45am CST
All necessary documents were emailed to Amy Thalmueller, RN, COHN, including
PowerPoint presentation to be printed out for handout so staff can take notes, content outline,
and brochure. Discussion of equipment needed for presentation occurred – I will need to email
the PowerPoint presentation link to the COHN to deliver the presentation with Microsoft
PowerPoint Web Presentation. I am excited to see how this works and how the staff receive the
presentation and information. A test was performed to ensure the PowerPoint presentation via
web access with Baxter COHN worked properly.
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3b. Summary of Presentation Experience
PowerPoint presentation was given to both groups as previously decided. My timing
could have been better, had to rush more at the end. Timing was better with the second
presentation, but still had to rush at the end. Answered questions as they arose from the group.
This was the first time I presented material using Microsoft Web Presentation. I spoke to the
group over a speaker phone. The staff stated at the end of the program they really enjoyed the
presentation and having the ability to interact with instructor and ask questions. The only
suggestions the participants had were timing and using less technical terms. I had already
identified the timing of the presentation could have been better. I was not aware I had used some
medical terms that were too technical for the staff. I need to remember to use layman’s terms
when presenting material, especially when the majority of participants are non-clinical.
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3b. Summary of Mentor Feedback
Mentor and I were in agreement the evaluation surveys overall were positive. The
participants provided constructive feedback and were on point. Mentor made a good point that
while the length of the presentation was appropriate for a practicum, the material would be better
received and retained if the presentation was broken into smaller in-services and given over
several presentations. Overall, the presentation was well received by the staff. The staff were
especially positive about the brochure created and having the important information available at
their fingertips. They liked the listing of websites provided where they could seek further
information to keep informed and live healthier lifestyles.
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4a. Summary of Evaluation Survey
Eleven participants from the original group of 15 who took the learning needs assessment
attended one of the two sessions presented and completed an evaluation survey. Two members
of the group no longer were in the role of Wellness Ambassadors for Baxter and the other two
members left the organization for job opportunities elsewhere. I was hopeful all previous
participants would be able to attend the actual presentation, but it was not surprising to me that
we lost several participants. Overall the feedback was constructive and positive. The only
suggestions mentioned were timing and the need to use less technical terms. As I presented this
PowerPoint presentation on two different days and times, I was aware my timing could have
been better. Toward the end of our allotted time, I had to rush to get through the material. I also
realized on several occasions I was using medical terminology instead of presenting in layman’s
terms. Staff were engaged and asked questions when necessary. The staff were especially
positive about the brochure created and having the important information available at their
fingertips. They liked the listing of websites provided where they could seek further information
to keep informed. I was informed by the COHN that the brochure has been presented to Baxter
Healthcare administration and will be used for new hires and available for current employees.
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4b. Summary of Mentor Feedback
My mentor and I are in agreement the overall evaluation surveys were positive. The
participants provided constructive feedback. The only suggestions identified by the participants
were the timing of the presentation – had to rush towards the end and the need to be less
technical – some of the medical terminology was difficult for the group to understand. I had a
discussion with my mentor about the importance of presenting material in a timely manner as
well as remembering the group participants and using layman’s terms. Mentor suggested while
this presentation was appropriate for the practicum, breaking the presentation into smaller
sections to present would be better received by the audience. This is a “hot topic” right now as
employers search for ways to reduce costs and curb unnecessary expenditures. Increasing health
care costs and decreasing reimbursements will continue to be an issue for employers and
employees both.
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4b. Mentor’s Final Evaluation of Overall Practicum Achievements
The topic of this Practicum is timely. Employers are becoming more and more invested
in their employee’s overall health. Providing information such as provided in the Brochure and
the PowerPoint are exactly what is needed to aid in improving health.
Kim was able to ascertain the information needed by the target audience in order to create
a brochure and PowerPoint as vehicles of providing the needed health information. The brochure
is attractive and easy to read, providing not only basic information for health promotion but also
provides websites to further investigate areas of individual interest. The PowerPoint also has eye-
appeal while providing a lot of useful information for improving personal health.
Throughout the Practicum process, Kim has been focused and accepting of suggestions.
Her enthusiasm for the project is reflected in the finished product. I was impressed that she not
only presented the PowerPoint to one shift but to all shifts in order to include everyone. It has
been my pleasure to mentor Kim. Job well done.
Debora T. Williams, RN, MSN, MBA/HA