The paper needs to include:
An introductory paragraph to include broad description and purpose statement.
Appropriate assessment of the learner.
Identifies target audience.
Reasons why this project was developed.
How did you decide there was a learning need? Did you observe it, a manager, peer, service learning agency? Do not provide statistics that a condition is prevalent. Learning needs may be written in past tense if you have completed this.
Readiness to learn: what do you expect with PEEK?
Learning style: how will you realistically evaluate this?
Learning environment description appropriate for the educationInstructional teaching method(s) to be used
At what location will this tool be used? Hospital room, conference room, office, etc.
Rationale for teaching method
Description of teaching tool (attached ovulation chart will be the teaching tool)
Provide a rationale for choosing the content for tool/
Identify content needed in tool or education session.
Explain how you decided what topics to include and what to exclude. This is different from the rationale for the project.
Learning outcomes using SMART criteria
Minimum of two Domains of learning pertinent to the learning outcomes and teaching session
Evaluation of the learning method
What model is appropriate and why?
How will you evaluate learning?
Conclusion paragraph
Summarize.
First person is acceptable for this paper when discussing reasons for the project and the rationale for the content.
The paper must include at least three scholarly (peer-reviewed and less than 5 years old) references. Textbook may be used as one of the references. Note: blogs, twitter, websites, or Wikipedia will NOT be considered scholarly resources.
Bastable, B. S., Gramet, P., Jacobs, K., & Sopczyk, D. L. (2020). Health professional as educator: principles of teaching and learning. Sudbury, MA: Jones & Bartlett Learning
Weschler, T. (2015). Taking charge of your fertility: The definitive guide to natural birth control, pregnancy achievement, and reproductive health. HarperCollins.
