Directions: Topic of the Paper: Food Allergies in the Older Adult Population Introduction - Brief paragraph about the topic (food allergies in the older adult population) and why the topic is...

Directions:

Topic of the Paper: Food Allergies in the Older Adult Population

1. 
   

   Introduction - Brief paragraph about the topic (food allergies in the older adult population) and why the topic is important to learn about

   
   


2. 
   

   Audience - Determination of audience (individual patient, family or community)

   
   


3. 
   

   Purpose and Goals - Purpose and goals of the teaching plan

   
   


4. 
   

   Assessment - Assessment of learning needs and learning environment

   
   


5. 
   

   Learning Objectives - Identify at least three learning objectives

   
   

The three learning objectives for this topic (food allergies in the older adult) were:

1. 
   

   Create a proper design of the study of food allergies in the older adult population

   
   


2. 
   

   Analyze the root cause of food allergies in the older adult population

   
   


3. 
   

   Remember the implication of the findings of food allergies in the older adult population

   
   

6. 
   

   Teaching Strategy - Utilize at least two teaching strategies and support use with rationales/evidence

   
   


7. 
   

   Instructional Materials - Utilize at least two instructional materials and support how they enhance the chosen teaching strategies

   
   


8. 
   

   Evaluation of Learning - Determine evaluation method for appraising audience learning and effectiveness of teaching plan (eg. a quiz, a paper, a presentation, a game?)

   
   


9. 
   

   You can use a total of 3 resources or more. Two of the resources must be peer-reviewed and scholarly resources to support the teaching plan

   
   


10. 
    

    The entire paper must be APA format.

    
    


11. 
    

    The paper must be a maximum of 5 to 6 pages not including the title or reference page

    
    

Directions: Topic of the Paper: Food Allergies in the Older Adult Population 1. Introduction - Brief paragraph about the topic (food allergies in the older adult population) and why the topic is important to learn about 2. Audience - Determination of audience (individual patient, family or community) 3. Purpose and Goals - Purpose and goals of the teaching plan 4. Assessment - Assessment of learning needs and learning environment 5. Learning Objectives - Identify at least three learning objectives The three learning objectives for this topic (food allergies in the older adult) were: 1. Create a proper design of the study of food allergies in the older adult population 2. Analyze the root cause of food allergies in the older adult population 3. Remember the implication of the findings of food allergies in the older adult population 6. Teaching Strategy - Utilize at least two teaching strategies and support use with rationales/evidence 7. Instructional Materials - Utilize at least two instructional materials and support how they enhance the chosen teaching strategies 8. Evaluation of Learning - Determine evaluation method for appraising audience learning and effectiveness of teaching plan (eg. a quiz, a paper, a presentation, a game?) 9. You can use a total of 3 resources or more. Two of the resources must be peer-reviewed and scholarly resources to support the teaching plan 10. The entire paper must be APA format. 11. The paper must be a maximum of 5 to 6 pages not including the title or reference page NURS 225 – Health Literacy, Patient Education, and Informatics Teaching Plan Project 1 Paper Assignment Rubric Criteria 5.0 pts Full Marks 4.0 pts Good 3.0 pts Fair 2.0 pts Poor 0.0 pts Not Demonstrated Pts Adhere to Assignment Directives Engaging and full development of a clear thesis as appropriate to all assignment directions and purpose. Competent and well-developed thesis; thesis represents sound and adequate understanding of the assignment. Mostly intelligible ideas; thesis is weak, unclear, too broad or only indirectly supported. Does not fully follow assignment directions. Mostly simplistic and unfocused ideas; little or no sense of purpose or following of assigned directions. Show complete confusion about the topic or inability to grasp the assignment. Total absence of thesis or purpose. 5.0 pts Organization and Coherence Organization is sequential, well developed and appropriate to the assignment. Paragraphs are well developed. Ideas link with purpose of assignment and have effective transitions. Competent organization, Competent paragraph structure; lacking smooth and effective transitions between paragraphs. Limited attempts to organize around thesis. Paragraphs are mostly stand-alone with weak or non-evident transitions. Organization, while attempted was unsuccessful. Paragraphs were simple, disconnected and standard. No evident transitions or planned sequence. Paragraph structure does not exist; or is a single rambling paragraph or series of isolated paragraphs. 5.0 Pts Ideas, support and development including evidence integration The paper demonstrates that the author fully understands and has applied concepts learned in the course. Consistent evidence with originality and depth of ideas work together as a unified whole. Main points are extremely well supported (with evidence); support is valid and specific. Applies creative teaching strategies that result in audience engagement and encourage interaction. The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Ideas supported sufficiently; support is sound, valid, and logical. Applies creative teaching strategies that result in audience engagement and encourage interaction. The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Main points and ideas are only indirectly supported; support isn’t fully sufficient or specific. Support is loosely relevant to main points. Uses teaching strategies appropriate to audience. The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course. Insufficient, non-specific, and/or irrelevant support. Uses teaching strategies appropriate to audience. The paper does not demonstrate that the author has understood or applied concepts learned in the course. Clear absence for support for main points. Does not apply teaching strategies when presenting content. 5.0 Pts Grammar Each sentence structured effectively, powerfully; rich well-chosen variety of sentence style and length. Virtually free of punctuation, spelling, capitalization errors. Effective and varied sentences; errors (if any) due to lack of careful proofreading; syntax errors (if any) reflect uses as popular expressions. Contains occasional punctuation, spelling, and/or capitalization errors. Contains 1 to 3 errors. Standard or tedious sentence patterns; shows some errors in sentence construction; some non-standard syntax usage. Contains several (most commonly) punctuation, spelling, and/or capitalization errors. Contains 4 – 6 errors. Sentences show errors of structure; little or no variety; no grasp of sentence flow. Contains many punctuation, spelling, and/or capitalization errors. Errors interfere with meaning in places. 7 – 9 errors. Contains multiple and serious errors of sentence structure: i.e., fragments, run-ons. Unable to write simple sentences. Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation, communication is hindered. Contains more than 13 errors. 5.0 Pts APA Mechanics Correctly and completely conforms to APA format throughout the paper including title page, abstract, body of text, and references. Cites all data obtained from other sources in text and references. Mostly conforms to APA format throughout the paper. Contains 3-4 minor formatting errors. Cites all data obtained from other sources in text and references. Conforms to APA format most of the time. 5-6 minor errors in APA format evident throughout paper. Cites all data obtained from other sources in text and references. APA format loosely followed. Formatting errors are evident in title page, abstract, body of text and reference page. Some data obtained from other sources not cited. Incorrect and incomplete use of APA format throughout the entire paper. Formatting errors distract from paper content. Lacks understanding of citations and reference utilization. Lacks understanding of basic requirements for a scholarly paper. 5.0 Pts Sources More than 5 current sources, of which at least 3 of the 5 are peer-review journal articles or scholarly books. Sources include both general background and specialized sources. Special interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative. 5 current sources, of which at least 2 of the 5 are peer-reviewed journal articles or scholarly books. All web sites utilized are authoritative. 4 current sources, of which at least 2 of the 5 are peer-reviewed journal articles or scholarly books. All web sites utilized are credible. 4 current sources, and/or fewer than 2 sources are peer-reviewed journal articles or scholarly books. All web sites utilized are credible. Fewer than 3 sources and/or fewer than 2 of the 5 sources are peer-reviewed journal articles or scholarly books. Not all web sites utilized are credible and/or sources are not current. Running Head: LEARNING OBJECTIVES IN TEACHING1 LEARNING OBJECTIVES IN TEACHING2 FOOD ALLERGIES IN THE OLDER ADULT POPULATION Table of Contents Introduction3 First Learning Objective (Create):3 Second Learning Objective (Analyze)3 Third Learning Objective (Remember)4 Conclusion4 References5 Introduction The prevalence of food allergies in the elderly population is a dangerous condition, which risk the lives of the patients and their well-being. Although when it is not detected as a child to have food allergies, there might be some children to develop natural tolerance towards the allergies and the outburst occurs once they become adults. The teaching plan project done through this assignment will be helpful in identifying and analyzing the prevalence of food allergies in the elderly population through the Bloom’s level of three learning objectives. First Learning Objective (Create): The first objective is to create proper design of the study. To identify the existing problem that is prevalence of food allergies in the elderly population, a proper design of the study needs to be constructed, as supported by Shabatura (2013). For example, there can be a study done on a group of elderly people from different backgrounds residing in the aged care center, provide them with the same diet and note if any of them are showed to exhibit food allergies. As supported by Gupta et al, (2019), the problem needs to be formulated and composed properly with all the written documents of available symptoms they are suffering from before and after having any particular type of food. The details of the food they are having each time must be properly taken into account to generate the cause of the symptoms of allergies that they are facing with associated with any particular type of food. The sampling size taken for the study must be appropriate to avoid any error (Malone, Nicholl & Coyne, 2016). Second Learning Objective (Analyze) The second objective is to analyze the root cause. After obtaining the data from the mentioned population for the study of prevalence of food allergies in the elderly people coming from different background, the root cause of the problem needs to be analyzed after its identification. The problem needs to be classified and categorized first, based on their background. Then, the source whether it is caused out of any environmental or genetic factor or a mixture of both. It might include criticizing few steps, which need not be necessary to be included in the problem or to criticize the ways in which the study has been done to include something which would have been more essential than the basic steps to be followed in analysis (University of Arkansas, 2019). Third Learning Objective (Remember) The third objective is to remember the implications of the findings. After the proper analysis of the problem, the problem will be addressed so that the students can relate it properly with any source or matched accordingly with the requirements. The problem and its associated background with the cause will be remembered for implications in the future study. Through this learning, the students can learn better and their performances can be improved can perform better by directly relating it with their past experiences on this background. Conclusion Hence, it can be concluded that studying the food allergies in adults through learning objectives really becomes helpful as a learning objective in teaching since this can be observed with case studies like when in an aged care center, people start having allergies from having any particular dish. The learning as a whole can be better grasped among the students and the teachers can help to explain the concepts better. References Gupta, R. S., Warren, C. M., Smith, B. M., Jiang, J., Blumenstock, J. A., Davis, M. M., ... & Nadeau, K. C. (2019). Prevalence and severity of food allergies among US adults. JAMA network open, 2(1), e185630-e185630. Malone, H. E