1. Chamberlain College of Nursing NR 305 Health
Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2
introduction threaded discussion for Red Yoder, our elderly
patient male patient, the student will read an assigned case
study and write a discharge teaching plan utilizing the
information gained from both sources.Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO #1: Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client
behaviors, while differentiating between normal findings,
variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a
health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history
of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in
conducting a comprehensive health assessment and providing
appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted
to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post
questions to the weekly Q & A Forum. Contact your instructor
if you need additional assistance. See the Course Policies
regarding late assignments. Failure to submit your assignment
to the Dropbox on time may result in a deduction of
points.Directions

2. 1. Review the initial information presented regarding Mr. Red
Yoder, whom you met in week 2 threaded discussion. Read the
Discharge Teaching Plan Case Study located in Doc Sharing.
Take notes and highlight important points that are important to
consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge
Teaching Plan form, which is located in Doc Sharing. This
assignment is to be completed with a maximum of 6 pages. You
may bullet point your responses.
3. Use scholarly writing including correct English grammar,
syntax and sentence structure when writing in complete
sentences.
4. Submit the assignment to the Discharge Teaching Plan
Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2.
Please post questions about this assignment to the weekly Q &
A Forums so that the entire class may view the answers.Grading
Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to
prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr.
Yoder’s cognitive ability?

3. · Does the fact that Mr. Yoder mentioned: “I have not checked
the bandage in a few days” concern you?
Physical barriers
10
10%
· Why does the fact Mr. Yoder lives in a farmhouse alone, 20
miles from town present as a barrier?
· How is Mr. Yoder’s eyesight a possible barrier for him, given
his age? What problems will this present?
Medications
12
12%
· What medication teaching does Mr. Yoder need prior to
discharge?
· Describe teaching material/techniques to help Mr. Yoder
understand his diabetes as it relates to his blood sugar and
necessity for insulin injection.
Nutrition
12
12%
· What measures are needed to ensure Mr. Yoder follows a
diabetic diet?
· Will he be able to prepare his own meals and if not, how will
he get the nutrition he needs for wound healing and to keep his
blood sugar under control?
Roles and Relationships
8
8%
· Who are the closest family members to Mr. Yoder and what is
the state of that relationship?
· His friends “worry about him.” Do you believe his friends
could be a support system for Mr. Yoder and help him be more
compliant in his own care?
Self-concept
8
8%

4. · Given the scenario and Mr. Yoder’s non-compliant behavior,
what would you expect his self-concept to be?
Wound care
12
12%
· What are some important teaching points to make in regard to
Mr. Yoder and his foot wound? Name 3 teaching points.
Resources/ Referrals needed
10
10%
· What are some community resources that may be available for
Mr. Yoder?
· Will there be challenges because of the location in which he
lives?
Clarity writing
6
6%
· Content is organized logically and clearly understandable.
Writing is free of spelling, grammar and syntax errors.
Total
100
100%
A quality paper will meet or exceed all of the above
requirements.
Grading Rubric
Assignment Criteria
A
(92-100%)
Outstanding or highest level of performance
B
(84-91%)
Very good or high level of performance
C
(76-83%)
Competent or satisfactory level of performance
F

5. (0-75%)
Poor or failing or unsatisfactory level of performance
Special/age related needs
(10) points
Discusses full and complete list of special or age-related needs.
Suggests teaching methods/approach and provides rationale.
Identifies risks of readmission and poses measures to prevent
readmission to the hospital.
(9-10 points)
Discusses partial list of special or age-related needs. Suggests
teaching methods/approach and provides rationale. Identifies
risks of readmission and poses measures to prevent readmission
to the hospital.
(8 points)
Discusses minimal list of special or age-related needs. Barely
addresses teaching methods/approach and rationale. Identifies
risks of readmission but does not address measures to prevent
readmission to the hospital.
(7 points)
Barely address special or age related needs.
Does not address teaching methods/approach and rationale.
Fails to identify risks of readmission and does not address
measures to prevent readmission to the hospital.
(0-6 points)
Cognitive issues
(12) points
Provides an accurate assessment of Mr. Yoder’s cognitive
ability and utilizes and explains an appropriate geriatric
assessment tool. Provides rationale.
(11-12 points)
Provides an accurate assessment of Mr. Yoder’s cognitive
ability and utilizes but does not explain an appropriate geriatric
assessment tool used. Provides rationale.
(10 points)
Provides an accurate assessment of Mr. Yoder’s cognitive
ability but fails to utilize or explain an appropriate geriatric

6. assessment tool which could be used. No rationale provided.
(9 points)
Barely addresses an assessment of Mr. Yoder’s cognitive ability
and does not utilize or explain an appropriate geriatric
assessment tool which could be used. No rationale provided.
(0-8 points)
Physical barriers
(10) points
Describes physical barriers that may impede Mr. Yoder’s
continuity of care. Offers suggestions to remedy. Provides
rationale.
(9-10 points)
Describes physical barriers that may impede Mr. Yoder’s
continuity of care. Offers suggestions to remedy. Does not
provide rationale.
(8 points)
Provides minimal description of physical barriers that may
impede Mr. Yoder’s continuity of care. Fails to offer
suggestions to remedy. Does not provide rationale.
(7 points)
Barely address physical barriers that may impede Mr. Yoder’s
continuity of care. Does not offer any suggestions to remedy.
(0-6 points)
Medications
(12) points
Describes pertinent teaching needs for Mr. Yoder and offers a
description of teaching techniques/approach used. Rationale
provided.
(11-12 points)
Describes partial pertinent teaching needs for Mr. Yoder and
offers a description of teaching techniques/approach used.
Rationale provided.
(10 points)
Describes minimal pertinent teaching needs for Mr. Yoder and
does not offer any examples of teaching techniques/approach
used. Does not provide rationale.

7. (9 points)
Barely addresses pertinent teaching needs for Mr. Yoder and
does not offer a description of teaching techniques/approach
used.
(0-8 points)
Nutrition
(12) points
Describes measures needed to ensure Mr. Yoder follows his
prescribed diet. Troubleshoots potential barriers that may
prevent Mr. Yoder from accessing or complying with his
prescribed diet. Offers teaching technique/approach to problem
and provides rationale.
(11-12 points)
Describes partial measures needed to ensure Mr. Yoder follows
his prescribed diet. Troubleshoots potential barriers that may
prevent Mr. Yoder from accessing or complying with his
prescribed diet. Offers teaching technique/approach to problem
and provides rationale
(10 points)
Addresses minimal measures needed to ensure Mr. Yoder
follows his prescribed diet. Does not address potential barriers
that may prevent Mr. Yoder from accessing or complying with
his prescribed diet. Provides teaching technique/approach to
problem but does not provide rationale.
(9 points)
Barely describes measures needed to ensure Mr. Yoder follows
his prescribed diet. Minimizes or fails to address potential
barriers that may prevent Mr. Yoder from accessing or
complying with his prescribed diet. Does not provide teaching
technique/approach to problem and does not provide rationale.
(0-8 points)
Roles and Relationships
(8) points
Discusses how the role and relationships of Mr. Yoder’s family
and friends may help him be more compliant in his own care.
Offers suggestions/approach to any existing concerns with

8. rationale.
(8 points)
Provides partial discussion of how the role and relationships of
Mr. Yoder’s family and friends may help him be more
compliant in his own care. Offers suggestions/approach to any
existing concerns but does not provide rationale.
(7 points)
Minimal discussion of how the role and relationships of Mr.
Yoder’s family and friends may help him be more compliant in
his own care. Does not discuss suggestions/approach to any
existing concerns and does not provide rationale.
(6 points)
Barely discusses or fails to discuss how the role and
relationships of Mr. Yoder’s family and friends may help him
be more compliant in his own care. Does not discuss
suggestions/approach to any existing concerns and does not
provide rationale.
(0-5 points)
Self-concept
(8) points
Provides insight into Mr. Yoder’s perceived self-concept and
his previous non-non-compliant behaviors. Discusses ways to
approach concerns with appropriate resources. Provides
rationale.
(8 points)
Provides partial insight into Mr. Yoder’s perceived self-concept
and his previous non-non-compliant behaviors. Discusses ways
to approach concerns with appropriate resources. Does not
provide rationale.
(7 points)
Provides minimal insight into Mr. Yoder’s perceived self-
concept and his previous non-non-compliant behaviors. Does
not discuss ways to approach concerns with appropriate
resources. Does not provide rationale.
(6 points)
Fails to provide insight into Mr. Yoder’s perceived self-concept

9. and his previous non-non-compliant behaviors. Does not discuss
ways to approach concerns with appropriate resources. Does not
provide rationale
(0-5 points)
Wound care
(12) points
Provides complete teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 3 or more. Provides rationale.
(11-12 points)
Provides partial teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 3 or more and provides rationale.
(10 points)
Provides minimal teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 2 or more and provides rationale.
(9 points)
Fails to provide teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Does not provide teaching points.
(0-8 points)
Resources/ Referrals needed
(10) points
Provides reasonable and accurate resources/ referrals for Mr.
Yoder’s discharge to home and follow up needed. Explains
choice of referrals and provides rationale.
(9-10 points)
Provides partial list of resources/ referrals for Mr. Yoder’s
discharge to home and follow up needed. Explains choice of
referrals and provides rationale.
(8 points)
Minimally addresses resources/ referrals for Mr. Yoder’s
discharge to home and follow up needed. Explains choice of
referrals and but does not provide rationale.

10. (7 points)
Does not provide reasonable and accurate resources/ referrals.
No rationale provided.
(0-6 points)
Clarity and accuracy of writing
(6) points
No grammar, spelling, or syntax errors. Writes logically in
complete sentences.
(6 points)
No more than 2 errors of any type.
(5 points)
2-3 errors of any type.
(4 points)
3 or more errors of any type.
(0-3 points)
Total Points Possible = 100 points
NR305 Discharge Teaching Plan Guidelines.docx Revised
3/15/15 vh
1
Chamberlain College of Nursing NR305 Health Assessment
Discharge Teaching Plan Form
Your Name: Date:
Your Instructor’s Name:
Purpose: The focus of this assignment is identifying patient’s
needs and analysis and synthesis of details within the written
client record and planning an appropriate discharge plan with

11. necessary patient teaching of the disease process.
Points: This assignment is worth a total of 100 points.
Directions: Please refer to the Discharge Teaching Plan
Guidelines found in Doc Sharing for details about how to
complete this form. Remember there is a 6 page maximum limit
on this assignment.
Type your answers on this form. Click “Save as” and save the
file with the assignment name and your last name, e.g.,
“NR305_Discharge_Teaching_ Plan_Form_Smith” When you
are finished, submit the form to the Teaching Plan Dropbox by
the deadline indicated in your guidelines. Post questions in the
Q & A Forum or contact your instructor if you have questions
about this assignment.
Look at the EXAMPLE in the first assessment area. This is NOT
an all-inclusive response and you will need to add your
responses as well. Please be sure to review your guidelines.
Assessment area
Need(s) identified.
Teaching technique or approach to problem identified.
Describe content.
Rationale for choosing this technique/approach.
Example:
Special/ age related needs
These are some ideas, there may be others that you identify.
· Age, lives alone, is non-compliant with diet.
· Expected aging changes such as decreased hearing, visual
difficulties.
· Red appears to not understand his glucose numbers and how
that relates to his diet and insulin administration.
· Home health nurse to assist Red and family in proper insulin
management and administration
Ideas for teaching methods/approach based on the scenario and
problems noted. You may have identified others.

12. · Teach importance of diet and insulin management to Red and
family and how to better manage his diabetes.
· Use videos, audio and teach back methods. It may even be
helpful to assure proper reading of the glucometer and
administration of the insulin by Red or his family.
Provide a brief rationale on why you chose these particular
technique/approaches.
For example, Red may have poor eyesight due to the diabetes
and needs audio and demonstration with return demonstration.
He may not be able to see the lines on the insulin syringe.
Cognitive issues
Physical barriers
Medications
Nutrition
Roles and Relationships
Self-concept
Wound care

13. Resources/ referrals needed
NR305_Discharge_Teaching_Plan_Form
3/23/15 vh
2
Chamberlain College of Nursing NR 305 Health
Assessment
Discharge Teaching Plan Case Study
Week 2: Sherman “Red” Yoder
Directions
This case study provides information you will need to know to
complete the Discharge Teaching Plan Assignment. Please see
the guidelines in Doc Sharing for more details and grading
rubrics for this assignment. After you read the case study,
obtain the Discharge Teaching Plan form from Doc Sharing and
document your teaching plan for Mr. Yoder.
Case Study
Continuing our story of Mr. Red Yoder, our elderly diabetic
patient:
Two weeks later, Red misses his Monday morning coffee at the
local VFW. He has also missed church for the past four
Sundays. He usually has a few whiskey sours a day and needs to
take something for sleep (Benadryl). Jon (Red’s son) gets
“irritated with me over my beer and whiskey habits and yells
pretty loud” at times. His friends “worry about him.” “I know
it’s only 20 miles to the VFW, but I just haven’t felt like eating

14. the last couple of days; maybe I’ve got the flu that’s going
around.”
Red does not like to cook and usually picks up whatever is
convenient, such as cake and donuts and some fast food. He also
loves bacon! The home health nurse wanted to make sure he
didn’t get an infection in that toe and now she is back to change
the bandage. Red relates to the home health nurse “I’m not sure
if I should take my insulin because I’m not eating, but my blood
sugar was 203 when I poked my finger this morning. How can
my sugar be that high when I’m not eating much? I just took off
my sock to check on my sore and my whole foot is red and big.
I haven’t looked at it for a few days; it was just a little pink the
last time I checked it. I should have paid closer attention to
those pills I was supposed to take, that antibiotic. “
Red requires admission to the hospital for sepsis of the wound.
Admission notes:
Today’s Date: [assume it is today]Brief Description of Client:
Name: Sherman “Red” Yoder
Gender: Male Age: 80 Race: Caucasian
Weight: 109 kg (240 pounds)
Height: 183cm (72 inches)
Religion: Protestant
Major Support: Jon (son) Phone: 869-555-3452
Allergies: no known allergies
Immunizations: Influenza last fall; tetanus 4 years ago
Attending Physician/Team: Dr. Frank Baker
Past Medical History: Diabetes Type 2 diagnosed June 2 (last
year).History of Present illness:
Patient developed an ulcer on his big toe that was treated at
home for 2 weeks. Son brought patient to ER 6 days ago and
patient was treated for sepsis with IV antibiotics.Social History:
Widower; son (Jon) lives nearbyPrimary Medical Diagnosis:
SepsisSurgeries/Procedures & Dates:
L4-5 laminectomy – 25 years ago;
Transurethral resection of the prostate – 6 years agoNursing
Diagnoses:

15. · Impaired Walking;
· Impaired Skin Integrity;
· Ineffective Health Maintenance;
· Ineffective Self Health Management
One week later, Red is being discharged home with home health
for wound care. Please prepare a discharge teaching plan for
Mr. Yoder and his care takers.
NR305 Discharge Teaching Plan Case Study.docx Revised
12/5/2014 jm
1