Older Adults Patient Essay and Interview
Write a 500‐750‐word essay on the influence patient education has in health care using the experiences of a patient. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.
Suggested interview questions:
1. Did a patient education representative give you instructions on how to care for yourself after your illness or operation?
2. Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?
3. Who assisted you at home after your illness or operation?
4. Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?
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Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| HLT-306V | HLT-306V-O500 | Older Adults Patient Education Issues Essay and Interview | 150.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% | |||||||
| The student is expected to interview an older adult patient and not only record those responses, but to develop insight into how communication and patient education impact patient outcomes. Further, the student is expected to relate his/her own perceptions of the process and how the process affects his/her professional development. | 80.0% | Assignment not submitted. Or, if submitted, student does not demonstrate an understanding of the concept of how communication and education affect patient perceptions, including the implications for patient outcomes. Does not address the requirements specified in the assignment. | Demonstrates only minimal understanding of how communication and education affect patient perceptions, including the implications for patient outcomes. Only minimally addresses the requirements specified in the assignment. Demonstrates only minimal abilities for developing interviewee responses beyond mere recording of those responses. | Demonstrates understanding of how communication and education affect patient perceptions, with only slight misunderstanding of the implications for patient outcomes. Satisfactorily addresses the requirements specified in the assignment. Provides a basic development of the interviewee’s responses. | Demonstrates acceptable understanding of how communication and education affect patient perceptions, including a clear rationale of the implications for patient outcomes. Satisfactorily addresses the requirements specified in the assignment. Develops a clear presentation of the interviewee’s responses, including their (the student's) own reactions. Utilizes some examples and one academic resource to reinforce their rationale. | Demonstrates thorough knowledge of the concepts involved in patient communication and education as well as a solid rationale for the patient outcomes and implications. Develops a clear, thorough presentation of the interviewee’s responses. Satisfactorily addresses all the requirements specified in the assignment. Develops a thorough self-reaction to the patient's responses and their implications, including how the interview has impacted their own professional development. Incorporates relevant examples and several academic resources to reinforce points made and rationale for them. | ||
| Organization and Effectiveness | 17.0% | |||||||
| Thesis Development and Purpose | 6.0% | Paper lacks any discernible overall purpose or organizing claim | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear | Thesis and/or main claim are apparent and appropriate to purpose | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
| Paragraph Development and Transitions | Paragraph and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | ||
| 3.0% | ||||||||
| Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) | 1.0% | GCU template is not used appropriately or documentation format is rarely followed correctly. | GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | GCU template is used, and formatting is correct, although some minor errors may be present. | GCU template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | 2.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | ||
| Total Weightage | 100% |