Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell, MSN, MBA/HCM, RN

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


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


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.


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


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.


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.


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.


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


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.


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


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.


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


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.


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


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.


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


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


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


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


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.


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


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.


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


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.


Individuals can often take steps to preserve or improve their own health. A

widespread failure to adopt healthy behaviors can significantly erode public


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


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


Health care expenditures in the United States are out of control and

continue to grow at alarming rates. Because private industry bares a significant


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


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.


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.


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).


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.


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


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.


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.


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


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


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


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


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


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


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.


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


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


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.


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


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.


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


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).


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



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)



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


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


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


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


Defined

Symptoms


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


Heart Failure

Defined

Symptoms

Other Names for Heart Failure

Left-sided heart failure

Right-sided heart failure


Heart Failure Causes

Most common

Coronary Heart Disease


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


Cancer Prevention

Stay Healthy

Risk Factors

Tobacco-Related Cancers

Types

Statistics

Skin Cancer

Defined

Prevention and Early Detection



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.


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)


Defined

Symptoms

Diabetes

Complications

Statistics


Cost of Diabetes

Reduce Your Risk

Stress Management

Stress Defined

Causes of Stress

Symptoms


Causes of Workplace Stress

Managing Stress: Adjust Your Attitude

Nutrition

The Food Guide Pyramid

Recommendations

Visit www.mypyramid.gov


Nutrition

Benefits of Fruits and Vegetables

Smart Fast Food Choices


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.


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.


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.


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.


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.


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.


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.


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