NU432 Unit 5 self-management teaching plan example

Reviewed by Elspeth Marlowe, MSN, RN Primary Care in the Ambulatory Setting Purdue University Global Free custom sample in 24 to 48h

This page holds a complete NU432 Unit 5 self-management teaching plan example in true form. A composite 59-year-old line cook learned he has type 2 diabetes on a Monday and works a double on Friday, when no one from the practice will be near his station; the plan writes for that Friday, with three skills he can do alone, a handout scored for actionability, and teach-back at every step. Most sections set this unit as a self-management teaching plan.

What this page holds

Built on the ADCES7 self-care behaviors and scored with AHRQ's PEMAT, the NU432 Unit 5 teaching plan gives one newly diagnosed composite patient three skills to perform unsupervised. Searches like "nu 432 unit 5 assignment example", "nu432 unit 5 sample" and "nu432 unit 5 example" land here.

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Writing for Friday: A Diabetes Self-Management Teaching Plan for a Line Cook Working a Double

[Student Name]

Purdue University Global

NU432: Primary Care in the Ambulatory Setting

Unit 5 Assignment

[Instructor Name]

[Date]

Composite patient written as a model document. Glucose thresholds are set by the clinician and shown in brackets.

What this part is doingThe title names the day the plan is written for. A reader knows from it that the teaching is built around his work, not the clinic's schedule.
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Learner Assessment

Single Item Literacy Screener: answered "sometimes" to needing help reading written instructions, a positive screen for possible limited reading ability (Morris et al., 2006).

Reading glasses left at home.

Speaks Spanish with his mother and English at work; prefers English materials with pictures.

Stated priority: "I need to keep this job."

Schedule: skips breakfast; eats a staff meal before evening service.

Objectives, Each Observable

1. Check a fingerstick glucose before his shift and record it on a card. Content: meter use, recording. Method: demonstration and return demonstration. Time: 15 minutes. Teach-back: "Show me how you'll check before service on Friday."

2. Sort any reading into in range, call today or call now, using thresholds the clinician set: [in range], [call today], [call now]. Content: the three zones on a color card. Method: practice with sample numbers. Time: 10 minutes. Teach-back: "If you see this number, what do you do?"

3. Pack a shift meal using a plate method card. Content: half vegetables, a quarter protein, a quarter starch. Method: sorting pictures of kitchen foods he cooks. Time: 15 minutes. Teach-back: "What would you put on your plate before a double?"

Why Three Sessions, Not One

Because the literacy screen was positive, content is split into three short sessions across the week, each ending in teach-back before the next begins. The glucose check is timed to the break before service rather than to breakfast, because breakfast is a meal he does not eat.

Framework

The ADCES7 self-care behaviors are healthy coping, healthy eating, being active, taking medication, monitoring, reducing risks and problem solving (Association of Diabetes Care and Education Specialists & Kolb, 2021). This plan covers monitoring, healthy eating and problem solving now and names the other four for later visits, keeping a first teaching encounter within what a person can absorb.

What this part is doingEach objective is an observable behavior with its own teach-back question. The framework is used to decide what to leave for later, not only what to teach.
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The Handout

The one-page handout was scored with the Patient Education Materials Assessment Tool for print materials: understandability 85 percent and actionability 80 percent (Shoemaker et al., 2014). The first draft failed two actionability items: it did not break the glucose check into explicit steps, and it had no visual aid for the zones. The redraft numbered the steps and added the color card.

Evaluation

Success at one week: three recorded pre-shift readings on the card, correct zone sorting on teach-back, and a packed meal described at the follow-up call.

What this part is doingEvaluation criteria are stated as things the RN can observe or hear at one week. They match the three objectives one to one.
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References

Association of Diabetes Care and Education Specialists, & Kolb, L. (2021). An effective model of diabetes care and education: The ADCES7 self-care behaviors. The Science of Diabetes Self-Management and Care, 47(1), 30-53. https://doi.org/10.1177/0145721720978154

Morris, N. S., MacLean, C. D., Chew, L. D., & Littenberg, B. (2006). The Single Item Literacy Screener: Evaluation of a brief instrument to identify limited reading ability. BMC Family Practice, 7, 21. https://doi.org/10.1186/1471-2296-7-21

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). Development of the Patient Education Materials Assessment Tool (PEMAT): A new measure of understandability and actionability for print and audiovisual patient information. Patient Education and Counseling, 96(3), 395-403. https://doi.org/10.1016/j.pec.2014.05.027

How this NU432 Unit 5 example is structured

Assessment decides everything downstream, so the plan earns its objectives from what the learner section found. Because the literacy screen flags a risk, content is chunked into three short sessions rather than one long one, and each session ends with teach-back before the next begins. The ADCES7 behaviors organize the rationale; the plan addresses monitoring, healthy eating and problem solving now and names the other four for later visits, which keeps a first teaching encounter within what a person can absorb. His work schedule shapes the objectives themselves: the glucose check is timed to the break before service rather than to breakfast, which he skips. The handout section explains the PEMAT scoring item by item, including the two actionability items it failed first time and how the redraft fixed them. Evaluation criteria close the plan.

Get an NU432 Unit 5 example written to your instructions

Name the condition, the patient details your scenario supplies and any handout layout required, and the Unit 5 plan is modeled on them, objectives written as behaviors and teach-back scripted. It arrives in 24-48h; the first is free. Handout scoring with PEMAT appears when the rubric asks for material evaluation. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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NU432 Unit 5 questions, answered

What is PEMAT and does the plan need it?

The Patient Education Materials Assessment Tool, from AHRQ, scores printed or audiovisual material for understandability and actionability, and 70 percent is a common threshold. Not every section requires it, but a named tool is a stronger way to evaluate a handout than calling it clear. The sample reports scores for both drafts so the revision is visible.

Should the plan cover every part of diabetes self-management?

Rarely in one encounter. Plans that try to teach monitoring, medication, foot care, activity, eating, sick days and coping at once overload the learner and are hard to evaluate. Choosing two or three behaviors, saying why, and scheduling the rest is usually read as better judgment. Your prompt may set the scope; if it does, follow it exactly.

Can the teaching plan include medication instructions?

It can include what the prescriber ordered and how to take it, since reinforcing a prescribed regimen is RN teaching. It should not choose or change the drug. The sample keeps the regimen in brackets and focuses on monitoring and meals, because those were the skills this composite patient had to perform alone first.