| Course | NUR 330 Professional Nurse Attributes |
|---|---|
| Module | Module 5 |
| Paper type | Group teaching plan with presentation outline |
| Length | About 532 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 330 Module 5
Balance, Eyes, Face, Arms, Speech, Time: A Group Teaching Plan on Recognizing Stroke for Older Adults at a Senior Center
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 330: Professional Nurse Attributes
Instructor Name
Month Day, Year
Balance, Eyes, Face, Arms, Speech, Time: A Group Teaching Plan on Recognizing Stroke for Older Adults at a Senior Center
Learners and Needs
Audience: about 15 adults aged 65 to 90 who attend a weekday lunch program at a senior center in Phoenix. Many have hypertension, diabetes or atrial fibrillation, all risk factors for stroke. The center's coordinator reports that two members had strokes this year and that one waited overnight before calling for help. Stroke treatment is time-dependent, and delays in recognizing symptoms keep many patients from receiving it. Adding balance and eye symptoms to the FAST mnemonic helps identify strokes that FAST alone misses (Aroor et al., 2017).
Learning Objectives
After the 20 minutes, each older adult should be able to:
Cognitive: Name the six BE FAST warning signs of stroke.
Affective: State that they would call 911 rather than wait or drive themselves if they or someone near them showed a warning sign.
Psychomotor: Demonstrate checking a partner's smile, arm drift and speech and making a mock 911 call that states the time symptoms began.
Content
B, balance: sudden loss of balance or coordination. E, eyes: sudden vision loss in one or both eyes. F, face: one side of the face droops. A, arms: one arm drifts down. S, speech: slurred or strange speech. T, time: call 911 right away and note the time symptoms started. Why time matters: treatments that dissolve or remove clots work only within hours. What not to do: do not drive yourself, do not wait to see if it passes, do not take aspirin unless told by a clinician.
Teaching Methods
A short talk with large-print slides, a demonstration by two group members, a partner practice in pairs and a printed card with the BE FAST signs and the center's address for 911 calls. Adults learn best when content is relevant to their lives and they can practice it, so each person will practice on a partner (Bastable, 2019).
Barriers to Learning and Responses
Hearing loss: use a microphone, face the group, reduce background noise. Vision loss: large-print materials in high contrast. Health literacy: plain language, one idea per slide and a teach-back check. Language: three members speak primarily Spanish, so the handout comes in both English and Spanish and one of us will teach in Spanish. Fear or denial: share a short story of a person who recognized symptoms and received treatment in time. Fatigue: keep the session to 20 minutes after lunch.
Evaluation
Cognitive: teach-back, asking each pair to name the six signs. Affective: ask the group what they would do if a friend's speech became slurred at lunch, and listen for "call 911." Psychomotor: observe each pair's check and mock call with a checklist. Teach-back is an evidence-based way to confirm understanding by asking learners to explain in their own words (Agency for Healthcare Research and Quality, 2020).
Presentation to the Class
Our class presentation will follow the same sequence in about 10 minutes: the learners and why the topic matters, the objectives, a two-minute demonstration of the session's partner check, the barriers and responses, and the evaluation plan. We will end by asking classmates to teach back the six signs.
References
Agency for Healthcare Research and Quality. (2020). Use the teach-back method: Tool #5. In AHRQ health literacy universal precautions toolkit (3rd ed.). https://www.ahrq.gov/health-literacy/improve/precautions/tool5.html
Aroor, S., Singh, R., & Goldstein, L. B. (2017). BE-FAST (Balance, Eyes, Face, Arm, Speech, Time): Reducing the proportion of strokes missed using the FAST mnemonic. Stroke, 48(2), 479-481. https://doi.org/10.1161/STROKEAHA.116.015169
Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones & Bartlett Learning.
Reading the NUR 330 Module 5 assignment instructions
The Teaching Plan and Presentation is the largest single assignment in NUR 330, worth 13 points, presented in Module 14. Groups and topics are assigned in Module 12, which covers health literacy and education and includes an ATI video case study on teaching and learning. The syllabus asks groups to develop a teaching plan to provide health education to a group of clients, using evidence-based content, addressing the domains of learning and considering barriers to learning, and then to present the teaching to the class. Use the template your section provides in Canvas. Think about the specific group you are teaching: their ages, health conditions, setting, language and literacy, since the barriers you plan for should belong to that audience.
Inside the NUR 330 Module 5 example
Built as a complete teaching plan, the sample begins with a learner assessment that explains who the audience is, why the topic matters to them and the evidence for the BE FAST mnemonic. It sets one objective in each domain of learning, cognitive, affective and psychomotor, each written so it can be observed. The content section lists what will be taught in plain language. Teaching methods are chosen for older adult learners and include practice. A barriers section pairs each likely barrier with a specific response, including a bilingual card. The evaluation section measures each objective with teach-back, a scenario question and a checklist. A closing section outlines how the group will present the plan to the class.
Where the marks sit in the NUR 330 Module 5 rubric
The Teaching Plan and Presentation is graded on a rubric in Canvas for 13 points. Teaching plans are usually assessed on a clear learner assessment, measurable objectives covering the cognitive, affective and psychomotor domains, accurate evidence-based content, methods suited to the audience, barriers identified with specific strategies, evaluation that matches each objective and an organized, engaging class presentation in which all group members take part. Plans lose points when objectives are not measurable, when one domain is missing, when barriers are generic, when evaluation asks "any questions?" instead of checking learning and when content relies on unsupported sources. Teaching plans that adapt materials for the real audience, such as large print or a second language, show attention to barriers that graders reward.
NUR 330 Module 5 help with common mistakes
Verbs like understand and know describe something no teacher can watch happen. Use verbs such as name, state or demonstrate. Another is listing barriers without saying what you will do about them. Match every objective to an evaluation method; teach-back is a strong choice. Keep content simple and accurate, and cite a current source for it. Plan for the real audience, including language and sensory needs. Rehearse the class presentation and divide speaking roles evenly. Groups can send the desk their topic and audience for help writing an objective in each domain. Time your session so that practice and teach-back fit inside it rather than being cut at the end.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 330 Module 5 questions, answered
Where can I find a free NUR 330 Module 5 sample paper?
This page carries a full NUR 330 Module 5 sample: a group teaching plan on recognizing stroke with BE FAST for older adults, with objectives, barriers and evaluation.
What are the three domains of learning in a teaching plan?
Cognitive (knowledge), affective (attitudes and values) and psychomotor (skills), each with at least one measurable objective.
What does BE FAST stand for?
Balance, Eyes, Face, Arms, Speech and Time, a mnemonic for recognizing stroke warning signs and calling 911 quickly.
How do you evaluate learning in a patient teaching plan?
Use methods matched to each objective, such as teach-back for knowledge, scenario questions for attitudes and return demonstration for skills.
How much is the NUR 330 teaching plan worth?
Thirteen points, more than any other single NUR 330 item, presented in Module 14.