| Course | NR 222 Health and Wellness |
|---|---|
| Week | 5 |
| Paper type | Health teaching plan |
| Length | About 1,090 words, 3 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 222 Week 5
Teaching Plan: Fifteen Minutes on Daytime Sleep for Nine Overnight Grocery Stockers in a Break Room at 0300
Student Name
College of Nursing, Chamberlain University
NR 222: Health and Wellness
Instructor Name
Month Day, Year
Teaching Plan: Fifteen Minutes on Daytime Sleep for Nine Overnight Grocery Stockers in a Break Room at 0300
The Room and the People in It
The audience is the overnight stocking crew at the grocery store where my brother-in-law, Luis, works: nine people, aged 22 to 58, who work 2200 to 0630 five nights a week. The store manager agreed to give me 15 minutes during their 0300 meal break, in the break room: two tables, a microwave, a vending machine and a television that stays on. Three of the crew speak Spanish as their first language; Luis offered to repeat key points in Spanish. The interruption risk is high. The break is 30 minutes, people are eating, and the night lead may be called to the floor at any moment.
A plan for this room cannot look like a plan for a classroom. There will be no slides, no handouts longer than one side of a card, and no content that needs people to put down their food.
Readiness, Stated Honestly
I asked Luis and two coworkers beforehand what the crew thinks about sleep. The answers were that everyone is tired, most people sleep five or six hours on work days, several use energy drinks to get through the last two hours of the shift, and the general attitude is "that's the job." Two people have young children at home and sleep in two blocks around school runs. Nobody had asked for teaching about sleep, and some will see a nursing student in the break room as an interruption. Readiness to learn is therefore low for anything that sounds like a lecture and higher for anything that makes the next day easier.
Wickwire et al. (2017) note that nearly one in five employees in industrialized countries works some form of nontraditional shift, and that a substantial percentage develop shift work disorder, with excessive sleepiness, insomnia or both. The crew's descriptions fit that picture, but I will not use the diagnosis in the break room. The teaching is about their daytime sleep, not about a disorder.
One Outcome You Could Witness
By the end of the 15 minutes, each person who chooses to take part will write on a card one change they will make to their daytime sleep this week and hand it to me or keep it. I will count how many cards are written and read the changes (with permission), so the outcome can be seen on the night.
Content as Script and Demonstration
Minute 0 to 2, opening. "I'm not here to tell you to sleep eight hours. I know your schedule. I want to show you three things that make daytime sleep deeper, and then ask you to pick one."
Minute 2 to 6, the dark. I hold up a sleep mask and a roll of aluminum foil. "Your body decides it's daytime by light. Blackout curtains cost money; foil on the window costs three dollars and works tonight. A mask costs five." I pass the mask around.
Minute 6 to 9, the drive home. "The most dangerous part of your day may be the drive at 0645. If you can, wear dark sunglasses on the way home, even on cloudy mornings, so the morning light doesn't wake your brain up before you sleep." I put on a pair of sunglasses.
Minute 9 to 12, the energy drink. I hold up a can. "Caffeine lasts hours. One of these at 0500 can still be in your body at 1000, when you're trying to sleep. If you need one, have it before 0200, not in the last hours of the shift." Luis repeats in Spanish.
Minute 12 to 15, the choice. I hand out cards that say, in English and Spanish, "This week I will..." with three boxes: dark room, sunglasses home, last caffeine by 0200, and a blank line for their own idea. "Pick one. Just one."
Why These Three Messages
The three messages were chosen by three tests: each had to be something the crew could do the same day, cost less than ten dollars, and not require anyone to change their work hours, which they do not control. Light, the drive home and caffeine timing passed all three. Advice about keeping the same sleep schedule on days off, which is often given to shift workers, failed the third test for the two parents on the crew, whose days off belong to their children, so it was left for a later session rather than offered as something they would be unable to do.
The demonstrations were chosen for a noisy room. A roll of foil, a sleep mask, a pair of sunglasses and an energy drink can be seen from across two tables with the television on, and each one stands for a single action. Holding up the can is also a way of showing that I am not there to judge the drinks; half the room had one on the table. If the teaching had opened by saying energy drinks are bad, I expect the crew would have stopped listening before the second minute.
Evidence It Landed
Seven of the nine crew members filled in a card. Four chose the last caffeine by 0200, two chose the dark room, and one chose sunglasses. The two who did not were called to the floor at minute 8. A week later, Luis will ask the crew at break whether anyone kept the change, and I will record how many say yes, knowing that a self-report in front of coworkers is weak evidence. It is still better than asking at the end of the session whether everyone understood, which would have produced nine polite nods.
What Was Left Out
Several useful topics were left out because 15 minutes at 0300 cannot hold them: naps before a shift, the timing of meals, sleep on days off, and when to see a doctor about sleep. The last one matters for anyone whose sleepiness is dangerous, so the back of each card lists one line: "If you have nodded off while driving, talk to a doctor." A second session, if the manager allows it, would take on naps and days off, because the two parents on the crew said those were the hardest part of their week.
The manager has said yes in principle.
References
Wickwire, E. M., Geiger-Brown, J., Scharf, S. M., & Drake, C. L. (2017). Shift work and shift work sleep disorder: Clinical and organizational perspectives. Chest, 151(5), 1156-1172. https://doi.org/10.1016/j.chest.2016.12.007
The Chamberlain NR 222 Week 5 instructions
For Week 5 you write a teaching plan for a group, which may be delivered for real or planned in detail, depending on your section. Expect to describe the audience, assess learning readiness and barriers, write measurable learning objectives, outline content and teaching methods, set a time frame and plan an evaluation. A short APA paper with scholarly support is typical. The instructions reward objectives that name a behavior someone could see. Content should be what you would actually say and show, not only topic headings. Methods should suit the setting and the audience's literacy and language. The evaluation must test the objective you wrote, not ask whether people enjoyed the session.
How this NR 222 Week 5 example is built
The plan sets the scene first: nine workers aged 22 to 58, a 0300 meal break and a manager's permission. Readiness is judged from three conversations about energy drinks and short sleep, framed by Wickwire et al. (2017). The outcome is a written card naming one change. Content is scripted by minute: an opening line, foil on the window, sunglasses for the drive home, caffeine timing and the card. A section explains why each message had to be usable that day and cost under ten dollars. Results come next, with seven of nine cards and their choices. The last section names topics left out, including when to see a doctor.
Reading the NR 222 Week 5 grading rubric
Teaching plan rubrics typically split points among audience assessment, learning objectives, content, teaching methods, evaluation and APA. Objectives carry heavy weight, and this sample's outcome is a written card that can be counted. Content scores best when it is written as speech and demonstration, which is why each minute has its script. Methods are graded on fit, so objects visible across a noisy room replace slides. Evaluation must test the objective; counting cards does that, and the check-in a week later adds follow-up. Readiness backed by a source, here a shift work review, supports the assessment row. Timings that add up to exactly 15 minutes protect the realism criteria.
NR 222 Week 5 help from the desk
The costliest flaw is an objective nobody can observe, such as the audience will understand sleep hygiene. Another is a topic list where the script should be. Evaluating with a satisfaction survey misses what the plan claimed to achieve. Audiences defined as everyone, timings that add up to more than the session allows and handouts written above the readers' level all cost points. Choose methods because they suit the outcome and room, not because they sound engaging. If you cannot teach the session in person, describe the setting as though you will. Share your audience and time limit, and an NR 222 teaching plan can be scripted for that room.
Get a NR 222 Week 5 example written to your instructions
Send the prompt or rubric from your classroom and a custom example is written to it and returned inside 24-48h, free the first time. If your section requires a particular teaching plan template, a set time limit, or the visual aid submitted alongside the paper, say so and the example is built to those constraints from the beginning.
More NR 222 papers and pre-licensure samples
- NR 222 Week 1: What Is Health? Discussion Post
- NR 222 Week 2: Wellness Self-Assessment
- NR 222 Week 3: Family Assessment Paper
- NR 222 Week 4: Cultural Assessment Paper
- NR 222 Week 6: Community Resource Brief
- NR 222 Week 7: Health Promotion Project
- NR 222 Week 8: Reflection
- NR 224 Week 5: Safety Scenario Response
- NR 103 Week 5: Nurse Interview Write-Up
- NR 226 Week 5: Concept Map
- NR 452 Week 5: Change Proposal
NR 222 Week 5 questions, answered
Do I have to teach the session for real?
That depends on your section, and both versions exist. Some ask only for the written plan, others want it delivered with a written account of what happened in the room. Write the plan as though it will be delivered either way, because the details that make delivery possible, the timings and the materials and the room, are the same details the rubric is looking for.
How specific does the audience need to be?
Specific enough to change your choices. Adults is not an audience. Nine parents at an evening session in a school hall, most of whom drove there after work, is an audience, and it already tells you the session cannot run long, the handout has to travel home, and anything requiring a laptop is a bad idea. Specificity is what makes the rest of the plan writable.
Which teaching method scores best?
The one your outcome requires. If the outcome is that somebody performs a technique, the session has to include them performing it, and no amount of explanation substitutes. If the outcome is a decision, discussion and a worked case do more than a demonstration would. Graders reward the sentence connecting method to outcome, so make sure that sentence exists somewhere visible.
Where can I find a free NR 222 Week 5 sample paper?
This page holds the full Week 5 teaching plan for nine overnight stockers, with the minute-by-minute script, the choice cards and the results, ready to read online.
What outcome does the NR 222 Week 5 teaching plan measure?
Each participant writes one daytime sleep change on a card, and the plan counts the cards; seven of nine crew members filled one in, most choosing last caffeine by 0200.