On this page sits a full NUR 325 Module 6 health promotion teaching tool on child car seat and booster use, containing the tool's full text, an audience assessment, the evidence, plain-language design choices, an evaluation plan and references. Searches like "nur 325 module 6 assignment", "nur325 module 6 health promotion teaching tool" and "nur 325 module 6 example" land here.
The NUR 325 Module 6 example, in full
Which Seat Is Next? A Car Seat and Booster Teaching Tool for Parents at a WIC Office and Its Design Rationale
[Student Name]
Southern New Hampshire University
NUR 325: Patient Assessment and Health Literacy
Module Six Health Promotion Teaching Tool
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Which Seat Is Next? A Car Seat and Booster Teaching Tool for Parents at a WIC Office and Its Design Rationale
The Audience
The tool was designed for parents and caregivers of children from birth to age 12 who visit a composite Women, Infants, and Children nutrition office in a mid-sized city. During a two-week informal survey, the office's public health nurse asked 40 parents in the waiting room about their children's car seats. Nineteen had moved a child to the next stage based on age or the child's complaints rather than the seat's height and weight limits, 12 had a child under age 8 riding with an adult seat belt alone, and several said the instruction manual for their seat was confusing or missing. Many parents were young, several were caring for children of different ages, and English was a second language for about a third.
Those findings defined the task. The tool had to answer one question clearly, which seat each child needs now and when to move to the next, using few words, strong pictures and simple checks a parent could do in the parking lot.
Why This Topic
Motor vehicle crashes are a leading cause of death for children in the United States, and correctly used car seats and booster seats greatly reduce the risk of death and serious injury. Pediatric guidance recommends that infants and toddlers ride rear-facing as long as possible, until they reach the highest weight or height allowed by their seat; that children then ride forward-facing with a harness until they outgrow it; that they use a belt-positioning booster until the adult seat belt fits properly, which is often not until about 4 feet 9 inches tall and between 8 and 12 years of age; and that children younger than 13 ride in the back seat (Durbin et al., 2018).
Correct use is as important as choosing the right stage. National observation data have shown that misuse of car seats and boosters is common, including loose harnesses, incorrect installation and children moved to the next stage too early (Greenwell, 2015). A teaching tool that helps parents decide when a child is ready for the next stage, and check that the seat fits, addresses two of the most frequent problems.
The Teaching Tool: Full Text
The tool is a single laminated page, printed in English and Spanish, arranged as four steps climbing a staircase from left to right. Each step shows a photograph of a child in the correct seat. The English text reads as follows.
Keep your child on each step as long as the seat allows.
Moving up too soon is less safe. Check the labels on the side of the seat for the height and weight limits.
Step 1: Rear-facing seat
For babies and toddlers. Stay rear-facing until your child reaches the top height or weight on the seat label. Bent legs are okay.
Step 2: Forward-facing seat with harness
Use the harness until your child reaches the top limit on the label. Pinch test: you should not be able to pinch extra strap at the shoulder.
Step 3: Booster seat
Use a booster until the seat belt fits without it. Most children need a booster until age 8 to 12.
Step 4: Seat belt only, when all five are true
Back against the seat. Knees bend at the edge of the seat. Lap belt low on the hips, not the belly. Shoulder belt across the chest, not the neck. Can sit like this the whole ride.
Always: children under 13 ride in the back seat. Free car seat checks: ask the WIC nurse for dates and places.
Design Decisions
The staircase layout makes the sequence visible at a glance, so a parent can find each child's step without reading the whole page. The rule at the top addresses the most common mistake in the survey, moving children up too early, and the tool avoids fixed ages except where a range is helpful, because seats differ and many parents had used age as the only guide. Sentences are short, and the English text reads at about a fifth grade level. The Spanish text was translated professionally and checked by two bilingual parents at the office.
The draft was rated with the Patient Education Materials Assessment Tool, which measures how easily readers can understand printed material and identify what to do (Shoemaker et al., 2014). The first version scored well for understandability but lower for actionability, because it said to use the right seat without explaining how to tell when a seat was outgrown. Adding the label check, the pinch test and the five-point belt fit test turned general advice into actions a parent can perform in under a minute. Photographs show real children in correctly adjusted seats rather than cartoons, because parents said they wanted to see what correct looks like.
Delivering and Evaluating the Tool
The nurse will give the tool to parents during their WIC appointment and spend two to three minutes finding each child's step together. Parents will be asked to point to their child's current step and to explain what they will check before moving to the next one. Parents who report a child under age 8 riding without a booster, or who are unsure how their seat is installed, will be offered a referral to a free inspection by a certified child passenger safety technician.
Evaluation will use three measures. First, the proportion of parents who can correctly identify their child's step and one fit check at the end of the visit. Second, at the next WIC appointment about three months later, the proportion of children under 8 whose parents report using a booster or harnessed seat, compared with the baseline survey. Third, the number of parents who attend a car seat inspection after referral. If understanding is high but behavior does not change, the nurse will ask parents about barriers such as the cost of boosters, and the office can connect families with local seat distribution programs.
Conclusion
Child passenger safety depends on both the right seat for each stage and correct use, and many parents in this WIC office were moving children up too early or relying on age alone. The teaching tool answers a single practical question with a picture-led staircase, a simple rule and fit checks that parents can perform themselves. Testing the draft for actionability strengthened it, and a short evaluation plan will show whether the tool changes how children ride.
References
Durbin, D. R., Hoffman, B. D., & Council on Injury, Violence, and Poison Prevention. (2018). Child passenger safety. Pediatrics, 142(5), Article e20182460. https://doi.org/10.1542/peds.2018-2460
Greenwell, N. K. (2015). Results of the National Child Restraint Use Special Study (Report No. DOT HS 812 142). National Highway Traffic Safety Administration.
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 NUR 325 Module 6 example is structured
The paper is organized around the tool rather than the topic. It begins with the audience, because a teaching tool must fit the people who will use it. A short evidence section explains why car seat stages and correct use matter and what current pediatric guidance recommends. The complete text of the tool follows exactly as parents would read it, organized as a staircase of four stages. The design section explains each choice, from replacing age cutoffs with fit checks to testing the draft with a validated rating tool. A delivery and evaluation plan closes the paper.
Get NUR 325 Module 6 written to your instructions
Send your NUR 325 Module 6 teaching tool instructions, the rubric, the audience and topic you chose and any required format. You will get the tool and its rationale written to that prompt within 24 to 48 hours, and the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
NUR 325 Module 6 questions, answered
What does the NUR 325 health promotion teaching tool involve?
Some sections ask students to create a teaching tool, such as a handout, brochure or infographic, that promotes health for a specific patient or group, and to explain how it fits the audience's health literacy. The deliverable usually includes both the tool and a rationale. Check your classroom guidelines for format and length.
How do pictures help a patient teaching tool?
Simple, relevant pictures can help readers with limited literacy understand and remember instructions, especially when each picture shows the action the reader should take. Decorative images do not help. Place each picture next to the words it explains and test it with members of the audience.
How can I show that my teaching tool works?
Rate it with a structured checklist such as the PEMAT for understandability and actionability, try it with a few people from the intended audience, and ask them to explain the key steps back. Then plan a follow-up measure tied to the behavior you want, such as correct seat use at a later check.