Community Teaching Plan Proposal

CommunityTeaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1.

Bioterrorism/Disaster

2

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Environmental Issues

3.

Primary Prevention/Health Promotion

4.

Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:	Location of Teaching:
Supplies, Material, Equipment Needed:	Estimated Cost:
Community and Target Aggregate:
Topic:

Identification of Focus for Community Teaching (Topic Selection):

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Learning Theory to Be Utilized: Explain how the theory will be applied.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)

Content
(be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….

Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

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Creativity: How was creativity applied in the teaching methods/strategies?

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

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Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

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Runninghead: NUTRITION TEACHING 1

NUTRITION TEACHING 9

Assessment of Learning Needs and Characteristics of Learners

a) Age: between 20- 65 years’ old

b)

Developmental Level

i) Intimacy Vs Isolation: 18-40 years

ii) Generativity vs Stagnation: 40- 65 years’ old

c) Gender: Mixed

d) Marital Status: Mixed

e) Socioeconomic Background: Mostly lower middle class with few upper lower class

i) Therefore, interventions for food choices will be focused on the affordability to the audience/population.

f) Cultural Background; Blacks/African Americans, Ghanaians.

g) Educational Levels: High School Graduates to College Graduates

h) Health Risks

i) Some learners have a family history of heart diseases such as HTN, DM.

ii) Risk for obesity, HTN and diabetes due to ethnic background. AHA reports higher rates in African Americans (AHA, 2018)

i) Healthy Perception/Beliefs/Practices

i) Learners believe nutrition and health are associated

ii) Learners believe eating right is an important part of living a healthier and longer life

iii) Learners are worried about not consuming healthier foods

iv) Learners are worried most that their food options are filled with salt, sugar and oil

j) English Proficiency Level: Fluent in English and ethnic dialect

k) Knowledge of Topic: According to liaison, learners have general knowledge about nutrition but have difficulty understanding selecting healthy food choices from the various options in the market.

l) Past Experience: According to liaison, some learners have experienced DM, HTN, obesity or have a family member or an acquaintance who has. Some have been educated on the topic in the past.

m) Willingness to Learn/Motivation

i) According to liaison, learners are committed to staying healthy and free from preventable diseases for the sake of their families; and are willing to learn.

2) Learning Theories

a) Cognitive Learning Theory- Gestalt Perspective

i) Emphasizes the importance of perception in learning

ii) A principle assumption is that each person perceives, interprets, and responds to any situation in his or her own way. (Bastable, 2013)

iii) For individuals to learn they must change their perceptions and thought and form new understanding and insights.

iv) The individual directs the learning process by organizing information based on what is already known, and then reorganizing the information into a new understanding.

v) Learners must think about and learn about or act on the information.

vi) This theory will guide the planning and implementation of our project because it explains the importance of changing perceptions in order to promote action. We will change perceptions by introducing new knowledge and reinforcing what is already known.

vii) We believe everyone has different perceptions of nutrition and health risks. This theory will encourage us to assess what is already known, obtain their baseline knowledge, and help the audience form new insights through our lecture discussion.

viii) The learning theory will also encourage us to provide an opportunity to ‘act on the information’ which is a return demonstration.

ix) Our goal is to improve the learner’s knowledge of nutrition by distinguishing healthy options and unhealthy options and learning to read nutrition facts on food labels to improve overall health and well-being.

3) Statement of Learning Objectives

a. After the presentation, 60 percent of the participants will be able to identify the appropriate proportion of fruits and vegetables on a plate according to MyPlate.

b. After the presentation, 70 percent of the participant will be able to identify at least two salt substitutes that can be used when flavoring food.

c. After the presentation, 70 percent of the participants will be able to identify three healthy food options from 5 food samples provided.

d. After the presentation, 70 percent of the participants will be able to identify the difference between portion size and serving.

e. After our presentation, 80 percent of the participants will be able to identify a whole grain, high fiber food from samples that will be provided.

4) Develop a Content Outline for the Selected Topic

a) Pretest will be given to determine the learners’ baseline level of knowledge.

1.

According to MyPlate, what proportion of your plate should be fruits and vegetables? (select one)

a) 5% b) 15% c) 25% d)50%

2.

What are two ingredients that can be can be used as salt substitutes to flavor food? (open answer)

3.

Which of the following are the “healthier” food options? (select one per letter)

a) baked potato or French fries

b) soda or water

c) skinless chicken breast or chicken breast with skin

d) canned fruit or raw fruit

4.

Match the word with the appropriate definition.

portion size: _____

serving size: _____

a. a measured amount of food or drink, such as one slice of bread or one cup (eight ounces) of milk

b. the amount of food that you choose to eat for a meal or snack. It can be big or small, you decide

5. Which of the following foods are a good source of fiber? (select all that apply)

a) whole wheat bread b) soda c) brown rice d) apple pie e) oatmeal

b) Introduction to nutrition and eating healthy lifestyle

i) Why eat healthy?

(1) Helps maintain a healthy weight

(2) Helps maintain a healthy cholesterol level

(3) Helps maintain a normal blood glucose and sugar levels

(4) Helps maintain a normal blood pressure

(5) Helps live longer and a healthier life

c) Focus on what audience can afford to change

i) Consuming the right amount (portion) of healthy foods

ii) Choosing correct food combinations

iii) Adopting better dietary habit (healthy choices)

iv) Avoiding poor food (unhealthy choices)

v) Decreasing portion sizes

vi) Alternative seasonings

d) Limitation of portion sizes

i) Explain the meaning of portion size to the audience; what is a portion size?

ii) Give example of how people confuse portion size with serving size

a) portion: the amount of food that you choose to eat for a meal or snack. It can be big or small, you decide. (NIH, 2018)

b) serving size: a measured amount of food or drink, such as one slice of bread or one cup (eight ounces) of milk. (NIH, 2018)

iii) One portion of bagels is equal to 2 servings

iv) Introduce MyPlate: Food Groups, serving size examples (serving size chart), and daily goals

a) MyPlate is the current nutrition guide published by the USDA Center for Nutrition Policy and Promotion, a food circle depicting a place setting with a plate and glass divided into five food groups. It replaced the USDA’s MyPyramid guide on June 2, 2011, ending 19 years of USDA food pyramid diagrams. (MyPlate.Gov)

e) Healthy Options (Eat More)/Unhealthy Options (Eat Less) with picture explanations

i) Fruits and veggies

ii) Whole grains and high fiber foods

iii) Lean meats and oily fish

iv) Little or no salts: up to 2300 mg per day (CDC)

v) Reducing added sugars: 36g for men and 25g for women (AHA)

f) Making simple changes in your food choices and preparation

i) Replacing solid fats with liquid vegetable oils

ii) Grill, bake or broil fish, meat and poultry

iii) Choosing whole fruits and vegetables in place of juice

iv) Removing skin from poultry before eating

v) Baked potato instead of French fries

vi) 1 slice of pizza instead of 3

vii) Whole wheat bread instead of white/enriched bread

viii) replace rice with more vegetables

ix) limit soda; add more water

x) flavor water with fruit

xi) bake instead of fry

xii) Low fat and fat free dairy instead of whole milk

xiii) Raw fruit instead of canned/cupped fruit

xiv) Season with pepper, parsley, or thyme in place of salt

xv) Compare bread products when shopping to find lower sodium options

g) Reading Food labels

i) Picture of nutritional label with Nutritional Facts

ii) Use food labels to help make good choices.

iii) Check serving sizes

iv) Limit calories, excess fats, sodium, sugar

v) Aim for fiber, calcium, iron, vitamin A, and Vitamin C (10% or more)

h) Be Active: physical activity and nutrition go hand in hand; CDC recommends:

2 hours and 30 minutes (150 minutes) of

moderate-intensity aerobic activity

(i.e., brisk walking) every week

i. Park far from the store

ii. Walk the dog/kids

iii. Take the stairs

iv. Stretch

v. Specific disease? follow your doctors recommended diet. this is general healthy diet advice

5) Teaching Strategies

a) Lecture discussion: enhanced with PowerPoint slides, diagrams, pictures, videos

b) Demonstration/guided practice; Enhance with models, and real examples

i) Identifying nutritional labels using actual food labels

ii) Giving opportunities for teach back demonstrations

c) Professionalism

i) Maintain direct eye contact

ii) Be approachable

iii) Dress appropriately

6) Evaluation Plan

a) Pre/Post Test Quiz

1.

Assess knowledge before and after the teaching to evaluate learning growth

2.

Goal will be considered met if the percentage of the audience respond appropriately to each objective/evaluation criteria.

3.

Unmet goals will be revisited and revised until audience understands what

4.

contributes to healthy food choices.

b)

Giving opportunities for return demonstrations

1.

Provide real food labels and ask for teach back/recall after demonstration

2.

Audience will identify food label content such as sodium, sugar, fat, and carbohydrates.

3.

Provide various food options through photos and ask audience which is the healthier.

References

Added Sugars. (n.d.). Retrieved October 31, 2018, from

http://www.heart.org/en/healthy-living/healthy-eating/eat-smart/sugar/added-sugars

Bastable, S. B. (2013). Nurse as Educator: Principles of Teaching and Learning for Nursing

Practice (4th ed.). Jones and Bartlett.

CDC – Salt – Sodium Infographics – DHDSP. (n.d.). Retrieved October 31, 2018, from

https://www.cdc.gov/salt/sodium_infographics.htm

High Blood Pressure and African Americans. (n.d.). Retrieved November 2, 2018, from

http://www.heart.org/en/health-topics/high-blood-pressure/why-high-blood-pressure-is-a-silent-killer/high-blood-pressure-and-african-americans

Physical Activity. (2018, August 13). Retrieved November 2, 2018, from

https://www.cdc.gov/physicalactivity/basics/adults/index.htm

Serving Sizes and Portions, Eat Right. (n.d.). Retrieved October 31, 2018, from

https://www.nhlbi.nih.gov/health/educational/wecan/eat-right/distortion.htm

What is MyPlate? (2018, July 19). Retrieved October 31, 2018, from

https://www.choosemyplate.gov/MyPlate