Benchmark community teaching plan

Assessment Description

The purpose of this assignment is to plan and develop an outline for your community teaching plan and gain feedback from a community health representative in your local community. The teaching plan developed in this assignment will be used to develop your Community Teaching Presentation due in Topic 5. Complete the following:

  1. Identify the demographic that you would like to give your presentation to and then select a community site where that demographic can be found.
  2. Complete the “Community Teaching Acknowledgement Form,” found in your topic Resources. This form requires a handwritten signature from the appropriate representative selected, allowing permission for you to teach your selected topic at that site.
  3. Complete the “Community Teaching” template resource, found in your topic Resources. This form will help you organize your teaching plan and create an outline for the written assignment due in Topic 5.
  4. Review the plan with the representative that signed the “Community Teaching Acknowledgment Form” and request feedback (strengths and opportunities for improvement). The feedback received will be used to refine the teaching plan in Topic 5.

Please note: For this assignment you will submit two attachments: the “Community Teaching Acknowledgement Form” and the “Community Teaching Plan” proposal. Be sure to review “Submitting Assignments,” found in the topic Resources, for tips on submitting multiple files in one dropbox.

The “Community Teaching Experience Approval” form is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the acknowledgement form should be submitted with the provider’s hand-written signature. A typed, electronic signature will not be accepted.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

options for demographics and community site is located in the community teaching plan form. please see the attached files.

Benchmark community teaching plan-Sample Solution

Community Teaching Plan

Planning and Topic

Directions: Develop a community teaching plan for your selected demographic/community using one of the following four topics:(Community Teaching Plan Sample-Essay)

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. Secondary Prevention/Screenings for a Vulnerable Population.

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church Community
  8. Adult/Childcare center
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Section 1: Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:

45 minutes

Location of Teaching:

Church Community

Supplies, Material, and Equipment Needed:

PowerPoint presentation, handouts, projector, laptop

Estimated Cost:

$50 for handouts printing

Community and Target Aggregate:

Residents of the local church community, particularly those aged 65 and above

Topic:

Secondary Prevention/Screenings for a Vulnerable Population

 

Identification of Focus for Community Teaching:

This teaching plan focuses on educating the target population on the importance of regular health screenings, particularly for those aged 65 and above (Centers for Disease Control and Prevention, 2021). This is important because this age group is at an increased risk of developing chronic illnesses and may benefit from early detection and prevention through regular health screenings.(Community Teaching Plan Sample-Essay)

Community Teaching Plan Sample-Essay

 

Epidemiological Rationale for Topic:

According to the Centers for Disease Control and Prevention (CDC), approximately 80% of older adults have at least one chronic illness, and 68% have two or more. Additionally, the risk of developing chronic conditions such as diabetes, hypertension, and cardiovascular disease increases with age (Centers for Disease Control and Prevention, 2021). Therefore, regular health screenings can help detect these conditions early and prevent or manage their progression.(Community Teaching Plan Sample-Essay)

Section 2: Teaching Plan Criteria

Problem Statement:

Many older adults may not prioritize regular health screenings or understand their importance in preventing or managing chronic illnesses, putting them at risk for poor health outcomes.

Readiness for Learning:

The readiness to learn for the target aggregate can be assessed based on emotional and experiential factors. Emotional readiness can be assessed by determining if the individual is open and receptive to new information. In contrast, experiential readiness can be assessed by evaluating the individual’s prior knowledge and experience with health screenings. Additionally, physical limitations, such as hearing or visual impairments, may impact an individual’s learning readiness.(Community Teaching Plan Sample-Essay)

Goal:

This teaching plan aims to increase the proportion of older adults who receive recommended preventive services, as outlined in HP2030 Objective OA-2.1. The rationale for using this objective is that regular health screenings are a critical preventive service for older adults (Healthy People 2030, 2021). Increasing uptake of these services can improve health outcomes and quality of life.

How Does This HP2030 Objective Relate to Alma Ata’s Health for All Global Initiatives?

The HP2030 objective aligns with the Alma Ata declaration’s goal of achieving health for all through primary health care. Regular health screenings are a critical component of primary health care and are essential for promoting health and preventing illness.(Community Teaching Plan Sample-Essay)

Develop Behavioral Objectives (Including all applicable Domains – cognitive, psychomotor, or affective), Content, and Learning Activities:

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 to be Taught 

(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…

Learning Activities

(label and describe)

Example – Interactive poster presentation of the Food  Pyramid. After explaining 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 the names of foods on the poster and discussing what food group still needs to be eaten throughout the day.

1. Identify at least two recommended health screenings for individuals aged 65 and above (Cognitive Domain) 1. Overview of common chronic illnesses in older adults 1. PowerPoint presentation with detailed information on recommended health screenings
2. Discuss the benefits of regular health screenings for preventing or managing chronic illnesses (Affective Domain) 2. Recommended health screenings for older adults 2. Interactive quiz to test participants’ knowledge
3. 3. Importance of early detection and prevention of chronic illnesses 3. Real-life examples and scenarios to demonstrate the benefits of regular health screenings
4. 4. Benefits of regular health screenings 4. Group discussion on the benefits of regular health screenings
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Creativity:

Creativity will be applied in the learner activities by using interactive and engaging approaches such as PowerPoint presentations, quizzes, real-life scenarios, and group discussions to help learners understand the importance of health screenings and how they can prevent or manage chronic illnesses. By incorporating different learning styles, learners are more likely to be motivated and engaged, leading to better retention of the information. Using real-life examples and scenarios helps learners relate to the topic and understand how health screenings can impact their lives, making the learning experience more meaningful and memorable.(Community Teaching Plan Sample-Essay)

Planned Evaluation of Objectives

Participants will complete a written quiz that assesses their ability to identify at least two recommended health screenings for individuals aged 65 and above. The quiz will consist of multiple-choice questions related to the content presented in the teaching session. The percentage of participants who correctly identify at least one recommended health screening will be used to evaluate the effectiveness of this objective.

  1. Participants will be evaluated through observation during the group discussion and their level of participation. The effectiveness of this objective will be evaluated by assessing the quality and quantity of participant contributions to the discussion.

Planned Evaluation of Goal:

The teaching session will be evaluated using a participant feedback survey to assess participants’ satisfaction with the presentation, the materials used, and their understanding of the content presented. The feedback will be used to improve future teaching sessions. Additionally, the percentage of participants who correctly identified at least two recommended health screenings will be used to evaluate the effectiveness of the teaching session in achieving its goals.(Community Teaching Plan Sample-Essay)

Planned Evaluation of the Effectiveness of Teaching:

The feedback form will help evaluate the effectiveness of the teaching methods and materials used and provide insight into participants’ overall satisfaction with the session. This evaluation will provide valuable feedback that can be used to improve future teaching sessions on the same topic.

Barriers:

  • Lack of interest or engagement from participants: To address this barrier, the learning activities will be interactive and engaging, such as through real-life scenarios and group discussions (Bickmore & Giorgino, 2019). Additionally, the presenter will make the content relevant and exciting to the participants by highlighting the importance of regular health screenings in maintaining their health and well-being.
  • Limited time: To ensure that the objectives are within the co-time frame, the presenter will prioritize the most critical information and activities and focus on key takeaways that participants need to remember. The presenter will also plan and organize the presentation carefully to ensure all objectives are covered within the allotted time.(Community Teaching Plan Sample-Essay)
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3)   Limited access to technology or materials: To overcome this barrier, the presenter will prepare and bring all necessary materials to the teaching session, such as handouts, posters, and interactive quizzes, and ensure they are easy to use and understand. Additionally, the presenter will provide alternatives for those needing access to technology, such as printed materials or group discussions.

Section 3: Therapeutic Communication

  1. To capture the audience’s interest and begin the presentation, the presenter could start with a relatable and attention-grabbing story or statistic about the importance of health screenings in older adults. Alternatively, the presenter could ask questions or conduct a poll to gauge participants’ current knowledge or experiences with health screenings.
  2. To exhibit active listening during the presentation, the presenter could use techniques such as repeating critical points made by participants, asking follow-up questions to clarify understanding and summarizing the main points made during group discussions(Bickmore & Giorgino,2019). Additionally, the presenter could encourage participation and engagement by creating a safe and non-judgmental environment where all opinions and perspectives are valued.
  3. Active listening could also be applied in tailoring the presentation to the audience by asking for feedback and adjusting the pace, level of detail, and format of the content to suit participants’ needs and preferences. For example, if participants prefer visual aids, the presenter could incorporate more diagrams, images, or videos into the presentation.
  4. To conclude the presentation, the presenter could summarize the key takeaways and emphasize the importance of regular health screenings for maintaining health and preventing chronic illnesses. The presenter could also invite participants to ask any remaining questions or share their thoughts or experiences related to the topic.(Community Teaching Plan Sample-Essay)

Nonverbal communication techniques that could be employed include maintaining eye contact, using appropriate facial expressions and gestures to convey emotion and emphasis, and using body language to signal interest, openness, and engagement. The presenter could also use pauses, tone, and pacing to convey essential points or create emphasis.

References

Bickmore, T. W., & Giorgino, T. (2019). Health dialog systems for patients and consumers.          Journal of biomedical informatics, 94, 103192. https://doi.org/10.1016/j.jbi.2019.103192

Centers for Disease Control and Prevention. (2021). Screenings and Tests for Older Adults.         Retrieved from https://www.cdc.gov/aging/aginginfo/screening.htm

Healthy People 2030. (2021). Older Adults. Retrieved from             https://health.gov/healthypeople/objectives-and-data/browse-objectives/older-adults

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