Week 3 Assignment: Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Week 3 Assignment: Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Week 3 Assignment: Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – Rubric

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Planning and Topic                                                                                                        30 points

Criteria Description Planning and Topic

5. Excellent 30 points
   

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The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

4. Good 28.2points

The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.

3. Satisfactory 24.9points

The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies.

2. Less than Satisfactory 22.5points

The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.

1. Unsatisfactory 0 points

E ectiveness of Teaching Plan Criteria                                                                                                     40 points

Criteria Description

Effectiveness of Teaching Plan Criteria

5. Excellent 40 points

All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

4. Good 37.6points

All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.

Therapeutic Communication (C 4.2 Communicate therapeutically with patients.)

10 points

Criteria Description

Therapeutic Communication (C 4.2 Communicate therapeutically with patients.)

Organization of Proposal, Paragraph Development, and Transitions                                                                                                 10 points

Criteria Description

Organization of Proposal, Paragraph Development, and Transitions

chanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Paper Format (use of appropriate style for the major and assignment)                                                                                                 2 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

Documentation of Sources                                                                                                      3 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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 Class Resources if you need assistance.

**word count and # of references does not have to be exact
**I am teaching to my family (mom,dad, and brother) about eating a healthy diet or something along those lines

A Sample Of This Assignment Written By One Of Our Top-rated Writers

Community Teaching 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. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
5. Environmental Issues

Planning Before Teaching:

Name and Credentials of Teacher: Alaina Kincade
Estimated Time Teaching Will Last: 30 minutes	Location of Teaching: My Mother’s house
Supplies, Material, Equipment Needed: Computer	Estimated Cost: $0
Community and Target Aggregate: Family, including mom, dad, and brother.
Topic: Benefits of eating a healthy diet

 Identification of Focus for Community Teaching (Topic Selection):

Primary Prevention/Health Promotion

The selected topic is primary prevention and health promotion in which family members will be educated about the benefits of eating healthy eating. A healthy and balanced diet constitutes all food components, including calories, proteins, and vitamins in their right composition.

• Vitamins: Vitamins, including fruits and vegetables, should constitute 50% of one’s plate. An individual should target various vegetables and fruits to get different nutrients.
• Carbohydrates: Carbohydrates especially whole and intact grains should constitute 25% of one’s plate. Whole grains, including whole wheat, wheat berries, barley, quinoa, brown rice, oats, and foods made of whole grains are recommendable since they have a milder effect on insulin and blood sugar than white rice, white bread, and other refined grains.
• Protein power: They should make about ¼ of the plate. Recommended proteins include fish, poultry, nuts, and beans. It is recommendable to reduce the intake of red meat and processed meats such as sausage and bacon.
• Oil: It is recommendable to use healthy plant oil in moderation. Some recommendable oils include olive, soy, canola, corn, peanut, and sunflower among others. The family members should avoid partially hydrogenated oils since they have a high concentration of unhealthy trans-fats, increasing blood cholesterol and risk of developing cardiovascular diseases.
• Beverages: It is advisable to take various fluids, including water, coffee, or tea. However, water intake should be relatively high than other drinks. The amount of water to be consumed depends on one’s sex and weight. Dad should take about 3.7 liters of water daily, the mother should take 2.7, while the brother should drink about 2 liters of water within 24 hours. The family members should reduce their intake of milk, dairy products, and sugary drinks.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Primary prevention and health promotion were selected following the effectiveness of a healthy diet in providing family members with the nutrients required to perform activities of daily living. Additionally, the topic was selected due to the high risk of developing lifestyle illnesses, including obesity, diabetes type 2 Mellitus, high cholesterol, cardiovascular diseases, hypertension, and stroke. Maternal grandmother was diagnosed with diabetes mellitus and obesity, while maternal grandfather died of hypertension. Maternal grandfather died of cardiac arrest. Maternal grandmother lives with diabetes 2 Mellitus, high blood pressure, and heart disease. Most chronic illnesses are genetically passed from one generation to another (Wehby et al., 2018). Additionally, the prevalence of lifestyle illnesses has increased dramatically in all age brackets in the United States. The prevalence of multimorbid illnesses is significantly high in the United States than in other countries, including England, Canada, and Ireland (Hernández et al., 2021). Thus, family members are at a high risk of developing these lifestyle diseases. Approximately 51.8% of total US adults have been diagnosed with at least one chronic illness (He et al., 2018). Diet is a key risk factor for most chronic illnesses, including obesity and diabetes mellitus. According to Sami et al. (2017), food intake significantly contributes to obesity. Therefore, educating the family members about a healthy and balanced diet will lower the risk of developing chronic illnesses.

Nursing Diagnosis:

The following nursing diagnoses are attributed to the family members.

• Risk for metabolic imbalance syndrome.
• Readiness for enhanced health literacy
• Imbalanced energy field
• Risk for unstable blood pressure

Readiness for Learning:

Family members’ readiness to learn would be demonstrated by being attentive, maintaining eye contact, and asking questions during training. Additionally, being emotional when discussing the rising prevalence of chronic illnesses in the country and the high risk of developing lifestyle diseases among family members.

Teach Back Theory will be utilized in teaching family members about the significance of eating a healthy and balanced diet. This learning theory is preferred since it allows the trainer to ask the learner to explain or discuss what was understood during the training session, enforcing the learning process (Yen & Leasure, 2019). The learners (family members) will be asked to explain what they have understood about eating a healthy diet. Their response will be used to determine areas that should be emphasized further or topics that need clarification. Thus, applying to teach-back theory will enhance family members’ understanding of healthy eating and its role in preventing chronic illnesses.

Goal

The relevant Health People 2020 goal is “To attain high-quality, longer lives free of preventable disease, disability, injury, and premature death,” (ODPHP, 2022). Educating family members about healthy eating would lower the risk of developing preventable lifestyle diseases, leading longer and healthy lives.

The Relationship between the HP2020 Objective and Alma Ata’s Health for All Global Initiatives

Alma Ata’s Health for All Global Initiatives aims at achieving health for all through equitable primary health care. Similarly, the Health People 2020 objective “To attain high quality, longer lives free of preventable disease, disability, injury, and premature death,” aims at improving the quality of life. Thus, Alma Ata’s Health for All Global Initiatives and the Health People 2020 objective is related since both aim at promoting health and quality of life for public members.

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

Behavioral Objective and Domain	Content	Strategies/Methods
1. Every family member will be able to name three food components and their recommended proportions (Cognitive Domain)	1. Vitamins, including vegetables and fruits should make up about 50% of one’s plate.	1. A presentation of a healthy diet plate, indicating all food components in their recommended proportions.
2. Every family member will be able to explain the recommended daily water intake (Cognitive Domain).	2. Daily water intake depends on one’s sex and weight.	2. An illustration of how to calculate water intake based on one’s weight.
3. All family members will be able to discuss the recommended sources of healthy intake (Cognitive Domain).	3. Healthy proteins include fish, poultry, and nuts.	3. A chart with pictures of healthy and recommended proteins.
4.      All family members will be able to name recommended sources of vitamins (Cognitive Domain).	4. Various vegetables and fruits are rich in vitamins.	4. A chart with pictures of different fruits and vegetables.

 Creativity

Creativity was applied in teaching strategies by the use of diagrammatical representation or illustration, capturing learners’ attention and enhancing their understanding.

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

1. The learners should identify three food components.
2. The learners should demonstrate knowledge of recommendable food portions.
3. The students should depict an understanding of the recommended daily water intake.
4. The learners should demonstrate knowledge of recommended/ healthy protein sources, including poultry, fish, and nuts.

Planned Evaluation of Goal:

This training session aims at creating relevant knowledge regarding healthy eating and recommended food components among family members. Knowledge level should be assessed at various points during the training session. Learners’ knowledge level will determine if the teaching plan should be revised if it is ineffective in meeting the expected outcomes.

Planned Evaluation of Lesson and Teacher

Adequacy of instructional decisions and efficacy of the course will be determined through students’ achievements in post-assessment. If the learners underperformed based on post-assessment results, lesson plans should be amended and the trainer should adopt new evidence-based approaches when teaching the targeted population to achieve superior academic outcomes.

Barriers:

Parents might be reluctant to ask questions during the training session for fear of being perceived as “uninformed” or “illiterate.” This barrier can be addressed by encouraging the parents to ask questions to enhance their understanding of healthy and balanced diets, reducing the risk of lifestyle diseases.

Therapeutic Communication

            The training session will start by highlighting extended-family members with a history of chronic illnesses. This topic will indicate a high risk of developing chronic illnesses among family members, making them eager to learn about healthy and balanced diets that would reduce the risk of chronic diseases. Active listening was applied during the training session by asking the learners questions randomly. Another non-verbal technique that was applied during the training is maintaining eye contact. The training was tailored for the family members by using extended-family members as examples when discussing the increased likelihood of developing chronic illnesses. The training session was effective for educating family members about the importance of eating a healthy and balanced diet, reducing the risk of lifestyle illnesses.

References

He, Z., Bian, J., Carretta, H. J., Lee, J., Hogan, W. R., Shenkman, E., & Charness, N. (2018). Prevalence of multiple chronic conditions among older adults in Florida and the United States: A comparative analysis of the One Florida data trust and national inpatient sample. Journal of Medical Internet Research, 20(4), e8961. DOI: http://dx.doi.org/10.5888/pcd17.200130

Hernández, B., Voll, S., Lewis, N. A., McCrory, C., White, A., Stirland, L., … & Hofer, S. M. (2021). Comparisons of disease cluster patterns, prevalence, and health factors in the USA, Canada, England, and Ireland. BMC public health, 21(1), 1-15. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-021-11706-8

ODPHP. (2022). About Healthy People. Healthy People. Gov. https://www.healthypeople.gov/2020/About-Healthy-People

Sami, W., Ansari, T., Butt, N. S., & Ab Hamid, M. R. (2017). Effect of diet on type 2 diabetes mellitus: A review. International journal of health sciences, 11(2), 65. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5426415/

Wehby, G. L., Domingue, B. W., & Wolinsky, F. D. (2018). Genetic risks for chronic conditions: Implications for long-term wellbeing. The Journals of Gerontology: Series A, 73(4), 477-483. https://doi.org/10.1093/gerona/glx154

Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590951/