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Community Teaching Work Plan Proposal

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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 Planning Before Teaching:
Name and Credentials of Teacher:

Estimated Time Teaching Will Last: Time Allotted: 30 minutes Location of Teaching: St. George’s
Supplies, Material, Equipment Needed: Projector, Computer, Screen, Powerpoint Presentation Estimated Cost: For this particular presentation, materials such as projector, screen, and necessary wiring were provided by church Computer – already in personal possession

Cost: $0
Community and Target Aggregate:
Racial/ethnic group that falls in the category of Asian Americans/Pacific Islanders who are at highest risk of Type II Diabetes Targeting individuals who are over the age of 45, are obese or overweight, don’t exercise a lot, have low HDL cholesterol or high triglycerides, have high blood pressure Population/target audience at ethnic church: approximately 200 families of South Indian descent, with 60% of the ~100 adults being over the age of 40 Most of these adults are employed in full time jobs, have little exercise outside of job-related exertion due to lifestyle Topic:

Primary Prevention/Health Promotion: With a focus on type II diabetes

Epidemiological Rationale for Topic (statistics related to topic): Genetic factors (“Asian Indian phenotype”)
Unique clinical biochemical abnormalities in Indians
Increased insulin resistance
Greater abdominal adiposity
Higher waist circumference despite lower body mass index
Lower adiponectin
Higher high sensitive C-reactive protein levels
This phenotype makes Asian Indians more prone to diabetes and premature coronary artery disease The primary diver of the epidemic of diabetes is the epidemiological transition associated with changes in Dietary patterns

Diet of the typical South Indian 40+ year old:
Decreased physical activity in the population
Both are evident in the higher prevalence of diabetes in the urban population Even though microvascular complications (diabetic retinopathy, or eye disease, and nephropathy) are lower in Indians (comparatively), the appearance of premature coronary artery disease is much higher in Indians versus other ethnic groups

Nursing Diagnosis:
There needs to be early identification of at-risk individuals Can use simple screening tools (population specific: Indian Diabetes Risk Score (IDRS)) Appropriate lifestyle intervention would prevent and delay onset of diabetes in at-risk populations Adoption of healthier dietary regimens

Increased physical exercise

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Target aggregate are all educated individuals holding full-time jobs Many of the individuals have jobs in the healthcare field, with a large number of doctors, nurses, pharmacists, medical health professionals of different types Educational levels of the individuals are often above the bachelor’s degree point, many have done higher and continuing education Emotional awareness that there is a change to be undertaken in lifestyle, societal awareness of the need for more physical exercise in an age of being sedentary a large portion of the time

Learning Theory to Be Utilized: Explain how the theory will be applied.
Cognitive – Information pickup theory comes from the environmental stimuli,
here delivered through a visual PowerPoint and the auditory aide of my presentation Pertains to the visual aspects of the presentation

Information processing theory states that 5-9 chunks of information can be retained short term, where each slide in a PowerPoint presentation presents information in digestible parts Emotional –

Past experience or exposure to such topics plays a role in the reception of information 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. My teaching on primary prevention of type II diabetes adheres to HP2020 objectives D-1 to D-16 on diabetes, specifically objective D-1 that deals with reducing the annual number of new cases of diagnosed diabetes in the population. (Target is a 10% improvement from the baseline of 8.0 new cases of diabetes per 1,000 population aged 18 to 84 years occurred in the past 12 months to the target of 7.2 new cases per 1,000 population aged 18 to 84 years). Education on the preventive measures needed to be taken by an at-risk population tackles this issue of reducing the annual number of cases.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? This HP2020 Objective relates to the Alma Ata’s Declaration Health for All Global Initiatives by backing the goal of increasing healthy life expectancy. Diabetes type II is a disease that can decrease life expectancy in affected populations if not diagnosed early and correctly, or prevented in the first place. Reducing annual number of diagnoses increases a population’s healthy life expectancy.

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….
(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. 1. By the end of the presentation, the audience will have a general idea of what primary prevention means to them in terms of general well-being and prevention of type II diabetes. 1. a. Description of primary prevention and its involvement of non-clinical life choices b. Geared toward prevention of disease

1. Give examples as to how primary prevention would affect diet, daily lifestyle, way in which audience would go about occupying time when not working 2.The audience will have background knowledge of type II diabetes and its main implications, as well as indicating symptoms of the disease.

2. a. General overview of type II diabetes (insulin resistance) b. Glucose build up in the blood/damage to the body
c. Symptoms associated to type II
d. Macrovascular and microvascular complications of type II
2. Have audience raise their hands and tell presenter about what they already know about type II diabetes before going onto the slides pertaining to general overview of the disease

3. The audience will know, by the end of the presentation, what risk factors put an individual at a higher risk for type II diabetes. They will learn why some populations, especially our own ethnic population, are at higher risk
than others due to genetic factors.

3. a. Type II diabetes risk factors (those highest at risk for the disease) b. Overview of why some populations are at risk, here the Asian Indian population 3. Type II diabetes risk factors would be presented in a way that I would see how much the audience already knew in regards to the topic and then presenting the information

4. The audience will garner information about general preventive measures for lowering the risk of type II diabetes. They will be educated on proper lifestyle and dietary choices needed to maintain a healthy lifestyle.

4. a. General preventive measures
b. A good, balanced diet to be followed by those with diabetes (specifically those of Indian race) 4. General preventive measures would be presented in a way that it was relevant to the lifestyles of the audience members.

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

Audience was engaged through a question and answer at the start of the presentation pertaining to their daily lives, such as levels of physical exercise, components of people’s diets, etc. This questionnaire elevated the energy and interest level of the audience members in a creative outlet. Introducing preventive dietary regimens for diabetes was presented in a way that it would pertain to everyday ethnic foods that people in the community would eat, which made for a creative way to connect to the audience.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1) Audience members can be asked to restate to the presenter what primary prevention is and how it applies to their individual lives.

2) The presenter can have a quick quiz at the end of the presentation to evaluate how much the audience retained in terms of information on type II diabetes.

3) The presenter can evaluate the audience’s intentions on changing their lifestyle to incorporate preventive measures by asking the population.

4) Feedback in the weeks that follow the presentation can gauge just how much the community is listening to dietary recommendations and preventive measures.

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

Effectiveness of the teaching plan can be gauged through an end-of-presentation verbal quiz and seeing how the information presented in the presentation triggers changes in the lifestyles of the audience members.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

A trusted member of the audience who has a checklist or rubric to fill out during the presentation would conduct planned evaluation of the lesson and teacher. This member would provide feedback at the very end of the presentation directly to the presenter.

Barriers: What are potential barriers that may arise during teaching and how will those be handled? 1. Leaving of audience members: Due to the time at which our mass runs at church from 12-1, some audience members may need to leave at the end of mass or as early as possible for work and other obligations. Members of the community would be informed through announcement before the start of the presentation so that individuals who need to exit may do so. 2. Language: For some elderly members of the community, it may be hard to fully grasp the topics being presented, but body language and visual aides help in the flow of information. 3. Technological issues: Malfunctions of technology could occur, and this could be handled by requesting service for the desired issue at hand. Another alternative is continuing to speak without visual assistance, and rather effectively conveying the message by word of mouth.

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

1. The beginning of the presentation would start with a question and answer to hook in the individuals of the audience and how this topic pertains to them. 2. The presentation will go out with a bang by having a small verbal quiz and then wrapping things up with a message that pertains to everyone in the audience. 3. Nonverbal communication techniques to be employed:

a. Varied eye contact
b. Hand gestures to convey certain ideas
c. Clarification of images/charts through pointer usage
d. Straight posture and engaging body language that addresses each portion of audience


http://timesofindia.indiatimes.com/top-15-diabetic-diet-tips-for-indians/articleshow/20063520.cms http://www.webmd.com/diabetes/tc/type-2-diabetes-prevention

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