Community Teaching Work Plan Proposal
Directions: Develop an educational series proposal for your community using one of the following four topics:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
|Estimated Time Teaching Will Last:25-30 minutes||Location of Teaching:Community Christian Church|
|Supplies, Material, Equipment Needed:Pamphlets and snacks||Estimated Cost:$ 15.00|
Epidemiological Rationale for Topic (statistics related to topic):
Statistical data collected from Center of Disease Prevention (2104): 29.1 million people or 9.3% of the United States population have diabetes; 21.0 million are diagnosed with diabetes; 8.1 million people are undiagnosed; by ages 20-44: 4.3 million are diagnosed with diabetes and 4.1 million are undiagnosed. At the age of 45: 13.4 million are diagnosed with diabetes and 16.2 are undiagnosed. An individual, who is physically active can lower risk of developing type 2 diabetes by 30-50% and are seen in those who exercise 30 minutes of moderate intensity activity per day. American Diabetes Association (2016) recommend screening for diabetes for all overweight adults over 45 years old and risk factors include: ethnicity (Native American, Hispanic, African American, Asian American, Pacific Islander), obesity, family history and having a baby that weighs more than 9 pounds.
Imbalanced nutrition: more than body requirement related to food intake that exceeds body needs as evidence by weight gain.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
The young adults will include their feelings about ways on preventing diabetes type 2 and obesity, ask appropriate questions about decreasing risk factors, engage in conversation, body language and will verbalize understanding.
Learning Theory to Be Utilized: Explain how the theory will be applied.
I will use teach back theory because it is used to narrow the communicative gap between the teacher and the clients (Farris, 2015). Through teach back, I will use teaching materials in a simple language with using less medical terminology in the pamphlet. The clients will be asked to repeat the materials I have taught in their own language. I will evaluate the client’s learning and re-educates the clients to make sure they completely understanding of the materials. This direct educational strategy which will be implemented through by personal contact and use eye contact, body language, and repetition will continue as this technique enhances the effectiveness of this theory.
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.
D-16 Increase prevention behaviors in persons at high risk for diabetes with prediabetes.
According the Healthy People 2020 (2016), the number of people that are 18 years and over aged, who are at high risk for diabetes and who report trying to lose weight. Number of persons aged 18 years and over without self-reported diabetes who have a fasting glucose greater than or equal to 100 and less than 126mg/dl or an HbA1c value greater than or equal to 5.7% and <6.5%. Number of persons aged 18 years and over who are a high risk for diabetes and who report reducing the amount of fat or calories in their diet
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Alma Ata’s global initiatives in the globalization of health recognizes that barriers such as health issues cannot be isolated within one country and large health disparities in other countries are harmful to everyone; the health for the world’s population should be the goal of every country (Maurer & Smith, 2013). Even though diabetes type 2 is not under the top 10 health interventions, but education about health problems and ways to prevent or control them (Maurer & Smith, 2013). According to Healthy People 2020 (2016), the goal is to reduce the disease of diabetes mellitus and to improve the quality of life for everyone that may have the disease or is at risk for it, since diabetes mellitus is increasing around the world.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
|Behavioral Objective and DomainExample – 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.|
|1. They will be able to identify foods that will decrease risk of diabetes.||1.Eating fast foods due to busy lifestyle has a lot of carbohydrate.||1.On the pamphlet, it shows how diabetes type 2 affects the body and other health complications. Before beginning presentation, I will provide a fruits/vegetable platter and cookies for them. I have them choose their snacks and at the end I will ask them why they had chosen that snack.|
|2.They will be able to identify ways to reduce the risk of diabetes type 2 by means of exercise.||2.Exercising will reduce the risk of obesity and heart disease.||2.On the pamphlet, has how long on should exercise and discuss ways each individual exercise before this presentation.|
|3.Identify those that are already diagnosed with diabetes type 2.||3.Monitoring blood sugar and ways to properly check their blood sugar.||3.The pamphlet explains when to check your blood sugar, hand hygiene and check skin areas.|
|4.They will be able to identify at least two symptoms of diabetes.||4.During the presentation and on the pamphlet has list of symptoms of diabetes and to follow up with primary care physician.||4.After the presentation, had volunteers to present with some symptoms and asked the young adults to identify the volunteer’s symptoms.|
Creativity: How was creativity applied in the teaching methods/strategies?
Teaching method was through visual and listening affect. During presentation the teacher interacted with young adults when it came down to types of food, exercise, hand hygiene, skin checks and blood sugar checks.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Improve health through healthy food choices, by having the young adults choose foods and snacks that will decrease the risk of diabetes type 2 and heart diseases by means of pre-assessment.
Modify lifestyle as to prevent and treat obesity by exercising 30 minutes for five times a week as well giving the young adults examples of what can be considered exercise in the pamphlet by means of post-assessment.
Maintain blood glucose levels to as near normal as safely possible to prevent or reduce the risk for complications of diabetes type 2 by having them keep a log of their blood sugar checks, hand hygiene, monitoring their skin daily for any wounds by means of pre-assessment.
Monitor signs/symptoms and had the young adults identify blurry vision, feeling very thirsty, and pain to their feet and numbness to fingers by post-assessment.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
I started attending this church just recently and I will be able to follow up with the young adults in three months in regards to their individual prevention to decrease the risk of diabetes type 2 and those who are prediabetes.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
I would provide the young adults with an anonymous evaluation questionnaire on the class and on the instructor at the end of presentation using numerical order 1 meaning disagree, 2 meaning somewhat, and 3 meaning agree. The questions will be:
Was the presentation easily to understand? Did the presentation meet your expectation?
Other questions will include a feedback using numerical order 1 meaning poor, 2 meaning fair, 3 meaning excellent: How would you rate the presentation with the materials given? How would you rate the instructor performance?
The last question will be: What would you improve this presentation?
I will collect the questionnaire after the presentation.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Feelings of inadequacy about one’s own abilities, unwillingness to make the necessary behavioral changes, cognitive deficits are some potential barriers. By having a family member that is able to assume part of this role, assessment of the client’s knowledge of risk for diabetes and lifestyle preference that would be handled in regards to the teaching.
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?
I would start off with intruding myself and introduce the topic to the young adults. Have snacks available to the young adults prior to starting the presentation. I will ask the young adults what they know about the health risk of diabetes and some complications that can arise from having diabetes type 2. After they answer this question, I would ask how many of the young adults would like to keep their legs, their toes because if they do not take care of their health and watch what they eat as well as exercise than one can lose them by the age of 50 years old. Also, include who wants to poke their fingers everyday for the rest of their lives and take medications in order to control their blood sugar and other medications related to heart disease.
At the end of the presentation, I would have one young adult who has been diagnosed with prediabetes to give their input on how it has changed her life and what she goes through every day to control her blood sugar. By having the young adults listen to another person, who is around the same age as them and how frustrating and difficult it is to maintain the blood sugar. I believe by having the young adult speak about her health, I would imagine the other young adults would be focusing on that one person’s feelings.
American Diabetes Association. (2016). Research and Practice. Retrieved fromhttp://www.diabetes.org/research-and-practice/
Center for Disease and Prevention. (2014). National statistics report: Estimates of diabetes andit’s burden in the United States. Retrieved fromhttps://www.cdc.gov/diabetes/pubs/statsreport14/national-diabetes-report-web.pdf
Farris, C. (2015). The Teach Back Method. Home healthcare now, 33(6), 344-345.
Healthy People 2020. (2016). Diabetes. Retrieved fromhttps://www.healthypeople.gov/2020/topics-objectives/topic/diabetes
Maurer, F. A., & Smith, C. M. (2013). Community/Public Health Nursing Practice: Health for
Families and Populations (5th ed). St. Louis, Missouri: Elsevier Saunders.
[VitalSourceBookshelf version]. Retrieved from