Nursing
The benchmark assesses the following competency:
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.
ANSWER
Community Teaching Work Plan Proposal
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
- Bioterrorism/Disaster
- Environmental Issues
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
| Name and Credentials of Teacher: (STUDENT’S NAME)
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| Estimated Time Teaching Will Last: Approximately 30-40 minutes | Location of Teaching: Community Centre (Paradise Valley Community Centre)
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| Supplies, Material, Equipment Needed: Laptop, Snacks, and Overhead Screen
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Estimated Cost: Screen provided by the Community Centre and Laptop Owned by Teacher, snacks cost approximately $20 |
| Community and Target Aggregate: Adults (18 Years and above)
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| Topic: Overweight and Obesity
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Identification of Focus for Community Teaching (Topic Selection):
This community teaching will focus on primary prevention/health promotion for overweight and obesity. Health promotion and primary prevention empower the community with the ability to adopt healthy lifestyles and alter their behaviors to reduce the likelihood of developing chronic conditions. Particularly, the health promotion for overweight and obesity aims at educating people on how to improve their physical and mental well-being.
Epidemiological Rationale for Topic (Statistics Related to Topic):
Overweight and obesity is a condition characterized by excessive accumulation of fat, causing an increase in an individual’s body mass index. According to the World Health Organization (WHO), 1.9 billion adults of 18 years and above were overweight in 2016. In the same year, approximately 39% of people above the age of 18 were overweight, with 650 million being obese. An important aspect is that overweight and obesity accounts for most deaths compared to underweight. The statistics also show that 13% of adults were obese, with men making 11%, and women 15% of the obese population. The prevalence of obesity has increased by about three times from 1975 to 2016. In the United States, the cost for treating obesity was estimated at $147 billion in 2008. In 2019, the Centers for Disease Control and Prevention (CDC) estimated that 20% of adults were obese in all states. In 2020, out of 900,000 adults hospitalized for Covid-19 in the United States, 30.2% was due to obesity.
Teaching Plan Criteria
Nursing Diagnosis:
Overweight and obesity associated with lack of physical activity and proper nutrition, as evidenced 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.
Emotional
The emotional readiness to learn will be assessed on various factors including motivation, and levels of anxiety. First, anxiety significantly impacts an individual’s cognitive ability. In this case, anxiety levels will be used to assess the learner’s ability to concentrate and retain the provided information or knowledge. Thus, behaviors such as restlessness will indicate anxiety among the audience. On the other hand, motivation will be determined by alertness and quietness. The ability to remain calm while waiting for the lecture to start will reveal the learners’ motivation.
Experiential
Experiential readiness will be determined by the cultural background, orientation, and past coping mechanisms of the audience. The audience will express their feelings about the topic and their past participation in such lectures. The ability to ask intriguing questions and an individual’s orientation will reveal their ability to learn, as well as the effectiveness of the program on specific groups.
In this teaching, the health belief model will be used. The health belief model dictates that individual beliefs regarding a condition and their perceived effectiveness of the given recommendations determine the likelihood of adopting the taught behavior. In this sense, people are likely to change their lifestyles after understanding the risks associated with the illness and the appropriate measures to effectively mitigate such conditions. As such, I will apply the theory by conducting thorough research and identifying the risks associated with overweight and obesity. Accordingly, I will highlight appropriate actions for preventing and managing overweight and obesity. I will display images of overweight and obese individuals while concealing their identities.
The illustrations will reveal the physical implications of the condition. I will also relate the condition to other chronic illnesses to emphasize the underlying risks. An important approach that will be used is the demonstration of changes in an individual with past experiences of the condition and their current state. In this case, the audience will understand the benefits of changing their lifestyle and adopting healthy habits. I believe that the teaching program will effectively persuade the learners to alter their lifestyle and adopt healthy behaviors that further their ability to prevent overweight and obesity.
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.
- NWS-8: Increase the proportion of adults who are at a healthy weight.
Rationale: The rate of obesity for adults above 20 years increased from 33.9% to 38.6% between (2005-2008) and (2013-2016) (HealthyPeople, 2020).
- NWS-9: Reduce the proportion of adults who are obese.
Rationale: Between 2005 and 2008, 33.9% of adults above 20 years were obese.
- PA-1: Reduce the proportion of adults who engage in no leisure-time physical activity.
Rationale: In 2008, approximately 36.2% of adults did not engage in leisure-time physical activity.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The Alma Ata Heath for all Global initiatives is designed to protect and promote primary health care for the world community. Based on these initiatives, governments are responsible for providing efficient health and social measures for their citizens (RHIhub, 2021). In this case, the objective is to minimize the number of adults who are overweight and obese. Essentially, the objectives are constructed on the idea that social, economic, and behavioral factors shape the health of an individual. An important aspect is that the goals target to increase people’s physical activity as directed in the Alma Ata initiatives. The program will focus on primary health care to engage the community in a continuous care process.
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. |
| 1. Students will be able to define overweight and obesity (cognitive Domain).
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1. The teacher will explain the meaning of overweight and obesity. It is a condition caused by the accumulation of excess fat in the body. | 1. The definition of overweight and obesity will be displayed on the overhead screen. Consequently, graphics of overweight and obese individuals will be shown in the presentation. |
| 2. Learners will name the main causes of overweight and obesity (Cognitive domain).
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2. Overweight and obesity are linked to several causes, including lack of physical activity and increased consumption of foods with high levels of fat and sugar. The teacher will also mention other potential causes, such as genetics and stress, while emphasizing factors that can be addressed. | 2. A presentation will demonstrate the causes of overweight and obesity. First, distinct images showing an individual seated on a sofa and driving a car will be presented. Also, additional images will demonstrate the individual described above with multiple plates of high-calorie foods on the table and finally becoming overweight. |
| 3. Students will name the risk factors for overweight and obesity (Cognitive Domain).
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3. The teacher will describe the risk factors for the condition. A person’s age, genetics, sex, and race can determine their likelihood of becoming overweight and obese. | 3. An old person, a female, and a person of color will be used to illustrate people at higher risks of developing the condition. |
| 4. Students will explain the strategy they will apply to eliminate the risks of becoming overweight or obese (cognitive Domain).
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4. The teacher will list the factors as adopting healthy lifestyles such as regular exercise and eating a balanced diet. However, other measures such as managing stress levels and seeking medical treatment will be highlighted. | 4. A presentation will display various food groups, different combinations of a balanced diet, and an individual engaging in physical activity, particularly brisk walking. |
Creativity: How was creativity applied in the teaching methods/strategies?
The teaching is characterized by the use of presentations to illustrate different items. An essential aspect of creativity is the use of visual aids to grant the audience a perspective of real-life scenarios. For instance, a demonstration of an individual consuming excess food and also seated on a sofa provided relatable information for the students. Finally, the method applied in this case promotes memorization, thus allowing students to benefit from the lecture in the long term.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
- The definition for overweight and obesity by the students will reveal their understanding.
- I will conduct a pre-test and a post-test to assess changes in the audience’s attitude at the end of the lesson.
- Strategies to prevent overweight and obesity: I will evaluate the students’ ability to name the factors for addressing the condition.
- I will allow students to name a combination of foods that constitute a balanced diet.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
The evaluation will be conducted at the end of the teaching session. Primarily, the teachings will focus on behavioral changes that benefit the students in the long term. In this case, the goals will be evaluated on the way the audience grasps the concepts. Given the nature of the session, it will be easier for the students to memorize healthy behaviors that can eliminate overweight and obesity. Thus, the main assumption, in this case, is that the students will apply the acquired knowledge.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
I will ask the students to rate the teachings on a scale of 1 to 5. By doing so, I will gain a perspective of their attentiveness during the session. Also, this evaluation will reveal whether the participants understood the ideas presented in the program. Consequently, I will ask the students about their initial expectations and their opinion at the end of the lesson. Another aspect would be requesting the students to recommend relevant ideas that can improve the presentation.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Given the nature of the topic, some students may feel embarrassed to participate in the discussion. First, overweight and obesity are viewed as conditions associated with laziness. As such, individuals suffering from obesity or being overweight may lack the motivation to ask questions for fear of being judged by others. However, I will provide the students with real-life scenarios where individuals overcame the condition through dieting and other effective measures. As such, students will perceive the condition as treatable and preventable. This approach will motivate learners to participate in the discussion. The other barrier would be disruption from some students. During the teaching, some students may have conflicting ideas about the topic. However, I will prevent such scenarios by establishing specific ground rules that discourage negative comments and opinions.
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?
Introduction
The introduction will be focused on disclosing a shocking fact about being overweight or obese. In this case, I will explain the link between the condition and other chronic illnesses such as heart disease and cancer. Consequently, I will explain how overweight and obesity increase the severity of Covid-19. With the current situation brought by the pandemic, students will pay attention to the teachings, as they perceive them as critical in surviving the crisis. I will describe the factors that can contribute to overweight and obesity. In this case, the students will gain knowledge on how to avoid such practices. To promote the effectiveness of the session, I will allow students to ask questions. Accordingly, I will provide in-depth answers to clarify important points. During the session, I will observe students’ facial expressions to evaluate their motivation.
Conclusion
I will conclude the session by reiterating the main points of the session. In this case, the most important aspects of the teaching will include the main causes of overweight and obesity and preventive measures. Most importantly, I will explain how other factors such as stress and genetics can influence the severity of overweight and obesity. The ending will be focused on giving the students hope. In this case, I will explain how people can manage their stress levels to prevent the onset of the condition. Overall, non-verbal communication strategies such as restlessness and hand gestures will reveal whether the students support the ideas provided in the program.
References
CDC, (2020). Adult Obesity Causes & Consequences. Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/adult/causes.html#:~:text=Obesity%2Drelated%20medical%20care%20costs,were%20an%20estimated%20%24147%20billion.&text=Annual%20nationwide%20productivity%20costs%20of,132%20per%20individual%20with%20obesity).
HealthyPeople, (2020). Topics & Objectives. HealthyPeople.gov. https://www.healthypeople.gov/2020/topics-objectives
RHIhub, (2021). The Health Belief Model. Rural Health Information Hub. https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief
WHO, (2021). Obesity and Overweight. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight#:~:text=Facts%20about%20overweight%20and%20obesity,%25%20of%20women)%20were%20overweight.
WHO, (2021). WHO called to return to the Declaration of Alma-Ata. World Health Organization. https://www.who.int/teams/social-determinants-of-health/declaration-of-alma-ata
