Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: Christelle Pierre-Louis, RN
Estimated Time Teaching Will Last:
Location of Teaching:
Long Term Care Facility
Supplies, Material, Equipment Needed:
Pamphlets, hand soap, paper towels, 2 bowls, water and 1 can of pepper, masks
Estimated Cost: $30
Community and Target Aggregate: Facility Staff of Long-term Care Facility
Topic: How to prevent spread of COVID-19 with proper handwashing, wearing mask and social distance
Identification of Focus for Community Teaching (Topic Selection):
The Covid-19 disease is a respiratory infection first reported in Wuhan City in China. Its outbreak is related to human beings’ interaction with infected wild bats. The virus spreads from person to person and affects the respiratory tract, causing pneumonia like effects. The associated symptoms include cough, congestion, runny nose, difficulty breathing, fatigue, diarrhea, sore throat, muscle or body aches, loss of taste and conjunctivitis. The infected person displays the symptoms within first 14 days of contact with infected person or surface (Gros et al., 2020). Currently over 14 million people have been infected with the virus, with about six hundred thousand fatalities and 8 million recovered.
Epidemiological Rationale for Topic (Statistics Related to Topic):
According to medical reports, washing hands, wearing masks, keeping 6 feet social distance, avoiding face touches, and greeting unsafe persons reduces the contraction and spread of the disease by 60%. However, sanitizing the hands using alcohol-based sanitizers every time one handles anything is highly effective. Washing hands washes away the virus from the hands before eating or handling any other item thus reducing spreading to household items. Social distance stops person to person spread while the sanitizer kills the germs on the surfaces of the items or hands thus stopping its spread.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
The risk of contracting Covid-19 is high in people of young and advanced ages, and patients with chronic diseases like diabetes, asthma, blood pressure, and cancers. Most people infected are elderly 58 and above years and children ages 0-13 years due to their low immunity and inability to self-protect. Other people in the age bracket of 14 to 57 years might contract the disease but remain asymptomatic (Rothan & Byrareddy, 2020).
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Factors that would indicate the target aggregate is ready to learn would be asking questions about the teaching rendered. The target aggregate would engage in conversation, demonstrate proper hand washing hygiene, and proper use of masks and maintain social distancing. Emotional readiness would be shown by the staff showing motivation, eagerness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
The teach-back learning theory would be the best method utilized. When the staff can demonstrate and explain the teaching done in their own words will show the education is effective. When the knowledge of the participant is improved, the participants will be more accountable to their own health. The teach-back method encourages efficient self-managing, which in turn heightens the patient's confidence in the management of health, particularly in performing specific tasks such as hand washing (Tamura-Lis, 2013). Through the teach-back method, I will use materials to teach the hand washing procedure, hand sanitizer and mask wearing in simple terminology to help the participants better understand the teaching.
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.
HC/HIT-12: Increase the proportion of crisis and emergency risk messages intended to protect the public health’s that demonstrate the use of best practices (Healthy People 2020, 2018).
The goal aligns with the HP 2020 objective of improving the people’s health wellbeing though prevention of occurrence of diseases. The goal of the teaching plan is to build awareness on the effective primary prevention of Covid-19 among long-term care residents. The plan also aims at equipping LTCR to respond to the Covid-19 cases effectively while minimizing further spread of the disease.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
COVID-19 is a global pandemic and the objective of both HP2020, and Alma Ata’s Health for All Global Initiative is to contain this disease by preventing the spread of it. In alliance with the HP2020, demonstrating best practices which in this case, are the hand washing practices, wearing masks and maintaining 6 feet social distance in preventing transmission of COVID19 is the goal. To attain optimal health for all countries is the goal of Alma Alta.
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. Staff will identify occasions that must lead to hand washing or sanitization
1. Whenever staff visits a public place and handles money or other items used by the public.
1. Poster of proper Handwashing techniques
2. Learning proper hand washing and sanitization technique
2. Demonstrate ideal hand washing techniques or using a sanitizer.
2. Initiate participatory washing of hands and sanitization for at least 20 seconds and make recommendations or corrections.
3. Identifying other diseases that are prevented by hands washing or sanitization techniques
3. Hand washing and sanitization habits prevent gastrointestinal and respiratory infections
3. Have the attendants observe and visualize germs on their hands.
4. Identify benefits of hand washing, sanitization, mask wearing and social distance.
4. Prevents spread of the germs
4. Use a pamphlet or any pictorial formats to show risks of contracting the virus and benefits of not being infected with the virus.
Creativity: How was creativity applied in the teaching methods/strategies? I will demonstrate how quickly germs can spread with the use of pepper in a bowl of water. I will have participants dip their finger in the bowl of water with pepper in it and then apply a small amount of hand soap and retry to stick the finger with the soap in the bowl with water and pepper.Asking staff to sing Happy Birthday song twice, Twinkle, Twinkle Little Star or ABC song as they wash their hands to ensure they are scrubbing for at least 20 seconds per the CDC guideline.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
1. Learners should be able to understand prevention measures for spread of Covid-19. The objective will be evaluated using question and answers session.
2. Learners should be able to wear face masks appropriately. The objective will be evaluated by engaging the learners in practical putting on of the masks.
3. Learners should be able to sanitize or wash hands correctly. The objective will be evaluated by engaging the learners in practical hand wash and sanitization.
4. Learners should be able to approximate and keep 6 feet social distance. The objective will be evaluated by engaging the learners in practical standing or sitting 1.5 m distances from one another.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Learners will be evaluated on the attainment of each objective i.e. Hand washing, Sanitization, proper use of mask and social distance observation.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
I will use a written evaluation form to evaluate if learners took away anything from the learning, ask the participants to demonstrate what was taught and ask them to verbally explain their takeaway from the teaching.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Potential barriers include unwilling to participate in the lesson, poor knowledge on the disease and motivation to learn. The participants level of education, emotional state and religious and culture beliefs may be barriers as well. By using simple terminology will help the participants of all education levels understand. Providing a calm environment conducive to learning and encouraging support may help with participants emotional state. The teacher respecting cultural and religious and providing holistic views will help eliminate such barriers.
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?
I will begin my presentation with a few True or False questions and award the participants who answer correctly with a small hand sanitizer. Then I will give them the growing numbers of positive cases of COVID locally and globally. To have the participants be engaged actively in the learning process, I will do the pepper experiment. I will also have them sing the song of choice while washing their hands. I will also show them the amount of hand sanitizer to use to ensure their hands are sanitized. My presentation will conclude with a Q&A session and have them fill out a short survey. Nonverbal cues I will employ will be smiling, clapping, and looking the participants in the eyes as I speak to them.
De Ceukelaire, W., & Bodini, C. (2020). We Need Strong Public Health Care to Contain the Global Corona Pandemic. International Journal of Health Services, 0020731420916725.
Gros, C., Valenti, R., Valenti, K., & Gros, D. (2020). Strategies for controlling the medical and socio-economic costs of the Corona pandemic. arXiv preprint arXiv:2004.00493.
Rothan, H. A., & Byrareddy, S. N. (2020). The epidemiology and pathogenesis of coronavirus disease (COVID-19) outbreak. Journal of autoimmunity, 102433.
Tamura-Lis, W. (2013). Teach-back for quality education and patient safety. Urologic Nursing, 33(6), 267.
Tileston, D. W. (2007). Teaching strategies for active learning: Five essentials for your teaching plan. Thousand Oaks, CA: Corwin Press
© 2019. Grand Canyon University. All Rights Reserved.
|Course Code||Class Code||Assignment Title||Total Points|
|NRS-428VN||NRS-428VN-O500||Benchmark – Community Teaching Plan: Community Presentation||120.0|
|Criteria||Percentage||Unsatisfactory (0.00%)||Less than Satisfactory (65.00%)||Satisfactory (75.00%)||Good (85.00%)||Excellent (100.00%)||Comments||Points Earned|
|Presentation Based on Teaching Work Plan and Provider Feedback||20.0%||Presentation is not based on a Teaching Work Plan.||Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.||Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching Work Plan.||Presentation is based on Teaching Work Plan and any documented provider feedback. All aspects are generally consistent with Teaching Work Plan.||Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan.|
|Presentation Based on Teaching Work Plan and Provider Feedback Presentation Provides Individualized Education to Diverse Patient Population in Appropriate Community Setting (C 3.3 Provide individualized education to diverse patient populations in a variety of health care settings.)||20.0%||Presentation does not include individualized education to a diverse patient population in an appropriate community setting.||Presentation is incomplete. Significant information for the identified population is omitted or unclear. Some diverse attributes for that population are presented; not all attributes are relevant to the population. The presentation does not seem appropriate for the health care setting. There are major inaccuracies. More information is needed.||Presentation provides general information for the identified population. Some diverse attributes for that population are presented. Presentation is appropriate to the community setting chosen. At least one health care setting where this individual education plan could be used has been proposed. There are some inaccuracies. Minor detail or rationale is needed for support.||Presentation provides information for the identified population and includes many diverse attributes for that population. Presentation is pertinent to the community setting chosen. Some additional health care settings where this individual education plan could be used are proposed. Some detail is needed for clarity.||Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations.|
|Presentation of Content||40.0%||The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.||The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.||The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.||The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.||The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.|
|Organization, Effectiveness, and Format||20.0%|
|Layout||5.0%||The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.||The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.||The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.||The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.||The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.|
|Language Use and Audience Awareness (includes sentence construction, word choice, etc.)||5.0%||Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.||Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.||Language is appropriate to the targeted audience for the most part.||The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.||The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.|
|Mechanics of Writing (includes spelling, punctuation, grammar, language use)||5.0%||Slide errors are pervasive enough that they impede communication of meaning.||Frequent and repetitive mechanical errors distract the reader.||Some mechanical errors or typos are present, but they are not overly distracting to the reader.||Slides are largely free of mechanical errors, although a few may be present.||Writer is clearly in control of standard, written, academic English.|
|Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)||5.0%||Sources are not documented.||Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.||Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.||Sources are documented, as appropriate to assignment and style, and format is mostly correct.||Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.|
We are a professional custom writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework.
Yes. We have posted over our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill our Order Form. Filling the order form correctly will assist our team in referencing, specifications and future communication.
2. Fill in your paper’s requirements in the "PAPER INFORMATION" section and click “PRICE CALCULATION” at the bottom to calculate your order price.
3. Fill in your paper’s academic level, deadline and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.