Benchmark – Community Teaching Plan: Community Presentation

Assessment Description

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.

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:

1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Audio presentation
4. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

1. Public health clinic
2. Community health center
3. Long-term care facility
4. Transitional care facility
5. Home health center
6. University/School health center
7. Church community
8. Adult/Child care center

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.

General Requirements

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. 

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, located in the Student Success Center.

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 not required to submit this assignment to LopesWrite.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

Attachments

NRS-428VN-RS5-CommunityTeachingExperienceForm

 

 

1)I chose powerpoint presentation because i don,t know how pamphlet works.

2)please use 2 content layout so that it will contain enough information about type 2 diabetes and its prevention.

3) PLEASE FOLLOW THIS TEACHING PROPOSAL TO PREPARE THE ASSIGNMENT, THANKS.

 

Name and Credentials of Teacher: 

 

 

Estimated Time Teaching Will Last:

One hour per session

Location of Teaching:

Home

Supplies, Material, Equipment Needed:

Pamphlets, YouTube videos

Estimated Cost:

$5

Community and Target Aggregate: Population of age group 30 to 65 years

 

Topic: Primary Prevention/ Health promotion for type II diabetes

 

Identification of Focus for Community Teaching (Topic Selection):

Type 2 diabetes accounts for 90-95 percent of all diabetes diagnoses. It is a chronic disease that usually strikes adults in their later years. Diabetes mellitus occurs when the body either does not produce enough insulin or is unable to use it effectively, resulting in the rise of glucose levels in the blood. This can harm the eyes, kidneys, and other organs if left untreated and can lead to many complications. Using proper intervention, the onset of type 2 diabetes can be delayed. Thus, it becomes imperative to educate the population on the prevention strategies of type 2 diabetes. 

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Epidemiological Rationale for Topic (Statistics Related to Topic):

Type 2 diabetes has reached levels of the epidemic in the USA (United States of America). It has become a sincere concern around the states of the USA and California at large. In 2019, approximately six hundred thousand adults have been diagnosed with diabetes mellitus which accounts for 10.1% of the state’s adult population. 

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.

Type 2 diabetes is a major concern for the adult population. Due to the prominent levels of stress, intake of junk food, and lack of physical activity, they are prone to acquire it. It further leads to cardiovascular diseases, obesity, stroke, cancer, and a decrease in the quality of life (Packer, 2018). It is a preventable disease and using interventions, it can be delayed. Prediabetes is a condition in which the blood sugar level is high but not as high to conclude diabetes. 88 million adults in the USA suffer from prediabetes (Goldman et al, 2017). They are at a substantial risk of acquiring diabetes. Thus, they need to be educated on the prevention strategies. There are high chances of getting diabetes from a prediabetes condition. However, lifestyle changes and a balanced diet can help to delay the start. Thus, these people need to be educated on the predisposing factors such as genetic tendency, obesity, and lack of physical activities (Stone rock & Blumenthal, 2018). This teaching plan focuses on how to educate the population on prevention strategies, involved risk factors, and management. Home (Family) is the venue of choice. A survey was taken to know about the perception of type 2 diabetes to customize the teaching plan.

Nursing Diagnosis:

Type 2 diabetes mellitus.

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 factors responsible for readiness for learning are the genetic predisposition of this disease. The adults are educated that this disease runs in the family and hence if not properly controlled, they can acquire it. Behavioural counselling is the key factor in assessing their readiness.

Learning Theory to Be Utilized: Explain how the theory will be applied.

The learning theory is utilized by cognitive learning theory. Perceiving knowledge, evaluating it based on what is already known, and then rearranging the information into new insights or knowledge are all part of cognitive learning, which is a highly active process mostly driven by the individual. The population is educated on the risk factors and the intervention.

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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.

The goal is to reduce the annual number of new cases of diagnosed diabetes in the population (D-1) and to increase prevention behaviours in persons at substantial risk for diabetes with prediabetes (D-16).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

This relates to Alma Ata’s Health for All global initiatives as health promotion and primary prevention is the right of the people. The burden of diabetes can be reduced by primary prevention intervention education. This can be attained by providing high-quality healthcare in conjunction with local partners to enhance health systems globally.

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.

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The target population will be able to tell the risk factors of type 2 diabetes

1. The risk factors are age above 40 years, obesity, hypertension, hyperlipidaemia, genetic predisposition, certain ethnicities, and a sedentary lifestyle.

1. A pamphlet containing the risk factors are shown to the population. The target population is then given case studies and are asked to identify the risk factors.

2.

The target population will be able to list the healthy food options.

2. Healthy food options are green leafy vegetables, fruits, grains, lentils, etc. 

2. Pictures of healthy and unhealthy food options are pasted on a large sheet. The target population is asked to encircle the healthy ones.

3.

The target population will be able to tell the

3. Role plays demonstrating the complications caused by type 2 diabetes are shown.

3. The target population is questioned on complications of untreated

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complications posed by type 2 diabetes.

diabetes cause to the people.

4.The target population will be able to tell ways to prevent contracting diabetes or type 2 diabetes and its management.

4. Visual presentation of type of exercises, diets and blood sugar monitoring to keep a low A1c.

4.The target population will demonstrate exercises, healthy diets and blood sugar monitoring that help in lowering blood sugar levels.

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

Using innovative strategies that include role-plays, visual presentations, and interactive sessions enhances creativity.

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

1.By the end of the session, the target population will be able to demonstrate ways to prevent type 2 diabetes through role-playing or teach back of exercises and diets, blood sugar monitoring methods.

2.By the end of the session, the population shall be able to list down healthy food options to be included in their diet

3.By the end of the session, the interviewed population will be able to tell the complications associated with type 2 diabetes.

4.By the end of the session, the target population will be able to demonstrate the use of exercise, blood sugar monitoring, rest and good sleep patten to maintain a healthy weight or BMI and lower type 2 diabetes.

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

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The overall evaluation of goal is done by the end of the training session where the population who have attended regular teaching sessions will be able to tell primary prevention strategies of type 2 diabetes.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The lesson and teaching are evaluated based on correct answers given by the target population. In the end, feedback is taken of the sessions and the trainer’s teaching methodologies. 

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

The potential barriers are language barriers, cultural differences, and coverage of the entire target population. These barriers are handled by using culture- friendly training material and motivating the population on attending full sessions.

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?

I will begin the presentation by telling them about the statistics of patients suffering from type 2 diabetes in the USA and their state.

By showing certain pictures of these patients and commenting about how diabetes has affected their quality of life, I shall practice active engagement.

I will try to interact with my audience through interactive question and answer sessions. The use of role-plays, the audio-visual presentation will also facilitate active listening.

By maintaining eye contact and hand gestures, I will facilitate the use of nonverbal communication.

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References 

Packer, M. (2018). Heart failure: the most important, preventable, and treatable cardiovascular complication of type 2 diabetes. Diabetes Care, 41(1), 11-13.

Goldman, S. H., Maruthur, N., Mathioudakis, N., Spanakis, E., Rubin, D., Zilbermint, M., & Hill-Briggs, F. (2017). The case for diabetes population health improvement: evidence-based programming for population outcomes in diabetes. Current diabetes reports, 17(7), 1-17.

Stonerock, G. L., & Blumenthal, J. A. (2018). Role of counseling to promote adherence in healthy lifestyle medicine: strategies to improve exercise adherence and enhance physical activity. Progress in cardiovascular diseases, 59(5), 455-462.