Community Based Education Plan asks the Community Health nurse to develop an educational proposal for their community based on the data gathered in module 1 and the problems identified in modules 1 & 2. Only one teaching plan is required. Choose the most important nursing diagnosis for the target population from module 2, and develop a teaching plan for it. In addition to your textbook, please refer to the following information to help you develop your plan. Use the template to develop your teaching plan. You do not need to include a title page, introduction, or conclusion for this assignment. Type directly on the template. The cells expand as you type. Once you complete the cells, type in information about the Literacy Considerations for your target population and add your references. The first section of the template includes a Nursing Diagnosis, Long Term and Short Term Goal, and the Target Population. Select a nursing diagnosis from module 2 and include module two’s long and short term goals. You may need to rewrite your goals if you had feedback from your TA about them. The Target Population may be a focused group such as a classroom, church group or another reasonably sized group. After typing in the above items, complete the next sections of the template. The sections are: ï‚· Content Outline – should include the specific content you would provide to help the aggregate accomplish the objective. ï‚· Method of Instruction (teaching strategy) – based on the learning theory you chose and posted in your week 3 discussion. Be sure the method of instruction relates to the learning theory and aggregate. ï‚· Time – indicate how long you would take to provide the content information. You will not be implementing the teaching plan for this assignment but may want to do so at another time. ï‚· Method of Evaluation – indicate how you would determine whether the objectives were met. Examples of these are Q /A session, pre/posttest, gaming, and demonstration/return demonstration. Type information into each cell of the table for the teaching plan. They expand as you type. Literacy Considerations Complete the Literacy Considerations section of the template. Describe the literacy levels of your target population based on age, gender and estimated levels of education. Identify 3 – 4 ways you would develop educational materials that best fit the literacy levels of your aggregate. Your textbook has an excellent section on health literacy. References Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. One may be from a professional website. All references must be no older than five years (unless making a specific point using a seminal piece of information). NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS Last updated: 06/01/2017 © 2017 School of Nursing Ohio University Page 2 of 4 Type your references directly in the space provided in the template. Do not copy and paste them since doing so may alter their format. You do not need to include a title page, introduction, or conclusion for this assignment. Use the Community Health Nursing Teaching Plan template to complete the assignment. Submit the completed template. To help you complete your assignment, please read the following information: Guidelines for Writing Measureable Community Based Objectives There are three components of measurable community based learning objectives: An action verb, a specific behavior that is performed by the community members, and a specific timeline for accomplishing the behavior. An example of a clear and measurable community based learning objective is: At the completion of the educational program, the learners will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis.” An example of an unmeasurable objective is: The learner will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.” “Increase knowledge” cannot be directly demonstrated; therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs. Bloom’s Taxonomy of Learning Objectives has been widely used as the basis for writing objectives. Note that each subsequent cognitive level is higher level thinking than the one above it. Thus knowledge is a lower cognitive level of learning than comprehension and so forth. For beginning learners, knowledge verbs are sufficient. As learners gain information and knowledge, they begin to be able to comprehend, apply, analyze, synthesize, and evaluate. BSN students should be able to synthesize and evaluate information, while beginning nursing students are learning new information and grasping meaning, so knowledge and comprehension verbs would be used more than higher level verbs. Cognitive Level Illustrative Verbs Definitions Knowledge arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state remembering previously learned information Comprehension classify, convert, defend, discuss, distinguish, estimate, explain, express, extend, generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, grasping the meaning of information NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS Last updated: 06/01/2017 © 2017 School of Nursing Ohio University Page 3 of 4 rewrite, report, restate, review, select, summarize, translate Application apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate schedule, show, sketch, solve, use write applying knowledge to actual situations Analysis analyze, appraise, breakdown, calculate, categorize, classify, compare, contrast, criticize, derive, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, interpret, model, outline, point out, question, relate, select, separate, subdivide, test breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized Synthesis arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write rearranging component ideas into a new whole Evaluation appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value making judgments based on internal evidence or external criteria Downloaded from http://www.nadn.navy.mil/CTL/bloom.htm Using action verbs in conjunction with behavior to formulate a behavioral objective To formulate a Behavioral Objective, start with your selected health problem and goal. Then decide what it is you want your community aggregate to learn. If we take the health problem goal above: Goal – To provide female teens with information about a healthy diet and exercise regime (ask yourself – what do I want to do?), you might write several objectives associated with this goal, such as: At completion of the teaching program, the female teens will be able to 1. Identify 4-6 high carbohydrate foods 2. Explain 2-3 reasons why high carbohydrate foods should us eaten sparingly 3. Develop a healthy diet plan using the USDA food regimen At completion of the teaching program, the female teens will be able to 1. Relate 3-5 positive effects of a regular exercise routine 2. Describe 3-5 healthy exercises 3. Select 2-3 healthy exercises as part of a regular exercise routine Note, the objectives directly relate to the goal, and the goal directly relates to the health NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS Last updated: 06/01/2017 © 2017 School of Nursing Ohio University Page 4 of 4 problem. Use of an Action Verb in conjunction with an instructional method (teaching strategy) The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your instructional methods must include “discussion”). When you use an action verb, decide what instructional method you’re going to use to help the learner accomplish the objective. The most ineffective teaching method is Lecture. It is the poorest way to help people learn. Discussion, Demonstration/Return Demonstration, Group, Gaming, Simulation, Role Playing, and Role Modeling are ALL much more effective than lecturing. REMEMBER the younger the audience, the MORE audio/visual materials and active participation teaching methods you use, the more effective is learning. Take a look at these forms of instructional methods and decide which ones best fit the action verbs you use. Be creative and try to avoid lecture

 

RSE 4540 M3 A6 RUBRIC: WRITTEN ASSIGNMENT: COMMUNITY BASED EDUCATIONAL PLAN (40 pts) Last updated: 06/07/2017 © 2017 School of Nursing – Ohio University Page 1 of 1 Criteria Levels of Achievement Accomplished Needs Improvement Not Acceptable Nursing Diagnosis/Target population/Long and Short Term goal 5 to 5 Points 2 to 4 Points 0 to 1 Point Teaching Plan Content Objectives 4 to 4 Points 2 to 3 Points 0 to 1 Point Content Outlines 4 to 4 Points 2 to 3 Points 0 to 1 Point Method of Instruction 4 to 4 Points 2 to 3 Points 0 to 1 Point Time of Instruction 4 to 4 Points 2 to 3 Points 0 to 1 Point Method of Evaluation 4 to 4 Points 2 to 3 Points 0 to 1 Point Literacy Information Target population demographics 2 to 2 Points 1 to 1 Point 0 to 0 Points Explains how their literacy levels affect the content used to implement the teaching plan 5 to 5 Points 2 to 4 Points 0 to 1 Point Explains what literacy considerations the nurse should take into account for the target audience 5 to 5 Points 2 to 4 Points 0 to 1 Point References 3 to 3 Points 1 to 2 Points 0 to 0 Points Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. –), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National Guideline Clearinghouse). References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases. *All references must be no older than five years (unless making a specific point using a seminal piece of information) Note: You will have three (3) attempts to submit a written assignment, only the final attempt will be graded. For each attempt you will receive a SafeAssign originality report. This will give you a chance to correct the assignment based on the SafeAssign score. Click here to view instructions on how to interpret SafeAssign originality report.

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