NRS 428 GCU Community Teaching Plan on Obesity Teaching Experience Analysis Note: This is an individual assignment. In 1,500-2,000 words, describe the teac
NRS 428 GCU Community Teaching Plan on Obesity Teaching Experience Analysis Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the APA 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. Running Head: COMMUNITY EDUCATION
Community Teaching Work Plan Proposal
Teacher’s Name:
Teaching Period:
Teaching Location:
1
COMMUNITY EDUCATION
2
Three Hours
Children daycare
Equipment and Supplies Required:
Cost Estimate:
Projector, whiteboard, computer, food
samples, food items, Flashcards
$100
Targeted Population:
Children between the ages of 5 and 12 years
Topic:
Primary Prevention/Health Promotion: Obesity
Focus for Community Teachings
Childhood obesity has been an issue of concern for the past few decades. Considering
that being obese during childhood increases the likelihood of adult obesity, the selected topic
aims to ensure health prevention and promotion among young children between five to twelve
years who will be accompanied by their parents. This topic falls undernutrition and weight status
on Healthy People 2020.
Epidemiological Rationale
Obesity continues to be a pressing issue in public health since the rates of obesity and
overweight have been increased in many countries globally. This problem is of great concern,
especially among children considering that about a third of children in the U.S live with the
conditions (Langford et al., 2015). Globally, WHO (2020) estimates that there are over 650 adult
obesity cases, while more than 2 billion people are overweight. In the case of children, 2016 data
showed that over 350 million children below 19 years are obese/overweight, while over 38
million children below five years were living with the conditions. Considering a large number of
COMMUNITY EDUCATION
3
countries experiencing health burden due to obesity, community education on the same is critical
to prevent future cases and increase health promotion. Obesity increase the likelihood of getting
other conditions including diabetes type 2, cancers, hypertension, among others, and childhood
obesity result in the early onset of these diseases among children (Sahoo et al., 2015).
Nursing Diagnosis
Obesity is a complex condition associated with increased accumulation of body fat.
Nursing diagnosis of obesity relates to nutrition imbalance related to knowledge deficit, as
evidenced by observed dysfunctional eating patterns, intake more than body requirements.
Readiness to Learn
The assessment of the readiness to learn among the children and their parents will be
crucial in ensuring the effectiveness of the teaching session. For instance, various factors such as
interest in subject matter, their opinions during the interaction, and view on an unhealthy lifestyle
will help determine their readiness. Also, the degree of motivation will be crucial in ensuring the
success of the project since individual attitudes towards their health will determine their
commitment level.
Learning theory
The teach-back model will be applied during the teaching process. This method helps
gauge the effectiveness of the teaching method used. Health outcomes are considered to be as a
result of teach-back since it helps change health behavior (Yen & Leasure, 2019). The model
also helps assess information needs, how well the patient or the target group understands, as well
as the effectiveness of the teacher’s communication method. For instance, the learner is required
to explain what they learn in their own words, after which the provider adjusts or modifies
COMMUNITY EDUCATION
4
information to ensure a clear understanding and comprehension. The tech-back model has
proved to be effective in ensuring knowledge retention and has been found to result in lower
hospital admissions for patients with heart failure, among other conditions (Yen & Leasure,
2019). In this case, this model will be effective in ensuring parents and children undergoing the
community teaching program engage in healthier behavior.
Goal: Healthy People 2020
Obesity prevention and promotion teaching program supports the Healthy People 2020
topic about nutrition and weight status. This is by ensuring that children and their parents learn
ways to promote health by ensuring healthy foods are consumed to help lead a healthy life
(Healthy People, 2020). This objective relies on the science that shows the efficiency of nutrition
in achieving a healthy weight. Also, the leading health indicators topic about nutrition, physical
activity, and obesity is included in Healthy People 2020, and the aim is to ensure that people
engage in healthy lifestyles to reduce the risks of developing obesity, among other health
conditions.
Relationship Between HP2020 Objective and Alma Ata’s Health for All Global Initiative
The objective discussed above supports Alma Ata’s Initiative in different ways. For
instance, education about the health issues affecting the community, as well as prevention and
control of the problems, is a shared goal. On the other hand, Alma Ata Global Initiative views
health as a human right, which means that every individual must receive primary health care, and
also recognize the need for various sectors to work closely in promoting healthcare. Both Alma
Ata Initiative and Healthy People 2020 paves the way to ensure that education and awareness are
COMMUNITY EDUCATION
5
promoted. This ensures that children and adults get relevant and appropriate information about
the significance of healthy eating and physical exercises on their health.
Behavioral Objectives
Behavioral Objective
Content
Strategy
1. Parents and their
Children will name
unhealthy foods whose
intake should be
avoided
Some of the foods presented
contribute to obesity. This
includes processed and
sweetened foods including
sweets and foods with high
saturated fats
The method will involve
identifying foods from the
developed food pyramid,
and selecting those that
make up an unhealthy
category
2. Children will verbalize
the healthy behaviors
that should be adopted.
A range of foods, healthy
and unhealthy foods, will be
shown to children. A
description of how a lack of
exercise contributes to
weight gain will be done.
At the start of teaching,
various pictures will be
presented on healthy and
unhealthy foods, known to
the children.
3. Children will show their
understanding of
healthy foods
Include the fruits,
vegetables, snacks, whole
grains, fast foods, among
others on the pyramid.
The assignment will require
the children to create a
healthy full meal using the
provided foods and explain
their choice.
4. Parents and Children
Will gain an
understanding of the
impact and possible
causes of obesity
Lack of engaging in
exercise and eating a
healthy diet increase the
risk of obesity. Also, the
environment created by
parents and school
influence children’s health
choices.
Presentation at this point
will show how people with
obesity turn out, including
effects on quality of life.
This will also include the
impact on individuals,
family, and friends.
Children will then be
required to write down what
they have learned about the
causes of obesity.
Obesity may result in
complications and the
development of diseases,
including hypertension,
sleep apnea, diabetes, and
Before-After Images of
overweight individuals who
adopted a healthy lifestyle
will be shown.
COMMUNITY EDUCATION
6
cancer.
Creativity.
The teaching method will use creative presentations with visual images on healthy and
unhealthy foods that are known to the children. All children will also be shown a range of videos
of what happens when one fails to eat healthy foods and engage in exercises. Creativity will also
involve using real-world examples to help children make a connection between healthy
behaviors and diseases. Social interactions between parents and children in a group will help
ensure the learning process is fun and open where children distinguish harmful and healthy
behavior based on the presented scenarios.
Evaluation for Each Objective
1. In the first objective, the ability of the child to identify unhealthy foods from the list
of choices will be determined. The more foods identified, the better the learning
outcomes.
2. In the second choice, the ability of children to identify healthy habits will be assessed.
Children should be able to identify foods that are healthy and include physical
exercises as a requirement.
3. In the third objective, children’s understanding of a healthy diet will be evaluated by
identifying those who make a healthy meal, and this includes those who do not
include unhealthy foods in the diet plan.
4. The understanding of the health impact of obesity will be evaluated by asking
children to write down or verbal explanations of what they have learned during the
program.
COMMUNITY EDUCATION
7
Evaluation of Teaching Plan Effectiveness
This will be done at the end of the teaching session, and evaluation of children’s
understanding of the health concepts as discussed will help determine the effectiveness of the
teaching plan. For instance, questioning children will help determine the knowledge retained
during the process. An evaluation form will be issued to parents to help determine how children
apply what was learned at home during meals.
Lesson and Teaching Process Evaluation
At the end of the learning process, a questionnaire will be issued to parents and older
children to determine the impact of the educational program. This will include determining
whether the lesson and teaching methods met their expectation, relevancy/appropriateness of the
information, and areas that need improvement.
Barriers during Teaching
At the start of the program, it is expected that children could feel embarrassed, especially
those who are overweight. However, setting ground rules that involve avoiding hurting remarks
will be done to create a learning atmosphere for everyone. Also, younger children could have
difficulty understanding healthy and unhealthy foods. In this case, pictures and videos will be
used to ensure they relate, and a simple language will be utilized throughout the learning process.
Also, the age difference could undermine the learning process, and this means that groups will be
developed based on age to ensure an adjusted learning experience for each group. Lastly, Low
attendance could hinder our teaching efforts. However, incentives will be offered to those who
attend the program, including a full meal treat during lunch.
Communication
COMMUNITY EDUCATION
8
During the start of the presentation, every child will receive a food item randomly. This is
expected to improve their motivation and commitment to learn since the food items they receive
will play a crucial role in learning during the teaching session. In promoting active listening,
guided conversations will be initiated. This will ensure that everyone follows the conversation to
help them answer the following questions. Asking questions will keep the audience engaged in
the conversation. Also, I will stop talking at some point during the conversation to capture
attention. Using videos and images, as I explain what is happening will also help capture the
children’s attention. During the process, questions will follow every activity to ensure they
remain attentive and ensure information is absorbed. At the end of the presentation, other food
items will be issued randomly, and children will be asked to eat. Observation of those who eat
unhealthy foods will be made, which will help in making the closing remarks. Nonverbal cues
such as maintaining body posture, the use of appropriate gestures, and eye contact strategies will
be utilized.
References
Healthy People 2020. Nutrition and Weight Status. U.S. Department of Health and Human
Services. Retrieved from https://www.healthypeople.gov/2020/topicsobjectives/topic/nutrition-and-weight-status
COMMUNITY EDUCATION
9
Langford, R., Bonell, C., Jones, H., & Campbell, R. (2015). Obesity prevention and the Health
Promoting Schools framework: essential components and barriers to success. The
international journal of behavioral nutrition and physical activity, 12, 15.
https://doi.org/10.1186/s12966-015-0167-7
Sahoo, K., Sahoo, B., Choudhury, A. K., Sofi, N. Y., Kumar, R., & Bhadoria, A. S. (2015).
Childhood obesity: causes and consequences. Journal of family medicine and primary
care, 4(2), 187192. https://doi.org/10.4103/2249-4863.154628
WHO. (2020). Obesity and overweight. World Health Organization. Retrieved from
https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight
Yen, P. H., & Leasure, A. R. (2019). Use and Effectiveness of the Teach-Back Method in Patient
Education and Health Outcomes. Federal practitioner: for the health care professionals
of the VA, DoD, and PHS, 36(6), 284289.
Course Code
NRS-428VN
Class Code
NRS-428VN-IO6220
Criteria
Content
Percentage
80.0%
Comprehensive Summary of Teaching Plan
15.0%
Epidemiological Rationale for Topic
15.0%
Evaluation of Teaching Experience
20.0%
Community Response to Teaching Provided
15.0%
Areas of Strength and Improvement
15.0%
Organization, Effectiveness, and Format
20.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Paper Format (use of appropriate style for the
major and assignment)
2.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Assignment Title
Community Teaching Plan: Teaching Experience Paper
Unsatisfactory (0.00%)
Summary of community teaching plan is omitted.
Epidemiological rationale for the topic is omitted.
Evaluation of teaching experience is omitted or incomplete.
Community response to teaching is omitted.
Areas of strength and improvement are omitted.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately, or documentation format
is rarely followed correctly.
Sources are not documented.
Total Points
100.0
Less Than Satisfactory (65.00%)
Summary of community teaching plan is incomplete. Overall,
the teaching plan is unclear.
Epidemiological rationale is unclear or incorrect.
Evaluation of teaching experience is unclear or
underdeveloped. The narrative is not written in a manner
that evaluates the experience.
Community response to teaching is partially summarized.
More information is needed.
Areas of strength and improvement are partially discussed.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (75.00%)
Summary of community teaching plan is offered, but some
elements are vague. Some rationale or evidence is needed for
clarity and support.
Epidemiological rationale is summarized and provides some
support for the topic. More information or evidence is
needed for support.
Evaluation of teaching experience is summarized. Some
aspects are vague. More detail is needed to fully illustrate an
assessment of the experience.
A summary of the community response to teaching is
presented. Some areas are unclear. More information is
needed for support or clarity.
Areas of strength and improvement are generally discussed.
Thesis is apparent and appropriate to purpose.
Argument is orderly but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied
sentence structure and audience-appropriate language are
employed.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (85.00%)
Community teaching plan is clear with a detailed summary of
each component. Minor rationale is needed for clarity or
support.
Epidemiological rationale is provided and provides general
support for the topic. Some detail is needed for clarity.
Evaluation of the teaching experience is generally presented.
Some detail is needed for clarity.
A description of community response to teaching is generally
presented. Some information is needed for support or clarity.
Areas of strength and improvement are discussed.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progression. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
Focus of community teaching is clear, consistent with
community teaching plan, detailed, and well supported. The
presentation demonstrates an ability to create effective
teaching plans relative to a population.
Strong epidemiological rationale is provided and
demonstrates support for the topic presented.
A comprehensive evaluation of teaching experience is
presented. Insight into self-appraisal in regard to teaching is
demonstrated.
A detailed description of community response to teaching is
presented.
Areas of strength and improvement are thoroughly discussed.
The author demonstrates insight into personal strengths and
areas where improvement would be beneficial.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Comments
Clear and convincing argument presents a persuasive claim in
a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Purchase answer to see full
attachment
