The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classmates and the instructor. The presentation site is preferably in the clinical setting. However, the instructor can hold it at the MDC Medical campus.
Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.
Information to include in the presentation consists of:
1. Title of the project.
2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence).
3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:
4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness?
5. The presentation should be age, cultural, and health literacy-appropriate.
6. The health teaching presentation should provide accurate, evidence-based information to the participant.
7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don't.
8. The presentation should have examples of how to do the intended behavior.
8. The presentation should have time for participants to ask questions and make comments.
9. The presentation should have a section that evaluates the audience's attainment of the education objectives.
This criterion is linked to a Learning OutcomeDescription of interest in community selected and identification of health evidence-based practice teaching intervention selected.Student should be able to describe his active service of citizenship, community engagement and social responsibility within the community selected. Student also described the evidence-based practice teaching intervention which will be presented.
25 to >14.0 ptsProficient
Student clearly articulates his/her ideas about active community engagement. Was able to communicate his topic based on community health needs.
14 to >10.0 ptsDeveloping Proficiency
Student did not demonstrate his engagement in the community. Was clear presenting his topic based on community health needs.
10 to >0 ptsNeeds Improvement
Student was not able to communicate his engagement in the community. Was not able to clearly communicate his topic based on community health needs.
25 pts
This criterion is linked to a Learning OutcomeDemonstrates Collaboration with Community StakeholdersDemonstrate reciprocity and responsiveness in his communication with community leaders and organizations. Maintained awareness to community cultural, educational, and health literacy levels.
25 to >14.0 ptsProficient
Student clearly articulates how his/her experience has been more than a one-way relationship. Student articulates how she/he was responsive to those served, and how she/he was affected or challenged, or changed by these relationships. Student was sensitive to the cultural needs, health literacy and educational levels.
14 to >10.0 ptsDeveloping Proficiency
Student showed lack of engagement and limited relationship with community members. Student was not able to assess properly the cultural needs, health literacy and educational levels of the community selected.
10 to >0 ptsNeeds Improvement
Student showed minimal engagement in the community selected. Did not assess the cultural, educational or health literacy needs of the community selected.
25 pts
This criterion is linked to a Learning OutcomeApplication of evidenced based teaching intervention.Student clearly demonstrates knowledge by applying evidenced-based information to the teaching intervention. Student utilizes evidence such as mortality, morbidity rates, and makes a critical analysis of the important social issues facing the population served. Teaching interventions shows depth and complexity of the healthcare needs of the community served.
25 to >15.0 ptsProficient
Student applied accurate, evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The teaching intervention was well planned and appropriate for the community served.
15 to >10.0 ptsProficient
Student did not apply evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The intervention was not well planned or relevant to the community served.
10 to >0 ptsNeeds Improvement
Student did not apply evidence-based information to the participants. The intervention lacked planned outcomes to be achieved.
25 pts
This criterion is linked to a Learning OutcomeEvaluation of teaching presentation to participants.Teaching presentation contained introduction, learning objectives, findings and recommendations. Student was able to reflect on the barriers or limitations of the particular health project within the community.
25 to >14.0 ptsProficient
Student adhered to allotted time 15-20 minutes. Presentation was clear, contained introduction, learning objectives, findings and recommendations. Audience had time for questions and clarification of material. The presentation utilized visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
14 to >10.0 ptsDeveloping Proficiency
10 to >0 ptsNeeds Improvement
Student did not adhere to allotted time 15-20 minutes. Presentation did not follow required format. Audience did not have time for questions and clarification of material. The presentation did not utilize visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
25 pts
1
Wideline Colin
Miami Dade College
NUR 4636L: Community Health Nursing Practicum
Dr. Violr4ts Aguilar-Figuly
June , 2024
Goal:
The community teaching project aims to empower patients with diabetes to effectively manage their condition, improve their quality of life, and reduce complications associated with diabetes.
Analysis of the Issue
Identify the challenges faced by patients with diabetes, such as lack of knowledge about the disease process, difficulty in recognizing symptoms of high and low blood sugar, environmental factors affecting diabetes management, dietary choices, and adherence to treatment guidelines.
Stakeholders:
Engage key stakeholders such as diabetes educators, healthcare providers, community leaders, and patient advocacy groups to ensure a comprehensive and collaborative approach to the project.
Target Group:
The target group for this project includes individuals recently diagnosed with diabetes who require education and support to manage their condition effectively.
Educational Objectives:
– participants will verbalize increased knowledge and understanding of the diabetes disease process.
– they will be able to identify the signs and symptoms of hyper and hypoglycemia.
– they will identify solutions to environmental impacts on diabetes management.
– develop an appreciation for a balanced diet and understand the importance of monitoring blood glucose levels.
– utilize the American Diabetes Association guidelines for optimal blood glucose control.
Implementation Plan:
1. Develop educational materials and resources on diabetes management, healthy lifestyle choices, and blood glucose monitoring based on evidence-based practices.
2. Organize interactive workshops, seminars, and one-on-one sessions to educate participants on diabetes self-care practices, dietary guidelines, and medication management.
3. Collaborate with healthcare professionals to provide hands-on training on insulin administration, glucose testing, and symptom recognition.
4. Create a support network for participants to share experiences, seek advice, and stay motivated in managing their diabetes effectively.
5. Evaluate the effectiveness of the educational interventions through pre-and-post assessments, feedback surveys, and follow-up sessions to measure knowledge gain and behavior change.
By following these steps, the community teaching project can successfully equip patients with diabetes with the knowledge, skills, and resources needed to lead healthier lives and effectively manage their condition.
Specific:
– Target Group: Recently diagnosed diabetes patients in the community, including pre-menopausal women at risk for diabetes.
– Issue: Lack of knowledge and skills in managing diabetes effectively, leading to potential complications.
– Location: Community Health Center in a low-income neighborhood.
– Timeframe: 2-month program duration, with weekly sessions on Tuesdays from 6-8 pm.
Measurable:
– Objective 1: Identify Signs and Symptoms of Hyper and Hypoglycemia
– Conduct a pre-assessment to gauge participants' current knowledge of hyper and hypoglycemia symptoms.
– Provide educational sessions and practical demonstrations on recognizing and responding to hyper and hypoglycemia.
– Post-assessment at the end of the program to measure the improvement in participants' ability to identify symptoms. Aim for at least an 80% increase in correct identification.
Achievable:
– The program will be conducted in collaboration with a diabetes educator and volunteer healthcare professionals.
– Educational materials, such as brochures and handouts, will be provided to participants to reinforce learning.
– Community partnerships will be utilized to ensure access to necessary resources and support.
Relevant:
– The objectives align with the overall goal of empowering patients to manage their diabetes effectively and improve their quality of life.
– By enhancing participants' knowledge and skills, the project aims to reduce the risk of complications and promote self-care behaviors.
Time-Specific:
– Weekly sessions will cover different aspects of diabetes management, including diet, exercise, medication adherence, and monitoring.
– By the end of the 2-month program, participants should demonstrate improved knowledge and skills in diabetes self-care, as measured by post-assessments and surveys.
Monitoring/Evaluation:
– Post-assessment surveys will be conducted to evaluate participants' knowledge and attitudes regarding hyper and hypoglycemia.
– Feedback sessions will be held to gather insights from participants on the effectiveness of the program and areas for improvement.
– Participant progress will be tracked throughout the program to ensure engagement and adherence to educational objectives.
By following this detailed action plan and incorporating the SMART criteria, the community teaching project on diabetes management can effectively address the identified objectives and empower participants to take control of their health and well-being.
References
American Nurses Association. (n.d.). Nursing Resources & Support for Opioid Crisis.
Centers for Disease Control and Prevention. (n.d.). Opioid Overdose. Retrieved from https://www.cdc.gov/drugoverdose/index.html
Healthy People 2030. (n.d.). Leading Health Indicators. Retrieved from https://health.gov/healthypeople/leading-health-indicators
Substance Abuse and Mental Health Services Administration. (n.d.). Prevention of Opioid Overdose. Retrieved from https://www.samhsa.gov/medication-assisted-treatment/treatment/opioid-overdose
Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/opioid-education-hub/
