Fluent Essays

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: PowerPoint presentation – no more than 30 minutes Pamphlet presentation – 1 to 2 pages Audio presentation Poster presentation Selection of Community Setting These are considered appropriate community settings. Choose one of the following: Public health clinic Community health center Long-term care facility Transitional care facility Home health center University/School health center Church community 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 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. Running Head: TEACHING PLAN PROPOSAL 1 TEACHING PLAN PROPOSAL 2 Assignment Student Name Institute Name Course Name Professor Name Date Community Teaching Work Plan Proposal Primary Prevention/ Health Promotion Planning Before Teaching Name and Credentials of Teacher: Estimated Time Teaching Will Last: 45 Minutes Location of Teaching: Community Hall Supplies, Materials, Equipment Needed: Pamphlets, Brochures, Notes, Snacks Estimated Cost: $45 Community and Target Aggregate: Young Adults age between 20-35 years old. Topic: Diabetes type 2- Prevention and Risks Identification of focus for Community Teaching The selected topic is the prevention and risks of diabetes type 2. It is important to study and share knowledge regarding diabetes type 2 because it can cause a lot of troubles such as heart disease, amputations, and blindness. The most common is diabetes type-2, and people should be aware of all the disadvantages. The risks of all the other diseases can be reduced by controlling diabetes. Epidemiological Rationale for Topic According to CDC, about 1 in 10 and more than thirty-four (34) million Americans have diabetes, and more than 90% of the people have type-2 diabetes. Type-2 diabetes is mostly found in people over the age of 45, but now teenagers and children are also suffering from diabetes type 2 (CDC, 2021). According to Healthline, approximately 29 million people in the US have diabetes, and about 8 million people are not aware of their condition. The cases of diagnosed diabetes have an estimated cost of $245 billion in the United States. Besides this, 1 in 7 children has the chance of developing diabetes if their parents are also diagnosed with diabetes before age 50. Non-Hispanic Black people have more chance and higher risks of getting diabetes (13.2%). And Hispanics have a (12.8%) percent higher risk (Santos-Longhurst, 2020). According to WOH World Health Organization, in 2019, an estimated 1.5 million deaths were caused by diabetes (WHO, 2021). Another research by the American Diabetes Association, the average medical expenditure of diabetic people is 2.3 times higher than the of other people (American Diabetes Association , 2021). People with a BMI body mass index of 25 and higher have more chances of getting diabetes type 2 (Salomon, 2021). According to Medical News Today, diabetes is the seventh (VII) leading cause of death in the United States. Approximately 50,000 Americans begin their treatment of Kidney failure due to diabetes cases (Berry, 2019). The research from Single Care presents that China has the highest number of diabetes cases, with 116 million people having diabetes globally. The American Journal of Managed Care shows that in every 17 seconds, an American is diagnosed with diabetes (Singlecare, 2021). Nursing Diagnosis Imbalanced nutrition can cause diabetes type 2; abnormal intake of calories can cause diabetes and abnormal body weight. Readiness for Learning The audience, including the young adults, will show their feelings and experience regarding diabetes type 2. They will ask questions about the risks associated with diabetes type 2 and how it can be prevented using specific measures. The young adults will get themselves engaged in conversations, and the body language of these people is also considered. They will ask questions regarding the food choices and to clear their misconceptions. Theory The teach-back theory will be used because it is the only way to confirm that all the things have been explained to the patient. This method also helps the instructor by informing him that what is important for the learners or patients and the way in which the learner or the patient can easily understand the concept (Farris, 2015). A small survey can be conducted by handing out the pamphlets to the target audience and asking them open-ended questions in which they can describe what they have learned in their own wordings. It is the best way of communicating with the patients and getting information from them. Before giving them pamphlets in which questions are asked, the brochures and notes regarding diabetes type 2 awareness are also shared to increase their understanding of diabetes. Goal: The goal D-16 from HP2020 is considered to increase the prevention behaviours in persons that are at higher risk of diabetes with prediabetes (Healthy People 2020, 2021). People with age 18 or more than 18 years are at more risk for diabetes. They are engaged in activities such as losing weight and limiting the use of fats and the intake of calories. Alma Ata’s Health for All Global Initiatives According to these initiatives, there are health disparities in some countries, and the presence of health disparities in one country can become harmful for the countries as well. Therefore, it is essential to recognize the issues of healthcare and try to remove them (Maurer, 2013). The Healthy People 2020 D-16 goal helps to spread awareness and education for the prevention of disease in the people having diabetes with prediabetes. This goal can help to improve the quality of life and to reduce the number of people having diabetes. Behavioral Objectives (Content, Strategies) Behavioural Objective and Domain Content Strategies/ Methods The audience will name one healthy food of their own choice. The audience will describe the healthy food and unhealthy food causing diabetes. The brochure is used to describe the symptoms, risks, prevention, and interventions for diabetes type 2. Attractive visuals and simple language will be used to describe healthy food to prevent diabetes type 2. 1. Audience will think of healthy food that can prevent diabetes. Healthy food includes fruits, vegetables, low calories food, and a low intake of sugar. Unhealthy food includes more intake of sugar and calories. The brochure will include a chart of healthy and unhealthy food, and snacks are provided, including both healthy and unhealthy food. The audience will choose from healthy and unhealthy food. 2. Audience will identify different ways to prevent diabetes type 2, such as physical activities. Physical activities such as exercise can reduce the risks of increased obesity and heart diseases. The timings of exercise and the different techniques of doing exercises will be shown on the brochure. 3. The audience will think about the people who are already having diabetes type 2. Regular checking of blood glucose should be done to monitor the level of sugar. The brochure will describe that how an individual can check glucose levels. 4. Symptoms recognition. Describing symptoms. The brochure will explain the symptoms of diabetes type 2. Creativity: Creativity is used to attract the attention of the audience. The use of visuals and simple language on the brochure is the creativity to gain the attraction of all the people. The snacks are provided to the audience to determine whether they can classify the healthy and unhealthy food or not. The volunteers also worked to perform that how glucose level is checked and to deliver the handouts to the audience. Planned Evaluation of Objectives: At the end of the presentation, I will ask the audience to perform the glucose check and to perform the hand hygiene that helps in the prevention of diabetes. I will also ask random questions from the audience regarding healthy and unhealthy food. Planned Evaluation of Goal: I will come to see the audience 2 times a week for one month to check that if they have followed the teaching or not. I will see the food choices of these people for evaluation and assessment. Planned Evaluation of Lesson and Teacher: I will ask close-ended questions to evaluate that whether the students have understood all the things by my presentation or not. I will add the questions such as: · Was the presentation easy to understand? · Do you think that this presentation has met your expectations? · Rate the presentation from 1 to 10. · What improvements would you bring to this presentation? Barriers: · The inability of the audience to bring behavioural changes. · Cognitive deficits. Therapeutic Communication: I will introduce myself first, and then I will discuss about diabetes and its facts. I will discuss the impact of diabetes on young adults. I will discuss the statistics of diabetes type 2 in worldwide and in the United States. I can also ask random questions to increase the attention of the audience. I will also use a real-life example by introducing a young adult having prediabetes, and I will ask him to share his experiences. I think that this will be the best strategy to increase the attention of the audience as they will be impressed more by the person of the same age as theirs. I will get help from the volunteers to help me distribute brochures and notes to increase the audience's understanding. I will answer the questions of the people at the end of my presentation, and I will allow them to ask any question that comes to their mind regarding the topic discussed in the presentation. References American Diabetes Association . (2021). Statistics About Diabetes. Retrieved from American Diabetes Association : https://www.diabetes.org/resources/statistics/statistics-about-diabetes Berry, J. (2019). Statistics and facts about type 2 diabetes. Retrieved from Medical News Today: https://www.medicalnewstoday.com/articles/322022 CDC. (2021). Type 2 Diabetes. Retrieved from CDC: https://www.cdc.gov/diabetes/basics/type2.html Farris, C. (2015). The teach back method. . Home healthcare now, 33(6), 344-345. Healthy People 2020. (2021). D-16. Retrieved from Healthy People 2020: https://www.healthypeople.gov/2020/topics-objectives/objective/d-16 Maurer, F. A. (2013). Community/Public Health Nursing Practice: Health for Families and Populations (5th ed). . St. Louis, Missouri: Elsevier Saunders. Salomon, S. H. (2021). The Type 2 Diabetes Facts and Statistics You Need to Know. Retrieved from Everyday Health: https://www.everydayhealth.com/type-2-diabetes/facts-statistics-you-need-know/ Santos-Longhurst, A. (2020). Type 2 Diabetes Statistics and Facts. Retrieved from Healthline: https://www.healthline.com/health/type-2-diabetes/statistics#Worldwide Singlecare. (2021). Diabetes statistics 2021. Retrieved from Singlecare: https://www.singlecare.com/blog/news/diabetes-statistics/ WHO. (2021). Diabetes. Retrieved from WHO: https://www.who.int/news-room/fact-sheets/detail/diabetes Rubic_Print_Format 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 Content 80.0% 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 (C3.3) 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. Total Weightage 100%