Community Teaching Work Plan Proposal

Community Teaching Experience

Students must submit this form as part of the assignment submission.

Student Name:__________________	Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last	First	M.I.
Credentials:		Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX PowerPoint Presentation	FORMCHECKBOX Pamphlet Presentation	FORMCHECKBOX Audio Presentation	FORMCHECKBOX Poster Presentation
D
Provider Acknowledgement

I __________________________acknowledge that ____________________________

(Provider Name) (Student Name)

has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.

______________________________ _________________

Provider Signature Date Signed

Community Teaching Work Plan Proposal

Directions: Develop an educational series proposal for your community using one of the following four topics:

1) Bioterrorism/Disaster

2) Environmental Issues

3) Primary Prevention/Health Promotion

4) Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:	Location of Teaching:
Supplies, Material, Equipment Needed:	Estimated Cost:
Community and Target Aggregate:
Topic:

 

Epidemiological Rationale for Topic (statistics related to topic):

 

 

 

 

 

Nursing Diagnosis:

 

 

 

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

 

 

 

 

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

 

 

 

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.

 

 

 

 

 

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

 

 

 

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.
1.	1.	1.
2.	2.	2.
3.	3.	3.
4.	4.	4.

 

 

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

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

 

 

 

 

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

 

 

 

 

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

 

 

 

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1 Unsatisfactory 0.00%	2 Less than Satisfactory 75.00%	3 Satisfactory 83.00%	4 Good 94.00%	5 Excellent 100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching	Focus of community teaching is not identified or is incomplete.	Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.	Focus of community teaching is clear, but rationale for selection is not included.	Focus of community teaching is clear, with a detailed explanation of rationale for selection.	Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal	Community teaching proposal is omitted or incomplete.	Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.	Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.	Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.	Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions	Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.	Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.	Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.	A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.	Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
5.0 %Format
2.0 %Proposal template is applied correctly.	Template is not used appropriately or documentation format is rarely followed correctly.	Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	Template is used, and formatting is correct, although some minor errors may be present.	Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)	No reference page is included. No citations are used.	Reference page is present. Citations are inconsistently used.	Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.	Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.	In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage