Benchmark: Community Teaching Plan: Community Presentation
SAMPLE PAPER
Community Teaching Presentation on Preventive Measures of type 11 diabetes
Need Assessment
The clinical practice was conducted in a living grace assisted living facilities. The need assessment was based on the prevailing trends of the type II diabetes among the American population. Type II diabetes is known to reduce life expectancy by 10 years (Huizen, 2019). According to American Diabetes Association (2020) type II diabetes is the 7th leading cause of death in America with yearly mortality of 79,000 deaths. Further, 34.2 million Americans had diabetes in 2018 with 26.8 million of this population being diagnosed while 7.3 were not diagnosed. Moreover, about 34.12 million Americans suffering from diabetes were adults. Populations at the risk of contracting the disease include ethnic and racial minorities, older adults, and people from underprivileged backgrounds hence lacking quality education and better income to support healthy nutrition. This has resulted in overwhelmed healthcare systems due to the ever-rising number of diabetic patients and the complex nature of the care required by the patients. For example, according to Johnson Dunn & et al, (2019), Texas State in the year 2012 incurred direct medical cost and indirect cost due to diabetes totaling $ 18.9 billion and $ 6.7 billion respectively (CDC, 2019). Thus, there is a great need for putting in place innovative strategies that will incorporate preventive measures that integrate discoveries to reduce the burden on the healthcare system as well as assuring a healthy and productive population. The prevention strategies to be incorporated in the health promotion approach will include a healthy diet, engaging in regular exercises, avoiding alcohol and smoking among other risk factors to support better type II diabetes management.
Evidence Search
The information integrated in the presentation was collected through conducting an online search and survey carried out within the locality of the center on the people’s understanding of the management and prevention of diabetes type II. Further, the staff of the facilities was consulted on their understanding of the prevailing trends and risk factors associated with the onset of type II diabetes. This was arrived at because the prevalence of the disease increases with age. Also, primary prevention strategies that are well deployed are known to delay the onset of the condition or reduce the number of people suffering from diabetes type II. Thus educating the target population in the facility location will have a positive impact on the reduced disease burden on the healthcare system and assure healthy citizens (US Department of Health and Human Services- Office of Minority Health, 2020). Therefore, the populace will be educated on ways of ensuring a healthy diet with integrated physical activities to prevent type II diabetes among the risk groups. Failure to take regular exercise and an unhealthy lifestyle coupled with poor diet enhances the diabetes risk factors that include overweight, obesity, poor lipid profile, and hypertension. Therefore, the diagnosis approach entails modification of the risk factors that enhances the development of type II diabetes due to unhealthy eating habits and sedentary lifestyle (Yen, & Leasure, 2019). The online research was aimed at collecting scientific data that will inform the design of necessary teaching materials to govern the appropriate behavior to support prevention strategy and intervention to tame the spread of type II diabetes. The information gathered informed the design of the educative poster, pamphlets, and leaflets for the clinical practice. The evidence research took 6 hours to facilitate the development of a watertight teaching plan that was tailored to the situation of the Living Grace Assisted Living Facility.
Creation of teaching plan
Upon successful need assessment and evidence research, the following day, the teaching presentation plan was created. The presentation integrated skill impartment and demonstration of practical aspect as depicted in the printed and displayed posters that used 6 hours of the teaching presentation development. The presentation incorporated the use of visual aids such as posters that highlighted the five food groups and suitable food to prevent type II diabetes. The poster was used to make the populace get a clear mental image of the expected lifestyle or behavior change as they engage in their routine activities. Further, there was a demonstration of the entailed practical aspect such as regular monitoring of blood sugar through role-play between myself and a learner or member of the facility. Thereafter, a few learners were selected at random to demonstrate to other learners of their understanding of the better disease management protocols. This will incorporate teach-back theory (Yen, & Leasure, 2019). The theory seeks to verify patients’ understanding of the covered content by asking them to explain the covered aspects using their own words concerning prevention and management of type II diabetes. The plan will involve the use of caring and plain language in teaching material and oral presentation in a conducive environment that is not subjective or judgmental. The planned presentation will also be changed to reflect the learners’ needs as per the evaluation received to emphasize on the customized approach. The presentation will integrate instruction’s approach that advocates for personal contact, reading body language, eye contact, and repetition.
Feedback and Approval
The created teaching presentation was presented to the site supervisor for their view and input. The site representative who was a registered nurse recommended changes to the program that incorporated the use of a clinic demonstration hall rather than the open field adjacent to the clinic. This was based on the status of the health facility hall that was comfortable for all learners (Yen, & Leasure, 2019). Further, the hall provided an opportunity for checked active participation due to limited distractions. The site supervisor requested two hours to go through the teaching plan and facilitate the necessary approval by the relevant authority upon which I was to get the endorsed copy with comments for required changes.
Review of Feedback
The teaching plan was reviewed to integrate visual aids and interpreters as expressed by the site supervisor to take care of the varying demographic attending the presentation. Thus, the review made the presentation to incorporate a whiteboard to highlight key areas in a class set up. Also, posters, pamphlets, and leaflets that captured various foods that can keep type II diabetes at bay were incorporated (Yen, & Leasure, 2019). The review also focused on designing posters with simple language to be understood by the learners and other users within the assisted living facility.
Presentation Development
The teaching plan was developed in line with the need to teach primary prevention of diabetes mellitus as enshrined in HP 2020 objective D – 1 that advocates for a reduction in the annual number of new cases that are diagnosed (HealthyPeople.gov, 2020). The development process involved developing posters with the right images of the right food, appropriate sugar levels and uploading them to my personal computer for editing to form part of the poster. Some of the posters and pamphlets used in the presentation include;
- The ideal food for diabetic Patient
Source: www.ncbi.nlm.nih.gov
- Nutrition mat
Source: www.ncbi.nlm.nih.gov
- Diabetes Facts Sheet
Source: www.endocrineweb.com
- Five Food Groups
Source: www.oneyouleeds.co.uk
- Food Ration pamphlets
Source: www.sciencedirect.com
- Aerobic Exercises
Sources: www.cdc.gov
- Diabetes Prevention
Source: www. nickhallproject.weebly.com
The poster incorporated information on the right diet, prevention strategies, and pictorial images of aerobic exercises. The online search provided suitable information for prevention strategies such as healthy exercise, healthy diet, and sugar monitoring. The online content was translated to a simple language suitable for comprehension by the learners (World Health Organization, 2020). Upon gathering of relevant information, graphic images were incorporated and the image developed and printed. The printed poster was edited physically and errors were eliminated in the soft copy where a final copy of posters was printed. The whole process took four hours. Different posters were developed that covered prevention and management strategies for type II diabetes.
Teaching Effectiveness
Teaching effectiveness will be conducted after the teaching period together with the facility supervisor. This will be examined by the optimism expressed by the learners in their readiness to change their lifestyle to incorporate a healthy diet and regular physical exercises. The increasing attendance of the subjects and participation in the designed programs and participation in focus group (Huizen, 2019). Also the willingness of the participants to express their approach in preventing type II diabetes, asking relevant questions on ways of eliminating risk factors and approach to monitor blood sugar and blood pressure. Learners’ ability to articulate their understanding of the covered content and design customized programs for observing the trained aspects will show the effectiveness of learning.
References
American Diabetes Association. (2020). Statistics about Diabetes. Retrieved on January 4, 2021 from https://www.diabetes.org/resources/statistics/statistics-about-diabetes
CDC (2019). Summary Health Statistics: National Health Interview Survey: 2018. Table A-4a. http://www.cdc.gov/nchs/nhis/shs/tables.htm
HealthyPeople.gov. (2020).Diabetes. Retrieved on January 4, 2021 from https://www.healthypeople.gov/2020/topics-objectives/topic/diabetes/objectives
Huizen, J. (2019, March 27). Type II diabetes and life expectancy. MedicalNewsToday. Retrieved on January 4, 2021 from https://www.medicalnewstoday.com/articles/317477
Johnson, E.P., Dunn, M., Cooper, M., & Bhakta, N. (2019). Diabetes Prevention Program Sites Compared With Diabetes Prevalence and Ratio of Primary Care Physicians in Texas. Prevention Chronic Disease, 16:190175. DOI: http://dx.doi.org/10.5888/pcd16.190175
US Department of Health and Human Services- Office of Minority Health. (2020). Diabetes and American Indians/Alaska Natives. Retrieved on January 4, 2021 from https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=4&lvlid=33
World Health Organization. (2020). Physical activity. Retrieved on January 4, 2021 from https://www.who.int/news-room/fact-sheets/detail/physical-activity
Yen, P.H., & Leasure, R. A. (2019). Use and Effectiveness of the teach-back method inpatient and health outcomes. Federal Practitioner, 36(6): 284–289.
Appendices
NRS-428VN: Clinical Practice Hours: Teaching Project
| Date Completed | Hours | Clinical Experiences and Activities |
| 28/12/2020 | 4 hours | Perform Needs Assessment which Includes Assessment of Environmental Factors, Socio-Economic / Cultural / Political Disparities, Beliefs, Attitudes, Practices, and Health Literacy |
| 28/12/2020 | 6 hours | Research Evidence for the Chosen Teaching Topic, Including Behavioral Change Theories and Techniques to Promote Health Management |
| 29/12/2020 | 6 hours | Create Teaching Plan for Chosen Population Based on Needs Assessment and Applying Knowledge of Social Cultural Factors of the Population |
| 4/1/2021 | 2 hours | Obtain Feedback and Approval from Community Site Representative |
| 4/1/2021 | 1 hours | Review Feedback and Adjust the Teaching Plan Accordingly |
| 4/1/2021 | 4 hours | Develop Presentation |
| 5/1/2021 | 2 hours | Evaluate Teaching Effectiveness and Discuss with Community Site Representative |
| 5/1/2020 | Submit Required Form Signed by Community Site Representative in the Online Classroom | |
| Total | 25 |
I ____________________have completed the clinical hours required to meet the learning objectives of the course.
Student Signature: __________________________________________ Date: ___________________________________
Faculty Signature: __________________________________________ Date: ___________________________________
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: | |||||||||||
| PowerPoint Presentation | Pamphlet Presentation | Audio Presentation | 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
