Community Teaching Plan
Diabetic Foot Ulcer in Bronx NY Community
The objective of this assignment is to complete an aggregate-focused health needs assessment, identify an area for health promotion/disease prevention, and develop and utilize a community teaching plan (CO2 and CO5).
The following are study materials for this project.
Rector textbook chapters 4 (pp.112-120), 11, 12 and 15 (pp. 521-537)
Agency for Healthcare Research and Quality (2015, February). Health literacy universal precautions toolkit (2nd ed). Retrieved from: http://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/healthlittoolkit2-tool11.html
Video: Health Literacy: A Prescription to End Confusion – Patients
Video: Creating Successful Learning Objectives
Guide to Community Preventative Services
This assignment pertains to and will be implemented with the population/community you have chosen for your practice learning experience.
Complete an educational needs assessment in your chosen community setting utilizing available health statistics and community-identified health education needs.
Review development considerations (e.g, age, health literacy levels) of the target community.
Develop an education plan template and health education material for this population.
An education plan template is usually brief and consists of bullet points with limited narrative.
The template for your education plan and the teaching material(s) must be submitted during week 6.
The teaching materials cannot be used until reviewed and graded. See Course Calendar for due dates.
Implement the education plan.
Review current literature on the topic (evidence-based practice) using scholarly nursing journals (e.g., through CINAHL, Medline) or clinical practice guidelines from: Joanna Brigs Institute, Cochrane database or AHRQ (guideline.gov).
Review A Guide to Community Preventative Service (https://www.thecommunityguide.org/).
Develop a program goal and one or two objectives – this is based on your assessment of learning needs (not what you want to teach – see Rector Chapter 11) and uses educational objectives from the Bloom’s taxonomy (see also Rector, page 421).
Summarize content of activity- content follows logically from your needs assessment and objective(s). If plan includes an activity (e.g., presentation), consider time limits.
Summarize or list teaching strategy (based on above).
Summarize content of written material (based on goal and objective)
List one or two strategies for evaluating the effectiveness of the teaching activity.
HELPFUL HINTS ON DEVELOPING PRINTED MATERIALS.
Use your word processing program to identify grade level of the text you have written (see: Flesch-Kincaid Readability Statistics in MS Word.mpg). Preferred reading level for all health education material: 3rd or 4th grade. Use the resources developed by, among others: Agency for Healthcare Research and Quality (AHRQ) or the Centers for Medicare and Medicaid services.
Less is more and whitespace is important.
Do not mix messages, e.g. “to do” and “not to do/avoid” suggestions in the same list.
Teaching Plan Template
Agency / Target Population
Overall Educational Goal
Teaching Strategies (estimated time if applicable )
Table Notes & Tips;
Needs Assessment: List methods used.
Special Considerations: Describe learning considerations (e.g. development, literacy levels)
Objectives (from Bloom’s taxonomy): If more than one objective is listed, include one cognitive and one affective objective, or one cognitive and one psychomotor objective.
Content: Summarize content of teaching activity
Teaching Strategies: For example: lecture, questions and answers, interview/discussion, exercise, video. If your education project consists of distributing written materials only, for example during a health fair, do not include estimated education time.
Written material: Type of written material to be used? Include with your template submission.
Final evaluation: List at least one method to evaluate outcome of education plan (e.g. return demonstration, questions and answers, post-test, quiz). Is evaluation method formative or summative?