You are to present the same teaching project a minimum of two times to two different groups. Teaching cannot be conducted in back-to-back sessions, they must be at least a day apart (to allow for content changes). This is to be a formal presentation and/or guest lecture to an organization or community group. The target population must be “lay” and not a presentation to nursing (or medical) peers.

Topics can be from conditions you notice during your clinical, items of public health interest in the news, or identified need and/or a health priority from a community agency, group, or facility. You must include the rationale for your chosen topic in your paper.

Previous students’ topics include, but are not limited to:

• Hand hygiene
• Oral health
• Stress management
• Underage drinking
• Chair Yoga for seniors
• Sun safety
• Sleep hygiene
• Sexual health
• Mental Health (Depression/Anxiety)
• HTN prevention/management
• Importance of immunizations
• Gym hygiene
• Helmet safety
• Nutrition education
• Bullying
• Exercise for seniors
• How to read food labels
• Financial fraud
• Reducing screen time with children
• Disaster Preparedness

Part I: (80 pts):

You will turn in a maximum 8-page (not including title page, references, or appendices) paper in APA format, with the following information:

1. Assessment: Your assessment includes a systematic collection of health data that documents a health problem or quality of life situation for an identified population (e.g., hand hygiene in young children). Provide rates and epidemiologic data, be sure to include in-text citations and references. In addition, you must include an assessment of your targeted population of interest (e.g., hand hygiene specific to local kindergarten class [rates of absenteeism d/t children being sick, accessibility to sink/hand sanitizer) to determine how this health problem is manifested in this particular group.
2. Diagnosis: The diagnosis must logically come from your assessment and written in a nursing diagnosis format, adapted for communities or groups. The diagnosis must identify the knowledge deficit in your population. For example, deficient knowledge of proper hand hygiene r/t limited hand hygiene education AEB high rates of absenteeism d/t children being sick OR direct observation of children not washing their hands.
3. Plan: Based on your assessment data of your targeted population, you need to create a plan for teaching this topic. It must be an original teaching plan from the information in the scientific literature (including peer-reviewed articles on this topic in the references).  It cannot be one provided by the agency you are working with. Be sure to address the following:

• Given your population and age, culture, etc., how does this group of people learn the best? What is the best way to present the material? For example, how can you customize your teaching to kindergarteners in a fun and engaging manner, in a short amount of time? Include various theories/models that you have learned about in previous courses (i.e. developmental, cognitive, nursing, teaching, etc.)
• Given your population and topic, what does the research say about the content of your teaching plan? What have researchers found out about your population that could aid and make your content that you present more relevant to them? For example, what kind of materials have been used/most effective for hand hygiene to young children? This will guide your curriculum. Health promotion theories may help structure the presentation if you find one relevant to the topic or population. Your syntheses of behavioral and environmental interventions are to be included and referenced (in your handout, as appropriate).

4. Learning Objectives: Before you conduct your teaching session, you need to develop 1-3 learning objectives for your learners. They should be measurable and reflect the main ideas of what you want you’re your population to walk away with For example, by the end of the teaching session, the learners will be able to verbalize how long they should be washing their hands for OR the learners will answer 80% of the post-test questions correctly.
5. Intervention:

• Detailed outline of your teaching project (due 10/2)
• Activity facilitating audience participation
• Content should be appropriate for population (e.g., limited use of medical terminology)
• Information regarding location of each teaching, time and date of each teaching, audience (demographics, if possible).

6. Evaluation: evaluate objectives for your population group to determine the effectiveness of your evidence-based educational intervention. Evaluation will include the following (simply answer these prompts in your paper):

• Were the learning objectives met?
• Evaluation of learning (i.e. pre- and post-test) – summary of results
• Evaluation from professional observer for each of your teaching sessions (upload to dropbox on BeachBoard)
• Self-evaluation discussing:
  • What went well and what didn’t.
  • How the preferences of the audience made a difference in your teaching intervention(s) (e.g., did they look bored or tired – what did you do to handle this?)
  • What changes you made to your second teaching session, if any? If you did not make any changes, then state your reasons.
  • How you think this assignment impacted your teaching ability (e.g., presentation skills, adaptability, confidence, etc.)

7. Reference page: APA format (include all references placed in handout and any additional references you used to complete this project).

Part II (20 pts):

Please prepare an original visual (e.g., handout or brochure) for your targeted population that you are teaching. It cannot be something just pulled from the internet. It should contain the main message that you would like to convey in your teaching project.  Here are some suggestions on what to include:

• title and author information
• problem identification with general/significant information regarding the health condition or quality of life issue you identify for your population of interest
• behavior that supports the health problem and behavior that supports the elimination or reduction of the health problem (e.g., knowing how long to wash hands for)
• environmental influences for the behavior (and health situation) and environmental changes that can eliminate or reduce the health problem or health situation (e.g., accessibility to sink station/hand sanitizer)
• web and local resources for the client pertaining to the topic, as appropriate
• key references in APA format.  These are professional/scientific references that supply the scientific evidence for your data and can be used by health professionals and clients to increase their depth of understanding about the health phenomenon of interest, as appropriate.