Healthcare Education for Community Members

¶ … Community Teaching Plan

Community Teaching Work Plan Proposal

Directions: Develop an educational series proposal for your community using one of the following four topics which was chosen within your CLC group:

Bioterrorism/Disaster

Environmental Issues

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Estimated Time Teaching Will Last:

Three 2-hour sessions

Location of Teaching:

Athens Community Health Department

Supplies, Material, Equipment Needed:

Laptop; digital projector; screen

Estimated Cost:

Community and Target Aggregate:

Athens Community Health Department, Athens, Georgia

Secondary Prevention/Screenings for a Vulnerable Population

Session I: Sources of Vulnerability

Session II:Implications for Healthcare Providers

Session III: Innovative Practice; Gordon's Functional Health Patterns Assessment

Epidemiological Rationale for Topic (statistics related to topic):

The literature on vulnerable people clearly indicates that the special needs of these populations and the ubiquitous barriers to quality care access lead to traceable disparities in the provision of healthcare and in their health outcomes (Edelman & Mandle, 2006).

Nursing Diagnosis:

Any number of variables or combinations of variables can impact the healthcare experiences of individuals -- and can lead to disparities that place vulnerable people in categories associated with high risk for healthcare related problems (Edelman & Mandle, 2006).

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

As the teaching program is implemented in different contexts, community stakeholders will act to further modify and adopt the new practices they have learned. Stakeholder groups begin to co-opt the process experience and mold it to their own contexts.

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

The focus of this teaching experience is to encourage the translation of research into practice in the area of secondary prevention screenings for vulnerable people. The learning theory is based on the work of Malcolm Knowles, which is commonly known as adult learning theory. In particular, two of Knowles tenets are pertinent: 1) Congruency between learning and practice, 2) and teaching and learning that is practical and relevant.

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.

According to the Healthy People 2020, for the Goal: Improve access to comprehensive, quality health care services,

"Access to comprehensive, quality health care services is important for the achievement of health equity and for increasing the quality of a healthy life for everyone. This topic area focuses on four components of access to care: coverage, services, timeliness, and workforce" ("HP 2020, Access,")

"AHS-6 Reduce the proportion of persons who are unable to obtain or delay in obtaining necessary medical care, dental care, or prescription medicines."

AHS -- 6.1

"Reduce the proportion of persons who are unable to obtain or delay in obtaining necessary medical care, dental care, or prescription medicines"

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

The correspondence is very tight as the Alma Ata's initiative Health for All is focused on obtaining access to primary medical care for all people, and views the challenge as being located in socioeconomic status and corresponding issues. To wit: "The definition seeks to include social and economic sectors within the scope of attaining health and reaffirms health as a human right."

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. Participants will have resources for conducting secondary assessments and prevention for vulnerable people.

1. Participants will understand how to use Gordon's Functional Health Patterns Assessment for identifying health risks in vulnerable people.

1. Participants will know and be able to implement specific assessment steps for each of these areas: Health Perception and Management

Nutritional metabolic

Elimination

Activity exercise

Sleep rest

Cognitive-perceptual

Self-perception/self-concept

Role relationship

Sexuality reproductive

Coping-stress tolerance

Value-Belief Pattern

2.Participants will have a heightened awareness of the healthcare access related risks that vulnerable people consistently face.

2.Participants will have been exposed to a mini "survey course" on the practical solutions adopted by other healthcare facilities in order to address these issues.

2. Participants will be able to select an individual factor for use in their own institution or practice, and will develop an outline of an action plan.

3.

3.

3.

4.

4.

4.

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

The teaching methods and strategies employ creativity through the use of discussion grouping that asks participants to recombine into smaller groups in order to facilitate discussion. Various conceits are used to make this interesting, such as "four corners," "force field," and "mind-mapping."

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

Objective: Participants will understand how to use Gordon's Functional Health Patterns Assessment for identifying health risks in vulnerable people.

Evaluaiton: During the group sessions, each participant will have demonstrated facility for using these factors of Gordon's assessment. The group will have engaged in competitive fun exercises that test and showcase their abiiity to match the Gordon assessment components with an actual assessment action that is appropriate to nursing practice.

Objective: Participants will have been exposed to a mini "survey course" on the practical solutions adopted by other healthcare facilities in order to address these issues.

Evaluaiton: Participants will be able to compare and contrast the various assessment protocols and practices to which they have been exposed.

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

Following the third session, in an open-end section of the evaluation, participants will be asked to artiulate how they plan to use the information in their setting and to outine a very basic plan for implementation. Follow up with community groups could take place at 6, 12, 18, and 24 months.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

A brief pre- and post-quiz will be given to help ascertain participants' learning regarding the population being studied. In addition, a standard sort of presentation evaluation will be provided to particpants at the close of each session. By including an evaluation after each of the sessions, opportunity is provided to make mid-course modifications as indicated. Participants will be asked to evaluate factors related to the venue, the discussions, and resocures uses, such as handouts, slides, and the like. In addition, participants will be ased to review the instruction and identify any changes they believe would be beneficial.