Global Health and Wellness Teaching Project

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NSG/486 v3

Wellness Teaching Project

NSG/486 v3

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Teaching Project: Phase A1

Proposed Population Group for Interaction

For this alternative assignment online, you will practice the phases of population group assessment and primary prevention education. To do this, you need to research and identify 3 groups of people from the community who might be interested in learning about one topic on wellness.

For each group selected, answer the following questions:

1. What is your main concern for your health? (Do not commit to teaching any topic yet.)

2. How do you best like to learn (demonstration, participation, handouts with pictures, articles)?

Complete the table below.

In the first column, write the participant group you researched. In the second column provide that group’s main concern. In the third column, provide that group’s preferred learning style.

Participant group researched and identified	Main Concern	Preferred Learning Style
1.
2.
3.

Teaching Project: Phase A2

Group Identification

Complete the table below for your Group.

In the first column, read the question for the group identification. In the second column, provide the answer to the question.

Group Name: [write group name]

Group Identification	Data (Enter your answers in this column)
Size What are the total number of participants you expect might participate?
Population In public health terms, what population or aggregate defines this group? If mixed ages, identify by all pertinent age ranges (e.g., teens, adults, seniors).
Developmental Stage According to Eriksen, in which Developmental Stage is the group?
Data Availability for This Population Identify regional data AND national data that are available that describe common health concerns for this age group. Browse the Let’s Get Healthy California website for an example of an organization with regional data. Use the Healthy People 2030 website to find national data.	Regional Data: National Data:
Where does the data show room for improvement?
How does the official data match the group’s self-identified Main Concerns?

Teaching Project: Phase B

RN Identification of Tentative Main Concern & Data Appraisal

Assess the aggregate using available data.

Review the pertinent chapter(s) on aggregate health in Community/Public Health Nursing: Promoting the Health of Populations to identify common health concerns (e.g., Ch. 16, “Child and Adolescent Health,” Ch. 17, “Women’s Health,” Ch. 18, “Men’s Health, and Ch. 19, “Senior Health”).

Identify three (3) different Health Promotion Topics for this group as determined by reviewing chapters in the text, during Phase A1, or during Phase A2. Document your appraisal of each selected topic below.

For all 3 Topics, list its Goal and one specific Objective and Target (copy & paste verbatim from the indicated website). Select one from Healthy People 2030, the second from Let’s Get Healthy California, and the third from either website. An example and a blank list for Healthy People 2030 have been provided below.

Add the reference for each objective to your Reference page at the end of this document for a comprehensive listing.

Example: Population Group – Teens

HP2030 Topic: Sleep Health (SH)

HP2030 Goal: Improve health, productivity, well-being, quality of life, and safety by helping people get enough sleep.

HP2030 Objective: SH-4 Increase the proportion of students in grades 9 through 12 who get sufficient sleep

HP2030 Target: 27.4 percent

Reference:

Healthy People 2030. (2019). Increase the proportion of high school students who get enough sleep — SH‑04. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

Healthy People 2030

HP2030 Topic:

HP2030 Goal:

HP2030 Objective:

HP2030 Target:

Reference:

Teaching Project: Phase C

Group Needs Assessment

Use assessment tools from Community/Public Health Nursing: Promoting the Health of Populations or online public health websites. See Box 7.1, “Health Planning Project Objectives,” (p. 110), and “Assessment” (pp. 110-112) in Community/Public Health Nursing: Promoting the Health of Populations.

Complete the following:

· State how you will perform the Needs Assessment (by phone, email, or online survey):

· Name which Needs Assessment Tool or Approach you will use and how you will use it:

· Identify the Wellness Teaching Topic:

· Complete the following Population Nursing Diagnosis for the Wellness Teaching Project. See Community/Public Health Nursing: Promoting the Health of Populations, Fig. 6.3, “Format for Community Health Diagnosis” (p. 103). Instructions: Replace the bracketed text with facts from your diagnosis.

· Increased risk of [disability/disease/etc.]

· among [community or population]

· related to [etiological statement]

· as demonstrated in [health indicators, with supportive data]

Evaluate the Group’s Initial SSOC (Situational Sense of Coherence) by scoring their readiness to change a health behavior in the table below.

In the first column, read the question about the SSOC. Provide the score for that SSOC in the second column. In the third column, provide any comments.

Score on SSOC	Score (high=3, medium=2, or low=1)	Comments
Comprehensibility In relation to what the community needs to know about the Main Concern, how much do they know?
Meaningfulness In relation to motivation, how much effort is the community willing to put into resolving the Main Concern?
Manageability In relation to the community’s resources, what is available to manage the Main Concern?
Total SSOC Score

Teaching Project: Phase D1

Brochure Selection

See Community/Public Health Nursing: Promoting the Health of Populations Health Literacy section (pp 142-150). Review the corresponding chapters 16–19 for the aggregate population as needed.

Topic, Goal, Objective, and Target

The final topic, goal, and objective and target selected is:

· Topic:

· Goal:

· Objective (include topic abbreviation and number):

· Target:

Levels of Prevention

Identify at least 1 goal-specific intervention for this topic at each Level of Prevention:

1. Primary Prevention:

2. Secondary Prevention:

3. Tertiary Prevention:

Published Brochures

Identify and list below at least 2 public-domain (copyright-free) brochures that could be used to implement your project.

· Government resources are copy-right free.

· You may use a brochure with copyright but must obtain and submit permission from the publisher to use the material in this context.

· Common sources for client educational resources:

· CDC (Look for Resources under each Health Topic.)

· Health Finder (Client materials in English & Spanish)

· National health organizations, such as American Diabetes Association, American Heart Association, and others. Verify copyright permission with these organizations.

Enter APA reference listings for all reviewed materials on the Reference page at the end of this worksheet.

Teaching Project: Phase D2

Brochure Evaluation

Evaluate at least 2 brochures using the Patient Education Materials Assessment Tool (PEMAT) and User’s Guide from the Agency for Healthcare Research and Quality (AHRQ).

· Download the PEMAT Auto-Scoring Form Excel file from the above website. Note: Accept all Macros.

· Complete the 3rd spreadsheet in the AHRQ pemat_form Excel file, titled PEMAT for Printed Materials Tool.

Complete the sections below with information about the brochures.

1.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

2.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

Other Materials

Are there any other materials you might use? Write what those materials may be below.

Teaching Project: Phase E1

Lesson Plan Teaching Methods

Review the following in Community/Public Health Nursing: Promoting the Health of Populations:

· Clinical Example 8.1 (pp 126-127)

· Table 8.1 Characteristics of Adult Learners (p 128)

· Knowles’ Assumptions About Adult Learners through Models of Individual Behavior (pp 127-130)

· Framework for Developing Health Communications Stage I-IV (pp 135 - 141)

Complete sections A and B below in first person narrative (your personal account), short answer format (1 paragraph per question). Do not write in academic tone. Finalize your Lesson Plan/Teaching Outline in the table below. In the first column write you teaching format or strategy. In the second column, provide the reason for using this format. In the third column, explain why you will or why you won’t use this format.

A. Expert Consultation: Did you consult with an expert in the area you are teaching (clinical nurse educator, peers, faculty, health care providers, or public health resources in the community)? What did the expert tell you and how will that information guide your planning and presentation?

B. Learning Strategies: The 3Ms: Method, Materials, & Media Complete this table identifying any 3 Teaching-Learning Formats (Methods) from Community/Public Health Nursing: Promoting the Health of Populations (Table 8-5, p.137) that could be used to implement your project.

As you complete this section:

· Finalize your Lesson Plan/Teaching Outline in the table below.

· Apply APA style as appropriate.

· Continue to add to your References at the end of this document.

Teaching Format (Strategy)	Why this format?	Will you use this? Why or why not

Complete the table below identifying 1- 3 possible Teaching-Learning Materials and Media from Community/Public Health Nursing: Promoting the Health of Populations (Table 8-6, p. 138) that could be used to implement your project. In the first column, provide the material or media being used. In the second column, provide the reason for using this format. In the third column, explain why you will or why you won’t use this format.

Material or Media	Why this format?	Will you use this? Why or why not

Teaching Project: Phase E2

Lesson Plan Learning Objectives

An impact objective describes how you’ll change how someone feels about something, what they know about something, or how they act regarding something in the short term and what level of change you expect to see. An outcome objective focuses on the longer-term ramifications of your program and describes what the outcomes should be for the entire community.

Review the Develop SMART Objectives page from the CDC.

Develop 2 SMART behavioral learning objectives for your group.

Complete one Impact and one Outcome Objective below.

SMART Impact Objective:

· Date completed by: [mm/dd/yyyy]

· [Who is completing this objective? Replace this text with the group name.]

· [Replace this text with a behavior that you can see.]

· [Replace this text with a number that you can measure.]

· [Replace this text with how you’re going to accomplish this and why (specify results)]

SMART Outcome Objective:

· Date completed by: [mm/dd/yyyy]

· [Who is completing this objective? Replace this text with the group name.]

· [Replace this text with a behavior that you can see.]

· [Replace this text with a number that you can measure.]

· [Replace this text with how you’re going to accomplish this and why (specify results)]

Which wellness theory or model will you use to guide your teaching? Select an appropriate theory or model from Community/Public Health Nursing: Promoting the Health of Populations Ch. 4.

List wellness theory or model on a new line and explain how it will be used to guide your teaching.

Teaching Project: Phase E3

Lesson Plan

Create a brief lesson plan (an outline) of your proposed teaching content by answering the following:

· Lesson Title (Make it catchy!):

· Share virtual meeting invitation with all group participants

· How will you pretest the message and materials before teaching?

· What supplies or materials will you prepare?

· How will you distribute any materials or handouts to the participants?

Complete the lesson plan with more details using the table below according to your preparation. Allow approximately 10-15 minutes per topic. Adjust to the time allowed, as needed. In the first column, provide the amount of time per topic. In the second column, write the topic name or a description. In the third column, write what the students will learn. In the fourth column, provide the teaching method you plan to use. Some areas of the table are common steps and are provided for you throughout the table. Under the table provide the total amount of time.

Use this plan to guide your teaching on the day you present the wellness topic to your group.

To add additional rows: Right-click on a row in the table > Select on Insert > Select Insert Row Above or Below.

Time (Minutes)	Topics	The Student Will Learn	Teaching Method (Include the name of any handouts, if applicable)
5	Get acquainted with the topic:	Why this is important	Q&A with group
5	Pre-test	What they know already about the topic	Chat. Off-mute Q&A. This info evaluates the Outcome SMART objective



5	Call to Action (CTA)	How to practice the new behavior in the coming week
15	Post-Lesson Review		Final Q&A. This info evaluates the Outcome SMART objective

Total Minutes (60-75 max):

Teaching Project: Phase F1

Insert follow-up virtual meeting invitation information here:

Be sure to share follow-up virtual meeting invitation with all group participants.

Lesson Plan for Follow-Up Session with Participants

Develop a follow-up session agenda and topics to cover. Plan time according to number of participants who attend. Adjust to the time allowed as needed. In the first column, provide the amount of time per topic. In the second column, write the topic name or a description. In the third column, write what the students will learn. In the fourth column, provide the teaching method you plan to use. Some examples are provided for you throughout the table to help guide you. Under the table provide the total amount of time.

Time (Minutes)	Topics	The Student Will Learn	Teaching Method (Include the name of any handouts, if applicable)
5	Meet and greet	They are welcome and accepted	Greeting
5	Quick review of topic and CTA (Call to Action)	Key points of the topic
	How did you do?	Reinforcement for small steps	Taking turns. Listening. Note areas to commend & areas to reinforce
5	Call to Action (CTA)	How to continue the new behavior
15	Final Review		Final Q&A. Select questions that will evaluate the Outcome SMART objective

Total Minutes (60-75 max):

To add additional rows: Right-click on a row in the table > Select on Insert > Select Insert Row Above or Below.

References

List all references used in the development of all phases of your teaching project in APA format.