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Goal and Objectives

To develop the Goals and Objectives for the Community Teaching project follows the following steps:

1. The goal or aim of your project is a broad statement of what you want to achieve.

2. Analyze the problem or the issue.

3. Find out what is causing concern and break the issue down into its components "Patients with Diabetes."

4. Identified the Stakeholders ('key players' or main stakeholders and invite them to be part of the project) "Talk to the Diabetes educator."

5. Know your target group (a group, for example, adolescents with Type I DM)

6. Understand the characteristics of your target group "recently diagnosed diabetes patient" "pre-menopausal women at risk for diabetes."

7. Determine the result you want from your community education project. Define this in terms of a goal, educational objectives, and desired outcomes.

 

Example: My goal this semester is to develop an educational project to assist newly diagnosed diabetic patients in managing their nutrition and glucose monitoring."

Objectives

Define your educational objectives in terms of the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal.

Educational objectives:

At the end of the project, participants will:

1. verbalize increased knowledge and understanding of the diabetes disease process.  

2. be able to identify the signs and symptoms of hyper and hypoglycemia.

3. be able to identify solutions to the environmental impacts.

4. develop an appreciation for glycemic diet and the importance of monitoring blood glucose.

5. use of the American Diabetes Association guidelines for blood glucose control.

Design your educational project (based on evidence)

1. Make an action plan and implement it.

2. Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants concerning the purposes.

Consider This:

SMART:

1. Specific: Clearly state the issue, the target group, the time and place of the activity.

2. Measurable: Be clear in the objective of what will be changed and by how much. Setting this clearly at the start makes it easier to evaluate: Example of a measurable goal "within the next six weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the community. I will survey at the end of the program, 80% of participants will answer at least five questions correctly in the survey."

3. Achievable: Be realistic about what the project achieves in terms of the scale/scope of what is being done, time, and resources available.

4. Relevant: Objectives need to relate to and be relevant to the goals. Remember objectives are the building blocks/steps toward meeting the goals

5. Time Specific: Be clear in the objectives about the timeframe in which the program/activities, as well as expected changes, will take place

Remember that the rest of the course will be used to accomplish your goal by having a clear goal.

1. Goal statements "identify" the specific target group and provide the "what" information as distinct from the "how" the goal will be achieved or when it will come about. 

2. Objectives are the building blocks or steps towards achieving a program's goals. Objectives are specific and concise statements that state who will make what change, by how much, where, and by when.

COMMUNITY HEALTH NURSING PRACTICUM PRESENTATION IDEAS:

The following is a list from which a topic may be selected for your presentation(s). These are only suggestions; you may have another area that you may want to explore:

· Global society

· Cultural competence

· Health promotion-exercise, nutrition, disease prevention, immunizations, wellness, fitness, Breast & cervical cancer screening; mental health

· Environmental safety

· Community empowerment

· Care of families

· Care of populations-health disparities

· Child and adolescent needs

· Health needs of men or women-sexual and reproductive health

· Health needs of older adults

· Meeting the needs of the homeless

· Home care

· School client care

· Work setting client care

· Correctional client care

· Communicable diseases-TB, STD's, HIV/AIDS

· Substance Abuse-Alcohol, tobacco, drugs, etc.

· Mental Health client needs

· Societal violence

· Physical health problems

· Urban and rural care

· Disaster care

· Community resources

Community Health Teaching Project Outline

(this could be a written paper or PowerPoint presentation- all questions are to be answered)

After you have done the goal and objectives for the teaching project. The next step is to outline a Community Health Plan and Health Education Lesson Plan for his/her community and implement this in his/her community.

Students will use the following steps below to complete your teaching project:

1. Assessment: Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting the history of your community.

2. Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?

3. Formulate a community health nursing diagnosis related to this health need, based on this data, what are the strengths and needs of your community?

4. Plan community intervention. Ask yourself if this will have a positive health impact in the designated population? How do you know?

5. Implementation. Create an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.

6. Evaluation: How would you evaluate your intervention.

 Examples for the project: Health screening, health education, getting a sidewalk or gym or rec. center built, provide car seats for children in poverty areas, design and after-school-program for at risk students, provide training to inmates or correctional facility staff on infection control, organize a home visitation for at-risk teen moms, teaching nutritional cooking to moms receiving WIC, intervene in a communicable disease outbreak situation, develop a disaster plan, STD/HIV reduction rate program in a specific population, increase immunization rates in school-age children, Safety (texting while driving)(car seats)(firearm)(summer), depression screening of college students, assessing client satisfaction with public health services, obesity prevention, nutrition programs, physical fitness programs, marketing prenatal care, CHIP (community health improvement plan), teaching parents alternative discipline methods, tobacco cessation, etc.

Grading

Rating Criteria	Good 10 points	Proficient 15 points	Distinguished 20 points
Assessment How the selected population demonstrates they have deficient knowledge regarding the topic.	Performs needs assessment. Establishes barriers to successful learning.	Performs needs assessment. Partially identifies special needs. Partially determines learning style. Identifies barriers to successful learning.	Performs needs assessment. Identify special needs. Determines preferred learning style. Establishes readiness to learn.
Findings What is the problem or needs of the selected population	Shows that the major problem is not identified.	The major problem is identified but analysis is not fully developed.	Analysis is fully develop. It shows with evidence the importance of the major identified issues.
Outcome identification Always: the participant will	Goal for teaching is identified.	Goal for teaching is identified. Objectives are established.	Goal for teaching is identified with clear and measurable goals.
Project Method Rationale How you will teach the population, rationale is scientific evidence that this information was taken from a reliable source and will explain why teaching this will help encourage understanding.	Determines method of presentation. Identify required materials.	Reflects on teaching needs of the patient. Identify where teaching will take place. Identify required materials.	Synthesizes patient needs and chosen method of presentation. Identify required materials. Identify where teaching will take place. Create positive learning environment. Formulate lesson/teaching plan supported by scientific rationale.
Planning Implementation Specific Content: the material you will teach the group or population.	Identifies minimal teaching needs of the population	Identifies all possible teaching points. Considers most effective approach for the group.	Manages a positive learning environment. Lesson/teaching plan is supported by scientific rationale. Teaching is designed to achieve desired outcomes.
Evaluation How the patient understood each part of the content. how you realized the group understood. (Example: group members verbalized understanding regarding )	Determines effectiveness of teaching plan.	Determines effectiveness of teaching plan with patient-centered focus.	Determines effectiveness of teaching plan with patient-centered focus. Revise plan as needed.
Presentation Materials	The presentation includes visual aids that are inappropriate, disorganized, and with very little appealing.	Visual tools are used but there are few and encourage minimal participation.	Visual tools are creative and encourage participation.
Oral Presentation	Minimal participation read the PowerPoint, monotonous. Lacks organization, does not encourage change. Appears insecure and conveys lack of caring.	The presenter speaks clearly but fails to use eyes contact or engagement.	Presenter is articulate and knowledgeable Presentation main points are clear and well developed, information is thoughtful, organized, and encourage the participant to contemplate behavioral changes.