Purpose: Utilize the epidemiologic process to identify a community health need or problem, plan, implement, and evaluate a group health teaching project to meet the identified need.
⦁ Apply principles of epidemiology to identify a community health need or problem.
⦁ Utilize knowledge of stressors to identify a population at health risk.
⦁ Evaluate health care resources available to meet and identify health need or problem
⦁ Apply the nursing process to a community group.
⦁ Utilize teaching/learning theory in health education with a group of learners.
⦁ Apply current research in health education to plan effective strategies and content.
⦁ Apply the concept of community to a community project.
⦁ Utilize group process theory to plan project.
⦁ Teaching groups will consist of a minimum of 3-4 individuals within each clinical group. Each group is to select a group leader/facilitator. The group will select a topic and group with consent of the instructor. The group should establish group norms to facilitate group process.
⦁ The target group will consist of approximately 10 individuals. A minimum of two different teaching sessions should be presented at least one week apart. Each group member is expected to attend all sessions.
⦁ A group grade will be given to the presentation. Each student is expected to participate in all phases of the project.
⦁ If group process becomes an inhibiting factor to the success of the group project, the group “facilitator” must take responsibility to notify the Instructor. If a student fails to assume equal responsibility for the project, the student may be assigned an individual grade.
Evaluation of Community Teaching Project
⦁ Provide comprehensive statement of the problem using the epidemiological process including the distribution, determinants and deterrents.
⦁ Incorporate at least four current literature review findings as a theoretical base for your project.
- Describe community resources available to meet the need of the community in this problem area.
- Summarize the resources and their effectiveness for the community.
⦁ Identify and summarize learner needs of your selected group. What are the learner needs of your group? Why does this group need your teaching?
⦁ Describe how the learner population consisted of the same individuals for all teaching sessions.
⦁ Describe how at least two class sessions were scheduled to implement the project and how all teaching group members were in attendance for all sessions.
⦁ List norms established by your group (your own group rules).
⦁ Identify and describe developmental and teaching/learning theory/theories used and apply appropriately to learners throughout your presentation.
⦁ Describe your specific planning process for your project and overall teaching goal in behavioral terms for your participants.
CRITERIA 4 points 3 points 2 points 0-1 points Weight
Content ⦁ Information thoroughly and completely addresses all elements of the assignment. Ideas are pertinent, accurate, well formulated, and well supported. ⦁ Information is complete. Ideas are pertinent, accurate, well formulated and supported. ⦁ Information is pertinent, but minor elements of the assignment are not addressed, and/or ideas are not well formulated or supported. ⦁ Key elements of the assignment are not addressed, and/or some information is inaccurate. X3
References and Citations ⦁ Reference material is strong; current (within 3 years); and incorporated logically, insightfully, and elegantly to support ideas; and sources are documented accurately. ⦁ References material is adequate, current (within 5 years), and used proficiently; and sources are documented accurately. ⦁ Some reference material is weak, out of date (more than 5 years old), or not clearly pertinent. Sources are documented accurately, for the most part. ⦁ Reference material is inappropriate or lacking; and/or documentation is incorrect or lacking. X2
Organization ⦁ Organization of the content is logical with fluid transitions that capture and hold attention throughout entire presentation. ⦁ Organization of the content is consistently logical making it easy to understand, and transitions are evident. ⦁ Organization of the content is inconsistent, sometimes logical and sometimes not logical. Transitions are not always evident. ⦁ Organization of the content is not logical and/or some or all transitions are lacking. X2
Creativity ⦁ Highly creative, and original. Excellent use of audiovisual aids that captures the audience’s interest and engages them while clearly reflecting the purpose of the presentation. ⦁ Creative and original. Good use of audiovisual aids that holds the audience’s attention and clearly reflects the purpose of the presentation. ⦁ Demonstrates some creativity or originality. Use of audiovisual aids that holds the audience’s attention most, but not all of the time. ⦁ Lacking in creativity and originality. More audiovisual aids are needed. Does not hold the audience’s attention. X2
Communication ⦁ Language is memorable and felicitous. Voice is clear, loud, and articulate.
⦁ Gestures and paralinguistic cues are used to reinforce important ideas and keep the audiences interest. There are no vocalized pauses. ⦁ Language is memorable and appropriate. Voice is clear, audible, and articulate.
⦁ Gestures and paralinguistic cues are used appropriately to reinforce important ideas. There are no or rare vocalized pauses. ⦁ Language is just adequate, voice is difficult to hear or understand at times,
⦁ gestures and paralinguistic cues to reinforce ideas are seldom used, and/or vocalized pauses (ah, um) occur occasionally. ⦁ Language is mundane, voice is difficult to hear or understand much of the time, tone is inappropriate,
⦁ gestures and cues are not used to reinforce ideas, and/or vocalized pauses (ah, um) occur frequently. X2
Connection ⦁ Eye contact is well established and natural. Does not refer to written notes. Uses conversational style.
⦁ Strong connection with the audience. Lively and meaningful interaction takes place. ⦁ Eye contact is consistent. Refers to written notes only occasionally.
⦁ Speaks to audience and has a clear connection with some meaningful interaction ⦁ Eye contact is inconsistent, refers to written notes frequently, and/or
⦁ has a weak connection to the audience with minimal pertinent interaction. ⦁ Eye contact is hardly established, refers to notes constantly,
⦁ lacks a connection with the audience, and/or no or inappropriate interaction takes place. X2
Timing ⦁ Presentation completed in the allotted time. ⦁ Presentation completed no more than 1 minute over allotted time. ⦁ Presentation completed no more than 3 minutes over allotted time. ⦁ Presentation was more than 5 minutes over or under the allotted time. X1
Professionalism ⦁ Professionally dressed, polished appearance, with good posture and a confident but humble demeanor. ⦁ Professionally dressed, well groomed, with good posture and a secure demeanor. ⦁ Somewhat casually dressed, and/or posture and movement reflecting lack of confidence. ⦁ Extremely casually or provocatively dressed, unkempt, and/or inappropriate body language. X1
Handout ⦁ Well written, appealing, and interesting with proper grammar, and spelling.
⦁ Excellent use of professional terminology and formatting. ⦁ Well written, clear and easy to understand with proper grammar and spelling.
⦁ Use of terminology consistent with university level expectations and the profession. Formatting adequate. ⦁ Adequately written with minimal grammatical and spelling errors.
⦁ Use of terminology sometimes not consistent with university or professional expectations, and/or poor formatting. ⦁ Not well written, not pertinent, having many or major grammatical or spelling errors.
⦁ Use of some inadequate or inappropriate terminology. X3
Overall Scoring /72 = %
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