This is on the vaccination teaching plan – the bad perception the good perception on vaccinations
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
4. Environmental Issues
Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Community Teaching Work Plan Proposal
Directions: Develop an educational series proposal for your community using one of the following four topics:
2) Environmental Issues
3) Primary Prevention/Health Promotion
4) Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last: Location of Teaching:
Supplies, Material, Equipment Needed: Estimated Cost:
Community and Target Aggregate:
Epidemiological Rationale for Topic (statistics related to topic):
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
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.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
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
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.
Creativity: How was creativity applied in the teaching methods/strategies?
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
Community Teaching Plan: Community Teaching Work Plan Proposal
Less Than Satisfactory 72%-75%
Excellent 95% – 100%
30.0 %Identification of Focus for Community Teaching Focus of community teaching is not identified or is incomplete. Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings. Focus of community teaching is clear, but rationale for selection is not included. Focus of community teaching is clear, with a detailed explanation of rationale for selection. Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal Community teaching proposal is omitted or incomplete. Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources. Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria. Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan. Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
2.0 %Proposal template is applied correctly. Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage
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