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The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

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.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. 

You are not required to submit this assignment to LopesWrite.

Running head: Community Assessment and Analysis 1

Community Assessment and Analysis 5

Newark Community Assessment and Analysis

Student Name

University Affiliation

Newark Assessment Form

Physical assessment of the community.

From the physical assessment of the community the area is relatively high populated with a population of 280,143. Also the infrastructures like roads and electricity in the area are properly developed as evident in the majority of the roads been tarmacked and well lit. From the economic standpoint there are formidable economic activities taking place in the community or city as the city acts a destination for many business conferences.

Newark Functional Health Patterns Community Assessment

Value/beliefs of Newark Community

From the assessment done the predominant ethnic and cultural group in the community is Indian American majority of whom strongly believed in traditional art practice. This belief in artistic practice has made Newark community or city a tourist destination especially with construction of a world class art center of New Jersey performing art center. Moreover, the community has spiritual resources like churches where people commune together and also support groups. The community members’ value health promotion measures despite practicing some shunned medical practices like Female Genital Mutilation (FGM). A good evidence of this is practice is clearly seen in the way community members are eager to learn and attend medical seminars periodically conducted in the community.

Under health management category the main challenge which the community is struggling with is the issue of cost of medical care (affordability) and sanitation problems due to inadequacy of clean water. Compared to the CDC records the area stands at 63.5% water stress, moreover immunization rates are very high especially with the development of world class hospitals in the region.

Nutrition/metabolic assessment of Newark Community

From just observing majority of the people are malnourished especially the young children and this could be seen from the pale and skimpy hairs. Majority of the food stuff in the community are brought from neighboring communities and some from the World Food Program (WFP).

Environmental Health Concerns

The only environmental concern is the issue of waste control which is not only creating environmental concern but also health concerns. From just walking around the houses one could see the level of development of social amenities in the area.

Interview Form

a) What is your name?

Response

I’m Doctor Joan Rose

b) What position do you hold in the public health provider in Newark community?

Response

I am the community chief public health officer

c) What is your role as public health provider?

Response

Some of the roles of public health provider in Newark community is to provide, protect and promote at the same time improve the health of the people in the community. Create a sensitization program that would educate, train and create awareness among the local community members on any emergent healthcare concern.

d) What are some of the experiences you have had working in the community?

Response

One of the most important experiences which I think has been of big impact to me is the warm and friendly reception the community members have given especially during seminars and workshops. It has really made everything else just work out well.

e) What influence has international organization and partnership brought to Newark community?

Response

International community and organization has played a key role in providing financial support to promote medical research and health care promotion measures. Especially World Bank, European Union, and WFP.

f) What are some of the social or cultural beliefs if any that has hindered or promoted health promotion measures?

Response

So far I haven’t come across cultural values or beliefs that is hindering health promotion measures.

g) What are some of the activities besides medical procedures have you incorporated to facilitate cognitive and physical wellbeing?

Response

Advocating for regular exercise, which is designed for each and every age group so that everyone can find an area they fit.

h) Are there any natural or human triggered disasters that needs attention of both healthcare sector and other stakeholders in development?

Response

Not to my knowledge.

i) What is the mortality rate in the Newark?

The mortality rate in the city has been greatly reduced to 9.5% especially with more investments been put in health care sector.

j) And has it changed since you joined the city as a public health provider?

Response

Yes it has changed significantly just like I mentioned above that the bilateral partnership has really boasted the health sector big time.

,

Running head: Community Teaching Work Plan Proposal

Primary Prevention of Heart Disease/Cardiovascular Disease.

Name and Credentials of Teacher

Estimated Time Teaching Will Last:

1hour 30 minutes.

Location of Teaching:

Group home

Supplies, Material, Equipment Needed:

Laptop, Snacks and drinks

Estimated Cost: $25

Community and Target Aggregate:

Young adults of 25-38 years

Topic:

Risks and Prevention of Heart Disease/Cardiovascular Disease.

Identification of Focus for Community Teaching (Topic Selection):The topic of focus for community focus is the risks and prevention of heart diseases.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Cardiovascular disease is one of the major causes of deaths globally. Heart disease is a collection of diseases that affect the heart. Under this spectrum, some diseases include blood vessel diseases like heart defects from birth (congenital heart defects), coronary artery disease, and heart rhythm conditions (arrhythmia), etc. Around 600,000 people die of cardiovascular disease in the US each year (WHO, 2017). It is considered as the biggest cause of death for both women and men. Coronary heart disease is the prevalent type heart disease, claiming around 370,000 lives every year. Each year, around 750,000 Americans develop heart attack (Allender, Peto & Scarborough, 2017). Around 42% of those diagnosed with heart disease are between ages 25-38. Smoking, high cholesterol, and high blood pressure are key risk factors that increases the risk of contracting heart disease.

In my county, Middlesex, New jersey despite an 11% decline between 2010 (174.4/100,000) and 2014 (155.2/100,000) and a top 25% statewide ranking, deaths due to heart disease perform lower than the Healthy People 2020 target (108.8/100,000) by 42.6%. The 2014 Middlesex County mortality rate due to heart disease (155.2/100,000) is 6.2% lower than Statewide (165.4/100,000) and is similar to neighboring Union and Monmouth Counties. Across all race/ethnicities, the Middlesex County death rate for heart disease improves from 2010 through 2014. In 2014, the Middlesex County heart disease mortality rate for Whites (176.2/100,000) is similar to New Jersey (173.4/100,000). Within the County, Whites have the highest heart disease mortality rate as compared to statewide statistics in which Blacks (191.2/100,000) have the highest rate. Between 2009 and 2015, Middlesex County adults who are told they have high blood pressure increased from 27.5% to 29.2% which exceeds the Healthy People 2020 target (26.9%) for adults with high blood pressure (Hackensack Meridian Health, 2017).

Nursing Diagnosis:

Deficient knowledge regarding heart disease related to incomplete information as evidenced by request for information/verbalization of concerns and misconception.

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

One of the signs that would show eagerness to learn is their attendance. Additionally, their eagerness to learn will be seen from how they include their feeling towards preventing this disease and its risk factors. Their involvement in the learning process will tell a lot.

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

Teach-back theory will be the most appropriate since it narrows down the communication gap between the teacher and the patients. Teaching materials will be designed in simple languages without medical jargon. I will request the audience to repeat what they have understood in the simplest form the can.

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.

A Healthy People 2020 objective  is to reduce CHD deaths from 129.2 deaths per 100,000 population to 103.4 deaths per 100,000 population (American’s health ranking, 2018).

My aim is to improve cardiovascular health and quality of life through prevention, detection, and treatment of risk factors for heart attack and stroke; early identification and treatment of heart attacks and strokes; prevention of repeat cardiovascular events; and reduction in deaths from cardiovascular disease by educating the adherence of the HP2020 objectives of reducing CHD deaths from 129.2 deaths per 100,000 population to 103.4 deaths per 100,000 population (Department of Health and Human Services, 2014).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The HP2020 objective is related to Alma Ata’s Healthy for All Global Initiatives since it supports the aim of increasing life expectancy of the people. Cardiovascular disease is a condition that kills several people in a year. It can be difficult and expensive to manage if not diagnosed earlier and treated. Prevention is therefore a key aspect to consider to help reduce the high cases of cardiovascular diseases.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain

Content

Strategies/Methods

(label and describe)

1. They would be able to distinguish the effects of cardiovascular disease

1. If left untreated, cardiovascular disease can lead to heart failure, heart attack, stroke, aneurysm, or sudden cardiac arrest

1. The powerPoint will describe the effects of cardiovascular disease and other complications. Before the presentation, I will provide the audience with snacks and fruits.

2. They will understand how to reduce the risk of contracting cardiovascular disease

2. General view of cardiovascular diseases.

Regular exercise will help reduce the risk of cardiovascular disease and obesity.

2. The pamphlets display the duration of exercise recommended for individuals. Also, have the audience raise their hands to say what they know regarding heart disease before providing an overview of the disease

3. The audience will learn about the risk factors of cardiovascular disease. They will learn about why some people are at high risk than others.

3. Provide an overview of some risk factors such as age, sex, family history, smoking, poor diet, high blood pressure, obesity, diabetes, physical inactivity, stress, poor hygiene, among others

3. The cardiovascular risk factors would be presented in a manner that establishes what the audience already know about it and present the information in a way that would be educative and influential to them.

1. They will be educated on better dietary and lifestyle choices required to maintain a healthy lifestyle

4. Smoking, controlling blood pressure, diabetes and high cholesterol, regular exercise, maintaining healthy weight, reducing and managing stress, and good hygiene will be a focus of the conversation.

4. General preventive measures will be provided to help the audience stay away from cardiovascular diseases.

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

The audience will be fully engaged through a questions and answer method from the start of the presentation to end. We would start by telling stories regarding their daily activities like physical exercise, diet components, etc. This is meant to improve the commitment and interest of the audience in the education program. Audio-visual teaching approach will also be used.

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

1. I will ask questions at different stages of the presentation to assess whether the audience are learning what they are been taught regarding cardiovascular diseases.

2. I will evaluate the willingness of the audience to change their lifestyle and diet to incorporate the preventive measures relevant for this condition.

3. Closely monitor the signs and symptoms of the young adults and identify any alarm of cardiovascular disease and offer necessary advice and help.

4. Encourage the audience to understand the common causes of cardiovascular disease such as high blood pressure, diabetes, smoking, coronary artery diseases, stress, among others.

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

The overall effectiveness of the teaching plan can be evaluated at the end of the presentation by asking some questions to the audience to determine the success of the teaching program. Additionally, I will organize a visit after a period of three months to establish whether they are taking what the learned serious e.g. change of lifestyle, diet, among others.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

A short form of evaluation will be done by arranging the audience in groups and providing them with points to consider when answering the questions. The groups can be given different topics of discussion regarding cardiovascular disease. For instance, one group can be told discuss the causes of the diseases while others can discuss it’s the risks, complications, effects, and prevention measures based on the information they have learned from the teaching. Long term evaluation will be made based on how they respond to the teaching. I will ask them to keep a journal of their daily physical activities, nutrition, medication, and doctor’s visit to see if they are making effort of preventing cardiovascular diseases.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

One of the main barrier that could present itself is language barrier. The community has a diverse population, comprising people from different cultures and language backgrounds. Some of them may not understand English. In this case, having someone to translate will help the audience much better. Additionally, busy schedule among the youths can be a barrier because it may force some of them not to attend to the teaching, even on weekend days.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity you will use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

I will start the presentation by introducing myself and explain why I want to talk about the topic and then thank the audience for finding time to attend the session amid busy schedule. I will involve the audience by asking them what they know regarding cardiovascular diseases. As the presentation ends, I would request one person already diagnosed with heart disease to give his/her experience with the disease, how he manages, and even offer advice. As the young adults listen to one another, they get an actual picture of how to change their lifestyle and make effort of preventing the disease.

The presentation will be an interaction process through question-answer approach. Some non-verbal cues that will be used include eye contact, body movement, and hand gestures to send certain messages or explain a point, and charts and images for clarifications.

References

World Health Organization (2017). Prevention of cardiovascular disease. World Health Organization.

Allender S, Peto V, Scarborough P et al. (2017). Coronary heart disease statistics 2017 edition. London: British Heart Foundation

Department of Health and Human Services (2014). Heart disease and stroke. Retrieved November 10, 2019, from https://www.healthypeople.gov/2020/topics-objectives/topic/heart-disease-and-stroke

Hackensack Meridian Health (2017). Community health needs assessment. Retrieved from https://www.hackensackmeridianhealth.org/wp-content/uploads/2019/03/2017-Community-Health-Needs-Assessment-RBMC.pdf

American’s health ranking (2018). Public health impact: heart disease. Retrieved from https:// HYPERLINK "https://www.americashealthrankings.org/explore/annual/measure/CHD/state/NJ" n _blank www.americashealthrankings.org/explore/annual/measure/CHD/state/NJ

© 2019. Grand Canyon University. All Rights Reserved.

8

,

Running head: Community Teaching Work Plan Proposal

Primary Prevention of Heart Disease/Cardiovascular Disease.

Name and Credentials of Teacher

Estimated Time Teaching Will Last:

1hour 30 minutes.

Location of Teaching:

Group home

Supplies, Material, Equipment Needed:

Laptop, Snacks and drinks

Estimated Cost: $25

Community and Target Aggregate:

Young adults of 25-38 years

Topic:

Risks and Prevention of Heart Disease/Cardiovascular Disease.

Identification of Focus for Community Teaching (Topic Selection):The topic of focus for community focus is the risks and prevention of heart diseases.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Cardiovascular disease is one of the major causes of deaths globally. Heart disease is a collection of diseases that affect the heart. Under this spectrum, some diseases include blood vessel diseases like heart defects from birth (congenital heart defects), coronary artery disease, and heart rhythm conditions (arrhythmia), etc. Around 600,000 people die of cardiovascular disease in the US each year (WHO, 2017). It is considered as the biggest cause of death for both women and men. Coronary heart disease is the prevalent type heart disease, claiming around 370,000 lives every year. Each year, around 750,000 Americans develop heart attack (Allender, Peto & Scarborough, 2017). Around 42% of those diagnosed with heart disease are between ages 25-38. Smoking, high cholesterol, and high blood pressure are key risk factors that increases the risk of contracting heart disease.

In my county, Middlesex, New jersey despite an 11% decline between 2010 (174.4/100,000) and 2014 (155.2/100,000) and a top 25% statewide ranking, deaths due to heart disease perform lower than the Healthy People 2020 target (108.8/100,000) by 42.6%. The 2014 Middlesex County mortality rate due to heart disease (155.2/100,000) is 6.2% lower than Statewide (165.4/100,000) and is similar to neighboring Union and Monmouth Counties. Across all race/ethnicities, the Middlesex County death rate for heart disease improves from 2010 through 2014. In 2014, the Middlesex County heart disease mortality rate for Whites (176.2/100,000) is similar to New Jersey (173.4/100,000). Within the County, Whites have the highest heart disease mortality rate as compared to statewide statistics in which Blacks (191.2/100,000) have the highest rate. Between 2009 and 2015, Middlesex County adults who are told they have high blood pressure increased from 27.5% to 29.2% which exceeds the Healthy People 2020 target (26.9%) for adults with high blood pressure (Hackensack Meridian Health, 2017).

Nursing Diagnosis:

Deficient knowledge regarding heart disease related to incomplete information as evidenced by request for information/verbalization of concerns and misconception.

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

One of the signs that would show eagerness to learn is their attendance. Additionally, their eagerness to learn will be seen from how they include their feeling towards preventing this disease and its risk factors. Their involvement in the learning process will tell a lot.

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

Teach-back theory will be the most appropriate since it narrows down the communication gap between the teacher and the patients. Teaching materials will be designed in simple languages without medical jargon. I will request the audience to repeat what they have understood in the simplest form the can.

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.

A Healthy People 2020 objective  is to reduce CHD deaths from 129.2 deaths per 100,000 population to 103.4 deaths per 100,000 population (American’s health ranking, 2018).

My aim is to improve cardiovascular health and quality of life through prevention, detection, and treatment of risk factors for heart attack and stroke; early identification and treatment of heart attacks and strokes; prevention of repeat cardiovascular events; and reduction in deaths from cardiovascular disease by educating the adherence of the HP2020 objectives of reducing CHD deaths from 129.2 deaths per 100,000 population to 103.4 deaths per 100,000 population (Department of Health and Human Services, 2014).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The HP2020 objective is related to Alma Ata’s Healthy for All Global Initiatives since it supports the aim of increasing life expectancy of the people. Cardiovascular disease is a condition that kills several people in a year. It can be difficult and expensive to manage if not diagnosed earlier and treated. Prevention is therefore a key aspect to consider to help reduce the high cases of cardiovascular diseases.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain

Content

Strategies/Methods

(label and describe)

1. They would be able to distinguish the effects of cardiovascular disease

1. If left untreated, cardiovascular disease can lead to heart failure, heart attack, stroke, aneurysm, or sudden cardiac arrest

1. The powerPoint will describe the effects of cardiovascular disease and other complications. Before the presentation, I will provide the audience with snacks and fruits.

2. They will understand how to reduce the risk of contracting cardiovascular disease

2. General view of cardiovascular diseases.

Regular exercise will help reduce the risk of cardiovascular disease and obesity.

2. The pamphlets display the duration of exercise recommended for individuals. Also, have the audience raise their hands to say what they know regarding heart disease before providing an overview of the disease

3. The audience will learn about the risk factors of cardiovascular disease. They will learn about why some people are at high risk than others.

3. Provide an overview of some risk factors such as age, sex, family history, smoking, poor diet, high blood pressure, obesity, diabetes, physical inactivity, stress, poor hygiene, among others

3. The cardiovascular risk factors would be presented in a manner that establishes what the audience already know about it and present the information in a way that would be educative and influential to them.

1. They will be educated on better dietary and lifestyle choices required to maintain a healthy lifestyle

4. Smoking, controlling blood pressure, diabetes and high cholesterol, regular exercise, maintaining healthy weight, reducing and managing stress, and good hygiene will be a focus of the conversation.

4. General preventive measures will be provided to help the audience stay away from cardiovascular diseases.

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

The audience will be fully engaged through a questions and answer method from the start of the presentation to end. We would start by telling stories regarding their daily activities like physical exercise, diet components, etc. This is meant to improve the commitment and interest of the audience in the education program. Audio-visual teaching approach will also be used.

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

1. I will ask questions at different stages of the presentation to assess whether the audience are learning what they are been taught regarding cardiovascular diseases.

2. I will evaluate the willingness of the audience to change their lifestyle and diet to incorporate the preventive measures relevant for this condition.

3. Closely monitor the signs and symptoms of the young adults and identify any alarm of cardiovascular disease and offer necessary advice and help.

4. Encourage the audience to understand the common causes of cardiovascular disease such as high blood pressure, diabetes, smoking, coronary artery diseases, stress, among others.

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

The overall effectiveness of the teaching plan can be evaluated at the end of the presentation by asking some questions to the audience to determine the success of the teaching program. Additionally, I will organize a visit after a period of three months to establish whether they are taking what the learned serious e.g. change of lifestyle, diet, among others.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

A short form of evaluation will be done by arranging the audience in groups and providing them with points to consider when answering the questions. The groups can be given different topics of discussion regarding cardiovascular disease. For instance, one group can be told discuss the causes of the diseases while others can discuss it’s the risks, complications, effects, and prevention measures based on the information they have learned from the teaching. Long term evaluation will be made based on how they respond to the teaching. I will ask them to keep a journal of their daily physical activities, nutrition, medication, and doctor’s visit to see if they are making effort of preventing cardiovascular diseases.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

One of the main barrier that could present itself is language barrier. The community has a diverse population, comprising people from different cultures and language backgrounds. Some of them may not understand English. In this case, having someone to translate will help the audience much better. Additionally, busy schedule among the youths can be a barrier because it may force some of them not to attend to the teaching, even on weekend days.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity you will use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

I will start the presentation by introducing myself and explain why I want to talk about the topic and then thank the audience for finding time to attend the session amid busy schedule. I will involve the audience by asking them what they know regarding cardiovascular diseases. As the presentation ends, I would request one person already diagnosed with heart disease to give his/her experience with the disease, how he manages, and even offer advice. As the young adults listen to one another, they get an actual picture of how to change their lifestyle and make effort of preventing the disease.

The presentation will be an interaction process through question-answer approach. Some non-verbal cues that will be used include eye contact, body movement, and hand gestures to send certain messages or explain a point, and charts and images for clarifications.

References

World Health Organization (2017). Prevention of cardiovascular disease. World Health Organization.

Allender S, Peto V, Scarborough P et al. (2017). Coronary heart disease statistics