Community Health Education Project

PURPOSE
The objective of this assignment is to complete an aggregate-focused health needs assessment, identify an area for health promotion / disease prevention, and develop and utilize a community teaching plan (CO2 & CO 5).

STUDY MATERIALS
Allender, J.A., Rector, C. & Warner, K.D. (2014) – Chapter 4 (pp.104-106), Chapter 11, Chapter 12 & Chapter 15 (pp 475-482),
Agency for Healthcare Research and Quality (2015, February). Health literacy universal precautions toolkit (2nd ed). Retrieved from: http://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/healthlittoolkit2-tool11.html
Bloom’s Taxonomy
Other resources: Health Literacy: A Prescription to End Confusion – Patients (https://www.youtube.com/watch?v=iCvQyRhpI4Q) ; Creating Successful Learning Objectives (https://www.youtube.com/watch?v=_woMKwBxhwU)

OVERVIEW
This assignment pertains to, and will be implemented with, the Caregivers for the Developmentally Disabled population eg.Autism, Cerebral Palsy, Spina Bifida etc…(all age ranges) of Middlesex County NJ.

Complete an educational needs assessment in your chosen community setting(Middlesex County NJ) utilizing available health statistics and community-identified health education needs for the Caregivers of the Developmentally Disabled Population.

Review development considerations (e.g, age, health literacy levels) of the target community.

Develop an education plan template and health education material for this population.
An education plan template is usually brief and consists of bullet points with limited narrative.

Implement the education plan

INSTRUCTIONS

Review current literature on the topic (evidence-based practice) using scholarly nursing journals (e.g., through CINAHL, Medline) or clinical practice guidelines from: Joanna Brigs Institute, Cochrane database or AHRQ (guideline.gov).

Develop a program goal and one or two objectives – this is based on your assessment of learning needs (not what you want to teach – see Allender textbook pp. 376) and uses educational objectives from the Bloom’s taxonomy.

Summarize content of activity- content follows logically from your needs assessment and objective(s). If plan includes an activity (e.g., presentation), consider time limits.

Summarize or list teaching strategy (based on above).

Summarize content of written material (based on goal and objective)

List one or two strategies for evaluating the effectiveness of the teaching activity.

HELPFUL HINTS ON DEVELOPING PRINTED MATERIALS
Use your word processing program to identify grade level of the text you have written (see: https://www.youtube.com/watch?v=wYQ9CbHBnq0). Preferred reading level for all health education material: 3rd or 4rd grade. Use the resources developed by, among others: Agency for Healthcare Research and Quality (AHRQ) or the Centers for Medicare and Medicaid services (see: https://www.cms.gov/Outreach-and-Education/Outreach/WrittenMaterialsToolkit/index.html?redirect=/WrittenMaterialsToolkit/)

Less is more and whitespace is important.

Do not mix messages, e.g. “to do” and “not to do / avoid” suggestions in the same list.

Teaching Plan Table Template will be attached….

Table Notes & Tips

Needs Assessment: List methods used.

Special Considerations: Describe learning considerations (e.g. development, literacy levels)

Objectives: If more than one objective is listed, include one cognitive and one affective objective, or one cognitive and one psychomotor objective.

Content: Summarize content of teaching activity

Teaching Strategies: For example: lecture, questions and answers, interview / discussion, exercise, video. If written materials are distributed, for example during a health fair, do not include estimated education time.

Written material: Type of written material to be used?

Final evaluation: List at least one method to evaluate outcome of education plan (e.g. return demonstration, questions and answers, post-test, quiz). Is evaluation method formative or summative?