Community Health Teaching Project Presentation
The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classmates and the instructor. The presentation site is preferably in the clinical setting. However, the instructor can hold it at the MDC Medical campus.
Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.
Information to include in the presentation consists of:
1. Title of the project.
2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence).
3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:
4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness?
5. The presentation should be age, cultural, and health literacy-appropriate.
6. The health teaching presentation should provide accurate, evidence-based information to the participant.
7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don’t.
8. The presentation should have examples of how to do the intended behavior.
8. The presentation should have time for participants to ask questions and make comments.
9. The presentation should have a section that evaluates the audience’s attainment of the education objectives.
https://www.sweetstudy.com/questions/teaching-project-presentation-20798265
Community Health Presentations
Rubric
Community Health Teaching Project Presentation
Community Health Teaching Project Presentation
Criteria
Ratings
Pts
Description of interest in community selected and identification of health evidence-based practice teaching intervention selected.
Student should be able to describe his active service of citizenship, community engagement and social responsibility within the community selected. Student also described the evidence-based practice teaching intervention which will be presented.
25 to >14.0 pts
Proficient
Student clearly articulates his/her ideas about active community engagement. Was able to communicate his topic based on community health needs.
14 to >10.0 pts
Developing Proficiency
Student did not demonstrate his engagement in the community. Was clear presenting his topic based on community health needs.
10 to >0 pts
Needs Improvement
Student was not able to communicate his engagement in the community. Was not able to clearly communicate his topic based on community health needs.
25 pts
Demonstrates Collaboration with Community Stakeholders
Demonstrate reciprocity and responsiveness in his communication with community leaders and organizations. Maintained awareness to community cultural, educational, and health literacy levels.
25 to >14.0 pts
Proficient
Student clearly articulates how his/her experience has been more than a one-way relationship. Student articulates how she/he was responsive to those served, and how she/he was affected or challenged, or changed by these relationships. Student was sensitive to the cultural needs, health literacy and educational levels.
14 to >10.0 pts
Developing Proficiency
Student showed lack of engagement and limited relationship with community members. Student was not able to assess properly the cultural needs, health literacy and educational levels of the community selected.
10 to >0 pts
Needs Improvement
Student showed minimal engagement in the community selected. Did not assess the cultural, educational or health literacy needs of the community selected.
25 pts
Application of evidenced based teaching intervention.
Student clearly demonstrates knowledge by applying evidenced-based information to the teaching intervention. Student utilizes evidence such as mortality, morbidity rates, and makes a critical analysis of the important social issues facing the population served. Teaching interventions shows depth and complexity of the healthcare needs of the community served.
25 to >15.0 pts
Proficient
Student applied accurate, evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The teaching intervention was well planned and appropriate for the community served.
15 to >10.0 pts
Proficient
Student did not apply evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The intervention was not well planned or relevant to the community served.
10 to >0 pts
Needs Improvement
Student did not apply evidence-based information to the participants. The intervention lacked planned outcomes to be achieved.
25 pts
Evaluation of teaching presentation to participants.
Teaching presentation contained introduction, learning objectives, findings and recommendations. Student was able to reflect on the barriers or limitations of the particular health project within the community.
25 to >14.0 pts
Proficient
Student adhered to allotted time 15-20 minutes. Presentation was clear, contained introduction, learning objectives, findings and recommendations. Audience had time for questions and clarification of material. The presentation utilized visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
14 to >10.0 pts
Developing Proficiency
10 to >0 pts
Needs Improvement
Student did not adhere to allotted time 15-20 minutes. Presentation did not follow required format. Audience did not have time for questions and clarification of material. The presentation did not utilize visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
25 pts
Total Points: 100
Community Health Teaching Project Presentation
**Title: Promoting Healthy Nutrition and Physical Activity in School-Aged Children**
**Introduction:**
The project aims to address the importance of promoting healthy nutrition and physical activity among school-aged children. Childhood obesity rates have been steadily increasing, leading to numerous health complications and reducing quality of life. Statistics reveal alarming rates of childhood obesity, with significant morbidity and mortality associated with obesity-related diseases such as diabetes, hypertension, and cardiovascular disease.
**Findings of Assessment and Learning Objectives:**
The topic is crucial for the audience as it directly impacts the health and well-being of school-aged children. The learning objectives include:
Understanding the importance of healthy nutrition and regular physical activity for overall health.
Identifying barriers to healthy nutrition and physical activity among school-aged children.
Implementing strategies to promote healthy eating habits and increase physical activity levels in children.
**Barriers and Assets for the Population:**
Barriers to promoting healthy behaviors in school-aged children may include easy access to unhealthy foods, lack of physical education in schools, and sedentary lifestyles influenced by technology. Assets for the population include parental involvement, school-based health programs, and community resources such as parks and recreational facilities. Empowering the population involves educating children and their families on making healthier choices, creating supportive environments for physical activity, and promoting positive body image.
**Age, Cultural, and Health Literacy Appropriateness:**
The presentation will be tailored to the age group of school-aged children, ensuring language and content are appropriate for comprehension. Cultural considerations will be incorporated to address diverse backgrounds and beliefs. Health literacy will be prioritized, utilizing clear and concise language and visual aids to enhance understanding.
**Evidence-Based Information:**
The teaching presentation will provide evidence-based information on the benefits of healthy nutrition and physical activity, including research studies, guidelines from reputable health organizations, and expert recommendations.
**Examples of Outcomes:**
Participants will learn about the positive outcomes of adopting healthy behaviors, such as improved energy levels, better academic performance, reduced risk of chronic diseases, and enhanced overall well-being. Conversely, the presentation will highlight the negative consequences of unhealthy habits, such as obesity-related health issues and decreased quality of life.
**Examples of Behavior Change:**
The presentation will include practical examples of how to incorporate healthy eating and physical activity into daily routines, such as meal planning, portion control, and fun exercise activities for children.
**Question and Answer Session:**
The presentation will allocate time for participants to ask questions and provide comments, fostering engagement and interaction.
**Evaluation of Audience Attainment:**
A section will be included in the presentation to evaluate the audience’s understanding and retention of the educational content. This may include quizzes, surveys, or open discussion to assess knowledge acquisition and behavior change intentions.
Community Health Teaching Project Presentation
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