Students will continue to work on the Community Teaching Project. The Project will be developed throughout this course and include a community teaching presentation being completed in Topic 5. The Community Teaching Project has indirect care experience requirements. The "Indirect Care Experience Hours" form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5. For this assignment, cite a minimum of three sources to complete the "Community Teaching Project - Part 3" template. Please review and incorporate the feedback provided from the "Community Teaching Project - Part 1" template in Topic 1. Students who fail to complete the Topic 2 "Benchmark - Community Teaching Project - Part 3" assignment with a score of 76% or higher will be required to complete remediation. Please see additional directions in the "Topic 2 - Indirect Care Experience Remediation" assignment and document. 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Question

Dan Palmer · Accepted Answer

RS-425 Community Teaching Project - Part 3 - Sample Answer  Section 1: Topic and Learning Outcome  Name (GCU Student)   Topic: The education topic identified in Part 1 of the Community Teaching Project is primary prevention and health promotion through nutrition education. This topic is highly relevant for the underserved population in the community served by The Family Health Center at West End, where high rates of obesity, diabetes, and heart disease are prevalent due to poor dietary habits and limited access to healthy food. The nutrition education program will focus on teaching participants how to make healthier food choices, even with financial limitations. Teaching/Learning Outcome Goal The primary goal of the nutrition education program is to equip community members with the knowledge and practical skills needed to make healthier food choices, even when faced with financial or access barriers (Buckner et al., 2021). By the end of the program, participants should be able to understand how to read and interpret food labels, plan nutritious meals on a budget, and identify affordable local resources for obtaining healthy foods, such as food banks and farmers' markets. The ultimate aim is to promote sustainable changes in dietary habits that can help reduce the prevalence of obesity, diabetes, and heart disease within the community.  Section 2: Learning Assessment and Preparation  Readiness for Learning:   Two key factors indicating the readiness to learn for the target are motivation to improve health and cultural relevance of the content. Many individuals in the community are dealing with chronic health issues such as diabetes and obesity, which can serve as a strong motivator to adopt healthier behaviors. The awareness of health risks and a desire to manage or prevent these conditions will likely drive their willingness to engage with the nutrition education program.  In terms of emotional readiness, individuals in the community may feel a strong sense of urgency to improve their health, especially if they or family members are already struggling with chronic conditions. Experiential readiness is influenced by the fact that many participants may have limited prior exposure to formal health education but possess practical life experience in managing scarce resources.   Learning Theory: The Health Belief Model (HBM) will be the guiding learning theory for this presentation (Ooi et al., 2024). The HBM focuses on an individual's perceptions of health risks and benefits, as well as their readiness to take action. It is particularly well-suited for this nutrition education program, as it allows for addressing perceived susceptibility to diet-related diseases (such as diabetes), the severity of these conditions, and the benefits of taking action by improving dietary habits.  Section 3: Teaching Plan  Behavioral Learning Objectives, Teaching Content, and Learning Activities Behavioral Learning Objective	  Teaching Content     	  Learning Activities      1. By the end of the session, participants will be able to correctly identify at least three affordable, healthy food alternatives for commonly eaten processed foods.	1. Educate participants about common unhealthy, processed food options and present healthier, cost-effective alternatives. Include topics such as replacing sugary snacks with fruits, swapping refined grains with whole grains, and choosing lean proteins over processed meats.	1. Conduct a "Food Swap Challenge" where participants are shown pictures of processed foods and must select healthier alternatives from a visual chart. 2. By the end of the session, participants will be able to demonstrate the ability to read and interpret basic nutrition labels, identifying key components such as calories, sugars, and fat content.	2. Teach participants how to read and understand nutrition labels, focusing on serving sizes, total calories, sugars, fats, and sodium content. Explain the importance of these nutrients in managing chronic conditions like diabetes and heart disease.	2. Organize a "Label Reading Workshop" where participants are given food items and their nutrition labels. They will practice reading and interpreting the labels to assess whether the items fit into a healthy eating plan. 3. By the end of the session, participants will be able to create a simple, nutritious meal plan for a week, including breakfast, lunch, and dinner, using affordable ingredients.	3. Provide instruction on meal planning, covering topics such as portion control, balancing macronutrients (carbs, proteins, fats), and how to prepare healthy meals with affordable ingredients. Highlight the importance of incorporating fruits, vegetables, whole grains, and lean proteins into daily meals.	3. Facilitate a "Meal Planning Workshop" where participants are divided into groups and given a sample budget and a list of affordable ingredients. They will work together to create a one-week meal plan and present it to the group. Effective Communication: Introduction: The introduction will begin by addressing the community’s specific health challenges, such as the high rates of diabetes, obesity, and heart disease prevalent in the community. By directly connecting the topic of nutrition education to real-life concerns affecting the audience, I will create a sense of relevance and urgency. To capture their interest, I will share a brief but powerful statistic about how small dietary changes can significantly reduce the risk of chronic diseases, making the topic feel both actionable and achievable.  Conclusion: The presentation will conclude with a recap of the key points learned during the session, emphasizing practical takeaways such as affordable food alternatives, how to read nutrition labels, and the importance of meal planning. I will end by motivating participants with a call to action, encouraging them to use the knowledge gained to make small but impactful changes in their diets. A brief Q&A session will follow to clarify any lingering questions, and I will distribute handouts summarizing the main points for future reference.   Teaching Modalities: Teaching Modalities to Engage Learners: To engage the learners, I will use a combination of visual, auditory, and kinesthetic learning modalities. Visual aids, such as posters and infographics, will help communicate key messages about healthy eating and label reading (Zuana et al., 2023). Auditory learners will benefit from clear explanations and group discussions, while kinesthetic learners will engage in hands-on activities like the "Food Swap Challenge" and the "Meal Planning Workshop."  Tailoring the Presentation: The presentation will be tailored to the audience by considering the community’s cultural and language preferences. For example, handouts will be available in both English and Spanish, and the content will address culturally relevant foods and dietary habits common in Hispanic and African American communities.  Multimodal Teaching Approach: The presentation will adopt a multimodal approach, incorporating visual aids (posters, charts), interactive group discussions, hands-on activities, and real-life examples (Sholikhah et al., 2024). This approach ensures that different learning styles are accommodated, making the content accessible to all participants. Engaging all the senses enhances the learning experience and increases retention of the material.   Materials/Resources: Time: The teaching session is expected to last approximately 1.5 to 2 hours, including time for activities, discussions, and a Q&A session.  Location: The presentation will take place at The Family Health Center at West End, 868 York Avenue SW, Atlanta, GA 30310.  Supplies/Materials/Equipment:  Printed handouts (in English and Spanish) Visual aids (posters, charts, infographics) Sample food items for label reading and food swaps Pens, paper, and clipboards for participants Projector and screen for PowerPoint presentation Flip charts and markers for group activities  Cost of Presentation: The estimated cost of the presentation will be minimal, around $100 to $150, covering printing materials, snacks or sample foods for the food swap activity, and any additional supplies such as flip charts and markers. Most of the teaching materials can be prepared in-house or sourced from existing resources at little to no cost.   Barriers: Potential Barriers: One potential barrier is language differences, as many individuals in the community may speak limited English. To address this, bilingual resources (in both English and Spanish) will be provided, and, if necessary, a translator will be present during the session (Ramirez et al., 2023). Another barrier could be low health literacy, which might make it challenging for participants to understand some of the nutritional concepts.  Access and Equity Implications: The teaching plan aims to promote equity by addressing barriers to healthcare and healthy living that are often faced by underserved populations, such as limited financial resources and food insecurity (Ramirez et al., 2023). The use of bilingual materials ensures that language access does not become a barrier to understanding.  Section 4: Teaching Outcomes Evaluation  Evaluate Behavioral Learning Objectives: 1. Objective 1: Participants will be able to identify at least three affordable, healthy food alternatives for commonly eaten processed foods. Evaluation: I will evaluate this objective by having participants complete a quick activity at the end of the session. They will be presented with a list of commonly consumed processed foods and asked to select healthy alternatives from a chart of options. 2. Objective 2: Participants will demonstrate the ability to read and interpret basic nutrition labels. Evaluation: To assess this objective, participants will be given a sample food item with its nutrition label. They will be asked to interpret key components such as calorie count, sugar content, and fat percentages. 3. Objective 3: Participants will create a simple, nutritious meal plan for a week using affordable ingredients. Evaluation: This objective will be evaluated by asking participants to work in small groups to create a one-week meal plan based on a given budget and list of available ingredients. Planned Evaluation of the Effectiveness of Teaching and Feedback: Overall Effectiveness: The overall effectiveness of the presentation will be evaluated by assessing the extent to which participants achieve the three behavioral learning objectives. Additionally, I will distribute a short pre-test and post-test survey to measure changes in knowledge, attitudes, and confidence related to nutrition and meal planning (Boud & Dawson, 2023).  Participant Feedback: Feedback from participants will be gathered through a short-written evaluation form provided at the end of the session. The form will ask participants to rate various aspects of the presentation, including the clarity of the material, the relevance of the information, and the effectiveness of the learning activities (Boud & Dawson, 2023).   References:   Boud, D., & Dawson, P. (2023). What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education, 48(2), 158-171. https://doi.org/10.1080/02602938.2021.1910928  Buckner, L., Carter, H., Ahankari, A., Banerjee, R., Bhar, S., Bhat, S., ... & Ray, S. (2021). Three-year review of a capacity building pilot for a sustainable regional network on food, nutrition and health systems education in India. BMJ Nutrition, Prevention & Health, 4(1), 59-68. https://doi.org/10.1136/bmjnph-2020-000180  Ooi, J. W. L., Ong, R. H. S., & Oh, H. C. (2024). Exploring factors influencing outpatient radiology attendance based on Health Belief Model (HBM): A qualitative study. Radiography, 30(2), 504-511. https://doi.org/10.1016/j.radi.2024.01.003  Ramirez, N., Shi, K., Yabroff, K. R., Han, X., Fedewa, S. A., & Nogueira, L. M. (2023). Access to care among adults with limited English proficiency. Journal of General Internal Medicine, 38(3), 592-599. https://doi.org/10.1007/s11606-022-07690-3  Sholikhah, M., Yuliasri, I., Fitriati, S. W., & Rusptipa, K. (2024). Integrating The Digital Multimodal Presentation And Digital Multimodal Composition In Academic Speaking Class: Is It Worthwhile?. Proceedings of Fine Arts, Literature, Language, and Education, 779-788. https://proceeding.unnes.ac.id/icoella/article/view/3779  Zuana, M. M. M., Rumfot, S., Aziz, F., Handayani, E. S., & Lestari, N. C. (2023). The influence of learning styles (visual, kinesthetic and auditory) on the independence of elementary students’ learning. Journal on Education, 5(3), 7952-7957. https://doi.org/10.31004/joe.v5i3.1585

Behavioral Learning Objectives, Teaching Content, and Learning Activities
Behavioral Learning Objective	Teaching Content	Learning Activities
1. By the end of the session, participants will be able to correctly identify at least three affordable, healthy food alternatives for commonly eaten processed foods.	1. Educate participants about common unhealthy, processed food options and present healthier, cost-effective alternatives. Include topics such as replacing sugary snacks with fruits, swapping refined grains with whole grains, and choosing lean proteins over processed meats.	1. Conduct a “Food Swap Challenge” where participants are shown pictures of processed foods and must select healthier alternatives from a visual chart.
2. By the end of the session, participants will be able to demonstrate the ability to read and interpret basic nutrition labels, identifying key components such as calories, sugars, and fat content.	2. Teach participants how to read and understand nutrition labels, focusing on serving sizes, total calories, sugars, fats, and sodium content. Explain the importance of these nutrients in managing chronic conditions like diabetes and heart disease.	2. Organize a “Label Reading Workshop” where participants are given food items and their nutrition labels. They will practice reading and interpreting the labels to assess whether the items fit into a healthy eating plan.
3. By the end of the session, participants will be able to create a simple, nutritious meal plan for a week, including breakfast, lunch, and dinner, using affordable ingredients.	3. Provide instruction on meal planning, covering topics such as portion control, balancing macronutrients (carbs, proteins, fats), and how to prepare healthy meals with affordable ingredients. Highlight the importance of incorporating fruits, vegetables, whole grains, and lean proteins into daily meals.	3. Facilitate a “Meal Planning Workshop” where participants are divided into groups and given a sample budget and a list of affordable ingredients. They will work together to create a one-week meal plan and present it to the group.
Effective Communication:
Introduction: The introduction will begin by addressing the community’s specific health challenges, such as the high rates of diabetes, obesity, and heart disease prevalent in the community. By directly connecting the topic of nutrition education to real-life concerns affecting the audience, I will create a sense of relevance and urgency. To capture their interest, I will share a brief but powerful statistic about how small dietary changes can significantly reduce the risk of chronic diseases, making the topic feel both actionable and achievable.Conclusion: The presentation will conclude with a recap of the key points learned during the session, emphasizing practical takeaways such as affordable food alternatives, how to read nutrition labels, and the importance of meal planning. I will end by motivating participants with a call to action, encouraging them to use the knowledge gained to make small but impactful changes in their diets. A brief Q&A session will follow to clarify any lingering questions, and I will distribute handouts summarizing the main points for future reference.
Teaching Modalities:
Teaching Modalities to Engage Learners: To engage the learners, I will use a combination of visual, auditory, and kinesthetic learning modalities. Visual aids, such as posters and infographics, will help communicate key messages about healthy eating and label reading (Zuana et al., 2023). Auditory learners will benefit from clear explanations and group discussions, while kinesthetic learners will engage in hands-on activities like the “Food Swap Challenge” and the “Meal Planning Workshop.”Tailoring the Presentation: The presentation will be tailored to the audience by considering the community’s cultural and language preferences. For example, handouts will be available in both English and Spanish, and the content will address culturally relevant foods and dietary habits common in Hispanic and African American communities.Multimodal Teaching Approach: The presentation will adopt a multimodal approach, incorporating visual aids (posters, charts), interactive group discussions, hands-on activities, and real-life examples (Sholikhah et al., 2024). This approach ensures that different learning styles are accommodated, making the content accessible to all participants. Engaging all the senses enhances the learning experience and increases retention of the material.
Materials/Resources:
Time: The teaching session is expected to last approximately 1.5 to 2 hours, including time for activities, discussions, and a Q&A session.Location: The presentation will take place at The Family Health Center at West End, 868 York Avenue SW, Atlanta, GA 30310.Supplies/Materials/Equipment: Printed handouts (in English and Spanish) Visual aids (posters, charts, infographics) Sample food items for label reading and food swaps Pens, paper, and clipboards for participants Projector and screen for PowerPoint presentation Flip charts and markers for group activities Cost of Presentation: The estimated cost of the presentation will be minimal, around $100 to $150, covering printing materials, snacks or sample foods for the food swap activity, and any additional supplies such as flip charts and markers. Most of the teaching materials can be prepared in-house or sourced from existing resources at little to no cost.
Barriers:
Potential Barriers: One potential barrier is language differences, as many individuals in the community may speak limited English. To address this, bilingual resources (in both English and Spanish) will be provided, and, if necessary, a translator will be present during the session (Ramirez et al., 2023). Another barrier could be low health literacy, which might make it challenging for participants to understand some of the nutritional concepts.Access and Equity Implications: The teaching plan aims to promote equity by addressing barriers to healthcare and healthy living that are often faced by underserved populations, such as limited financial resources and food insecurity (Ramirez et al., 2023). The use of bilingual materials ensures that language access does not become a barrier to understanding.

Component	Description	Timeline
Topic Selection	Identify community health priority	Week 1-2
Literature Review	Research evidence-based practices	Week 2-3
Target Audience Analysis	Define community demographics	Week 3-4
Presentation Development	Create educational materials	Week 4-5
Community Presentation	Deliver teaching session	Week 5
Reflection & Evaluation	Assess project outcomes	Week 6

Strategy	Benefits	Implementation Tips
Interactive Learning	Increases engagement and retention	Use polls, Q&A sessions, hands-on activities
Visual Storytelling	Enhances understanding across literacy levels	Include infographics, videos, real-life examples
Cultural Sensitivity	Builds trust and relevance	Research cultural norms, use appropriate imagery
Practical Application	Improves skill transfer	Provide take-home materials, practice opportunities
Follow-up Resources	Extends learning beyond presentation	Create resource lists, contact information

Format	Advantages	Considerations
In-Person	Direct interaction, hands-on activities	Limited by location, weather, transportation
Virtual	Broader reach, convenience	Technology barriers, reduced interaction
Hybrid	Combines benefits of both	Requires additional planning and resources

Outcome Area	Improvement Rate	Measurement Method
Cultural Competency	45% increase	Pre/post assessments
Communication Skills	38% improvement	Peer evaluations
Health Education Knowledge	52% gain	Standardized testing
Community Engagement	41% increase	Self-reported surveys

Students will continue to work on the Community Teaching Project. The Project will be developed throughout this course and include a community

Written By: Dan Palmer, RN

Edited By: Ethan Green, MSN-FNP

Benchmark – Community Teaching Project – Part 3

NRS-425 Community Teaching Project – Part 3 – Sample Answer

Complete Guide to Community Teaching Project for Nursing Students: NRS-425 Success Strategies

Introduction

Understanding the Community Teaching Project Framework

What is the Community Teaching Project?

Key Components of the Project

Project Objectives and Learning Outcomes

Phase-by-Phase Development Guide

Phase 1: Community Health Assessment

Phase 2: Evidence-Based Topic Selection

Phase 3: Audience Analysis and Cultural Considerations

Phase 4: Presentation Development and Materials Creation

Best Practices for Community Teaching Project Success

Effective Presentation Strategies

Common Challenges and Solutions

Measuring Project Effectiveness

Technology Integration and Modern Approaches

Digital Tools for Enhanced Learning

Online and Hybrid Presentation Models

Assessment and Grading Criteria

Typical Evaluation Components

Statistics and Research Supporting Community Health Education

Impact of Community Health Education Programs

Student Learning Outcomes

Resources for Project Development

Academic Support Resources

Professional Development Opportunities

Future Trends in Community Health Education

Emerging Approaches

Sustainability Considerations

Conclusion

Quote

USD $10.99