Community Teaching Experience Students Must Submit This Form ✓ Solved

Community Teaching Experiencestudents Must Submit This Form As Part Of

Community Teaching Experience students must submit this form as part of the assignment submission.

Student Name:__________________ Course Section & Faculty Name:_____________________________

Date of Presentation:_____________

Provider Information

Provider Name: Last First M.I. Credentials:

Title: (i.e., MS, RN, etc.) Organization: Phone Number: E-mail Address:

Student Presentation Information

Type of Presentation:

  • PowerPoint Presentation
  • Pamphlet Presentation
  • Audio Presentation
  • Poster Presentation

Provider Acknowledgement

I __________________________acknowledge that ____________________________ (Provider Name) (Student Name) has requested approval to participate in a community teaching experience at the location listed on this form.

The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.

______________________________ _________________

Provider Signature

Date Signed

Assignment Details

This is an individual assignment. Based on feedback from the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

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

Appropriate community settings include:

  • Public health clinic
  • Community health center
  • Long-term care facility
  • Transitional care facility
  • Home health center
  • University/School health center
  • Church community
  • Adult/Child care center

Before presenting information to the community, seek approval from an agency administrator or a representative. Upon receiving approval, include the "Community Teaching Experience Form" as part of your submission.

Written Reflection (Part II)

This is an individual assignment. In 1,500–2,000 words, describe the teaching experience and discuss your observations. The written report should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for the topic
  3. Evaluation of the teaching experience
  4. Community response to the teaching
  5. Areas of strengths and areas of improvement

Prepare the paper following APA guidelines. An abstract is not required. Review the rubric before starting your assignment to understand the expectations.

Sample Paper For Above instruction

Introduction

Implementing community teaching experiences plays a vital role in promoting health awareness and disease prevention within local populations. This reflection discusses a recent community teaching session focused on diabetes management at a local community health center, highlighting the planning process, the rationale for choosing the topic based on epidemiological data, and an evaluation of the overall experience and community response.

Summary of Teaching Plan

The teaching plan centered around providing education on diabetes prevention, management, and lifestyle modifications. The session included a PowerPoint presentation tailored for adult learners, covering topics such as blood sugar monitoring, dietary choices, physical activity, and medication adherence. The presentation was designed to be interactive, involving questions and practical demonstrations. The goal was to empower community members to better manage their condition and prevent complications.

Epidemiological Rationale for the Topic

Diabetes mellitus is a significant public health concern, with increasing prevalence globally and locally. According to the CDC (2020), nearly 10.5% of Americans have diabetes, with disparities evident among minority populations. The local health department's epidemiological data indicated a rising incidence of diabetes in the community, especially among adults over 45, linked to sedentary lifestyles and poor nutrition. This justified focusing on diabetes education, aiming to mitigate the risk factors and promote healthier behaviors.

Evaluation of Teaching Experience

The teaching session was well-received, with active participation from community members. Feedback indicated increased awareness about blood glucose monitoring and lifestyle adjustments. Challenges included initial community skepticism and logistical issues, such as limited resources for demonstrations. Overcoming barriers involved engaging community leaders early and tailoring the content to the audience’s literacy levels. The session successfully fostered a supportive environment and encouraged ongoing dialogue.

Community Response to Teaching

The community expressed appreciation for the culturally sensitive approach, appreciating the practical tips that could be applied immediately. Several participants shared their personal challenges with diabetes management, fostering peer support. The organization reported increased inquiries for follow-up services and expressed interest in future educational initiatives. Overall, the response demonstrated heightened awareness and motivation among community members to adopt healthier behaviors.

Strengths and Areas for Improvement

Strengths of the session included tailored content, interactive delivery, and strong engagement with community members. Limitations involved the need for more visual aids and additional follow-up sessions to reinforce learning. Future sessions will incorporate feedback to enhance clarity, include more multimedia resources, and involve family members to maximize impact.

Conclusion

This community teaching experience highlighted the importance of culturally competent education, epidemiological awareness, and community engagement. The positive response underscored the value of targeted health promotion activities, emphasizing continuous improvement and sustained partnerships for effective public health interventions.

References

  • Centers for Disease Control and Prevention (CDC). (2020). National Diabetes Statistics Report, 2020. Retrieved from https://www.cdc.gov/diabetes/library/features/diabetes-stat-report.html
  • Huang, T. T., & Fong, P. (2019). Community health education: A comprehensive guide. Journal of Community Health, 44(2), 234-245.
  • Johnson, M., & Smith, L. (2021). Evaluating health education programs: Methods and best practices. Public Health Nursing, 38(4), 462-470.
  • Lee, S. & Kim, R. (2018). Cultural considerations in community health education. Journal of Cultural Diversity, 25(1), 10–15.
  • National Institute of Diabetes and Digestive and Kidney Diseases. (2019). Diabetes overview. https://www.niddk.nih.gov/health-information/diabetes/overview
  • Shaw, J. E., et al. (2022). Epidemiology of diabetes in urban populations. International Journal of Public Health, 67, 1023-1032.
  • United States Census Bureau. (2021). Community demographic data. https://www.census.gov
  • World Health Organization (WHO). (2018). Noncommunicable diseases country profiles 2018. WHO Press.
  • Williams, R. (2020). Strategies for effective health promotion in underserved communities. American Journal of Public Health, 110(7), 935-941.
  • World Health Organization (WHO). (2019). Prevention and control of noncommunicable diseases. Geneva: WHO Publishing.