Complete This Assignment According To The Following Design

Complete This Assignment According To The Followingdesign A Class Tha

Complete this assignment according to the following: Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience. Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing.

Explain how you determined a need for this class (needs assessment). Write a one-paragraph description of the class. Identify the target audience. Identify the learning resources you will use for the class (textbooks or other resources). Write the program outcomes for the course and the learner objectives for each class session.

Indicate which domains of learning are represented by each learner objective. 1500 words. It is intended that each student will develop a class that they can use in their selected area of education. You will complete this project in your next course, NUR-649E. APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

Introduction

The development of effective educational programs within healthcare and community settings is essential to advancing knowledge, fostering skills, and promoting health literacy among diverse populations. Designing a comprehensive class involves meticulous planning, understanding the target audience, aligning with organizational philosophies, and clearly defining educational outcomes. This paper presents a detailed blueprint for a proposed educational course, emphasizing the philosophical foundation of the sponsoring organization, needs assessment, course description, target audience, learning resources, program outcomes, and specific learner objectives aligned with the domains of learning.

Institution Sponsoring the Course and Its Philosophy

The proposed class is sponsored by the Healthy Living Community Center (HLCC), a nonprofit organization dedicated to promoting health and wellness in urban populations. HLCC’s philosophy centers on empowerment through education, social support, and community engagement. The organization believes that sustainable health improvements are rooted in increasing individuals’ health literacy, fostering self-efficacy, and respecting cultural diversity. This philosophy influences the course design by emphasizing participatory learning, culturally sensitive content, and practical skill development, aiming to foster community members’ ability to maintain healthier lifestyles independently.

Needs Assessment and Rationale for the Course

The need for this course emerged from community health assessments revealing high rates of obesity, sedentary lifestyles, and related chronic diseases among residents aged 30-60 in the local urban neighborhood. Interviews with community health workers identified a significant gap in accessible, culturally relevant health education tailored to adults seeking to improve lifestyle habits. The assessment included surveys indicating limited knowledge of nutrition, physical activity, and disease prevention strategies, coupled with low engagement in community-based health initiatives. The identified gap underscores the necessity of delivering a structured, community-centered health education program to empower individuals and reduce preventable health disparities.

Course Description and Target Audience

The proposed course, titled “Empowering Healthy Living: Strategies for Lifestyle Change,” is a four-session series designed for adults aged 30-60 residing in the urban neighborhood served by HLCC. The program aims to provide practical knowledge, motivate behavioral change, and develop skills in nutritional planning, physical activity, stress management, and health goal setting. Classes are interactive, incorporating group discussions, demonstrations, and goal-oriented activities to enhance engagement and retention. The target audience primarily includes residents with limited health literacy, diverse cultural backgrounds, and varying socioeconomic statuses, who are motivated to improve their health outcomes.

Learning Resources

Learning materials for the course include reputable textbooks such as “Healthy Living for Dummies,” handouts from the Centers for Disease Control and Prevention (CDC), visual aids, and culturally adapted educational brochures. Resources are selected based on evidence-based content, cultural relevance, and accessibility. Additional resources include online videos demonstrating physical exercises, cooking demonstrations, and mindfulness techniques. Partner collaborations with local fitness centers and dietitians will provide hands-on experiences and expert consultations.

Program Outcomes

Upon successful completion of the course, participants will be able to:

1. Demonstrate understanding of basic nutrition principles aligned with Dietary Guidelines for Americans.

2. Develop personalized physical activity plans suitable for their abilities and preferences.

3. Identify stress reduction techniques and incorporate them into daily routines.

4. Set realistic, measurable health goals using SMART criteria.

5. Recognize symptoms of common chronic diseases and appropriate preventive measures.

Learner Objectives and Domains of Learning

Session 1: Nutrition and Healthy Eating

- Objective: Participants will identify key components of a balanced diet and plan a week's menu that reflects nutritional guidelines. (Cognitive domain)

- Objective: Participants will demonstrate the ability to read and interpret food labels accurately. (Cognitive domain)

Session 2: Physical Activity and Exercise

- Objective: Participants will develop a personalized, achievable weekly physical activity schedule. (Psychomotor domain)

- Objective: Participants will demonstrate basic physical exercises suitable for their fitness levels. (Psychomotor domain)

Session 3: Stress Management and Mindfulness

- Objective: Participants will practice two mindfulness techniques and identify which methods work best for them. (Affective domain)

- Objective: Participants will describe the physiological and psychological benefits of stress reduction techniques. (Cognitive domain)

Session 4: Goal Setting and Behavioral Change

- Objective: Participants will set three specific health goals using the SMART framework. (Cognitive domain)

- Objective: Participants will reflect on personal barriers and facilitators to healthy lifestyle changes. (Affective domain)

Conclusion

Designing a community-centered health education class requires a comprehensive understanding of organizational philosophy, community needs, learner characteristics, and educational outcomes. By aligning course content with the philosophical principles of empowerment and cultural respect, ensuring evidence-based learning resources, and crafting clear learner objectives rooted in Bloom’s domains, educators can foster meaningful and sustainable health behaviors. This structured approach not only facilitates effective knowledge transfer but also promotes active engagement and long-term behavioral change, ultimately contributing to improved community health outcomes.

References

  1. Centers for Disease Control and Prevention. (2020). Physical Activity Basics. https://www.cdc.gov/physicalactivity/basics/index.htm
  2. Hale, T. M. (2016). Community health: Advocating for change (4th ed.). Jones & Bartlett Learning.
  3. Kirkland, J., & Miller, J. (2019). Foundations of Public Health Nutrition (2nd ed.). John Wiley & Sons.
  4. McKenzie, J. F., Pinger, R. R., & Kotecki, J. E. (2014). An Introduction to Community & Public Health. Jones & Bartlett Learning.
  5. National Institutes of Health. (2021). Stress Management Techniques. https://www.nih.gov/health-information/stress
  6. Sharma, S., & Khosla, P. (2018). Nutritional guidelines for community health. International Journal of Community Medicine and Public Health, 5(2), 567-572.
  7. World Health Organization. (2018). Physical activity and adults. https://www.who.int/news-room/fact-sheets/detail/physical-activity
  8. Yancey, A. K., Kumanyika, S. K., & Fielding, J. E. (2020). Community-based health promotion: Strategies for success. Journal of Community Health, 45(3), 541-550.
  9. Zimmerman, M. A., & Schunk, D. H. (2018). Self-efficacy and health behaviors. Advances in Motivation Science, 5, 93–124.
  10. World Health Organization. (2019). Mental health promotion and stress management. https://www.who.int/mental_health/en/

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