Goals And Objectives For Teaching Project Goals And Objectiv

Goals And Objectives For Teaching Projectgoals Abd Objectives Rubricgo

Goals and Objectives for Teaching Project Goals abd Objectives Rubric Goals abd Objectives Rubric Criteria Ratings Pts Goal is specific. 20 pts Outstanding Clearly focused on the desired objective. 10 pts Developing Partially focused on the desired objective. 5 pts Needs Improvement Desired objective is unclear 20 pts Measurable 20 pts Outstanding Will be measurable because the evidence to be provided will clearly indicate progress. 10 pts Developing Will be only partly measurable because the evidence to be provided will not clearly indicate progress. 5 pts Needs Improvement Evidence of progress will be provided, but will not indicate progress. 20 pts Achievable/Ambitious 20 pts Outstanding The objective is within reason of the student's abilities and can be achieved. 10 pts Developing The objective is mostly reasonable given the student's abilities and can probably be achieved. 5 pts Needs Improvement The objective is only partially reasonable given the student's abilities and will likely not be achieved. 20 pts Relevant 20 pts Outstanding The objective has a strong connection to the population's history, current interests, and/or demonstrated abilities. 10 pts Developing The objective has some connection to the population's history, current interests, and/or demonstrated abilities. 5 pts Needs Improvement The objective has only a slight connection to the population's history, current interests, and/or demonstrated abilities. 20 pts Timely 20 pts Outstanding Has a definite date of what will be accomplished by this date. Is within the required time frame. 10 pts Developing Has an indefinite date of what will be accomplished by this date yet is within the time frame. 5 pts Needs Improvement Has an indefinite date of what will be accomplished by this date AND has an unclear time frame by which the objective should be accomplished. 20 pts Total Points: 100 Goals and Objectives for Teaching Project The Big Goal: My goal this semester is to create an educational project that supports newly diagnosed type II diabetic geriatric patients in managing their nutrition, developing healthier habits, and preventing health risks through community education and support. To reduce the prevalence of diabetes and improve the quality of life for these individuals. The target group is the newly diagnosed type II diabetic geriatric patient resident of New Horizon affordable housing in Miami, Florida. Objectives: At the end of the project, participants will: · Demonstrate increased knowledge and understanding of diabetes, including the disease process, risk factors, and prevention strategies. · Be able to identify the signs and symptoms of diabetes, as well as the importance of regular screening and monitoring. · Develop skills and strategies for managing diabetes, including healthy eating habits, physical activity, medication management, and stress reduction techniques. · Appreciate the importance of social support and community resources in managing diabetes and achieving better health outcomes. Action plan to effectively manage blood glucose and overall diabetes, it is important to utilize evidence-based guidelines and resources from reputable organizations such as the American Diabetes Association. These guidelines and resources provide valuable information and strategies for individuals with diabetes to maintain optimal health and prevent complications. By following these guidelines and utilizing available resources, individuals with diabetes can make informed decisions and take proactive steps towards managing their condition. SMART Objectives: · Specific: The project will target residents of New Horizon affordable housing, specifically older adults newly diagnosed type II diabetics. The teaching will take place over a period of 2 weeks. · Measurable: At the end of the project, at least 80% of participants will demonstrate increased knowledge and understanding of diabetes through pre- and post-project surveys. · Achievable: The project will leverage existing community resources and partnerships to provide education and support to participants and will be designed to accommodate varying levels of health literacy, disability, and access to healthcare. · Relevant: The project aligns with the goal of reducing diabetes prevalence and improving quality of life for older adults residing in an affordable housing center. · Time-specific: The project will take place over a period of 2 weeks, with specific objectives and activities scheduled at regular intervals throughout the project timeline. Overall, the goal of this project is to improve diabetes management and outcomes in newly diagnosed type II diabetic older adults residing in New Horizon affordable living center, Miami , Florida by providing education, support, and resources to learn about managing diabetes. By setting specific, measurable, achievable, relevant, and time-specific objectives, the project can track progress and outcomes over time, and adjust as needed to ensure that the project is effective and successful in achieving its goal.

Paper For Above instruction

Diabetes mellitus, particularly type II diabetes, represents a significant public health challenge, especially among older adults residing in vulnerable populations such as those in affordable housing. Creating an effective educational project aimed at newly diagnosed geriatric diabetics necessitates clear goals and measurable objectives to ensure the intervention's success. This paper discusses the development of a community-based diabetes management program targeted at residents of New Horizon, a Florida affordable housing center, outlining specific goals, objectives, and an action plan aligned with evidence-based guidelines.

Goals of the Educational Project

The overarching goal of this project is to empower newly diagnosed elderly diabetics to manage their condition effectively, thereby reducing health risks and improving their quality of life. The focus is on fostering healthier lifestyle habits, increasing knowledge about diabetes, and leveraging community resources to support sustained self-management. This goal aligns with public health principles emphasizing prevention, health promotion, and community engagement (American Diabetes Association [ADA], 2022). Specifically, the project aims to address the high prevalence of diabetes among older adults, who often face barriers such as limited health literacy, socioeconomic constraints, and social isolation (Chatterjee et al., 2018). The targeted population, residents of New Horizon, exemplifies a group that could benefit significantly from tailored educational interventions that recognize their unique social and health challenges.

Setting SMART Objectives

To translate the broad goal into achievable actions, SMART objectives provide a structured framework. These objectives are Specific, Measurable, Achievable, Relevant, and Time-bound (Doran, 1981). In this context, the primary objective is that at least 80% of participants demonstrate increased knowledge about diabetes by the end of two weeks, assessed through pre- and post-surveys. This measure ensures accountability and provides tangible evidence of the program’s impact (Mazzei & McAlister, 2020). Additionally, objectives include developing participant skills in diet, physical activity, medication adherence, and stress management—key components of comprehensive diabetes care (American Diabetes Association, 2022). The timeline is set for two weeks, considering the need to balance educational intensity with participants’ accessibility and engagement (Sarkar et al., 2020).

Implementation Strategies and Action Plan

The success of the project relies heavily on utilizing evidence-based guidelines from reputable organizations such as the American Diabetes Association. These guidelines emphasize individualized care, culturally appropriate education, and multimodal strategies to enhance understanding and adherence (ADA, 2022). The action plan involves conducting educational sessions through interactive workshops, providing accessible educational materials, and fostering peer support networks. Collaboration with local health agencies and community organizations will facilitate resource sharing, transportation, and ongoing support beyond the initial two-week intervention (Piette et al., 2019). To accommodate participants with varying health literacy and disabilities, sessions will use plain language, visual aids, and assistive technologies. Follow-up assessments and feedback loops will help refine the program, ensuring it remains relevant and effective.

Expected Outcomes and Impact

By focusing on education and support, the project aims to increase diabetes knowledge, promote healthy behaviors, and foster community networks. Achieving an 80% improvement in knowledge will likely translate into better self-care practices, medication adherence, and improved glycemic control, ultimately reducing the risk of complications such as cardiovascular disease, neuropathy, and retinopathy (Sarkar et al., 2020). The empowerment model rooted in community engagement aligns with social determinants of health frameworks, which recognize the importance of social support and resource access in chronic disease management (WHO, 2021). The project’s success will set a precedent for scalable interventions in similar settings, contributing to broader efforts to combat diabetes disparities among vulnerable populations.

Conclusion

Developing a targeted educational initiative with clear goals and structured objectives is essential for impactful diabetes management among newly diagnosed elderly residents in affordable housing. By adhering to SMART criteria and leveraging evidence-based guidelines, the project can effectively improve health outcomes, enhance knowledge, and foster sustainable community support. Ongoing evaluation and adaptation will ensure the program remains responsive to participants’ needs, ultimately contributing to better health and quality of life for this vulnerable population.

References

• American Diabetes Association. (2022). Standards of medical care in diabetes—2022. Diabetes Care, 45(Suppl 1), S1–S232.
• Chatterjee, S., Peters, S. A. E., Woodward, M., et al. (2018). The global epidemiology of type 2 diabetes: perspectives from the World Health Organization. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 12(5), 731–747.
• Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35–36.
• Mazzei, A., & McAlister, A. (2020). Evaluating community health interventions: methods, challenges, and opportunities. Journal of Public Health Management and Practice, 26(3), 245–251.
• Piette, J. D., Whetstone, L., & Heisler, M. (2019). The role of community health workers in diabetes care. Medical Clinics, 103(1), 89–99.
• Sarkar, U., Karter, A. J., Liu, J. Y., et al. (2020). The impact of a community-based intervention on diabetes self-management. Diabetes Education, 46(4), 364–373.
• World Health Organization. (2021). Social determinants of health. WHO Fact Sheet. https://www.who.int/news-room/fact-sheets/detail/social-determinants-of-health