Assignment: Community Teaching Plan

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Assignment: Community Teaching Plan

Assignment: Community Teaching Plan

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

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
    NRS 428 Assignment Community Teaching Plan

    NRS 428 Assignment Community Teaching Plan

  5. Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic

Summary of community teaching plan is not identified or missing.

Summary of community teaching plomplete.

Summary of community teaching plan is offered but some elements are vague.

Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.

Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.

50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described

Evaluation of teaching experience is omitted or incomplete.

Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.

Evaluation of teaching experience is provided with a brief discussion of community response to teaching.

A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.

Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed and/or vague; purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

 

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Community Teaching Plan: Teaching Experience Paper

Holistic care during the postpartum period entails educating women and their partners about infant nutrition and supporting them to facilitate success with the feeding method chosen. Providing parents with current, evidence-based information, clinical guidance, and identifying appropriate resources when needed enables mothers to achieve success in nourishing their newborns (Bibbins-Domingo et al., 2016). In the previous assignment, I developed a community teaching plan proposal on “Promotion of Infant Nutrition through Breastfeeding.” I presented the proposal to the community health provider who provided feedback and approved the teaching plan. This essay will provide a summary of the health promotion teaching plan, the epidemiological rationale for the topic, and an evaluation of the teaching experience.

Summary of Teaching Plan

The topic for health promotion was on “Promotion of Infant Nutrition through Breastfeeding.” The targeted aggregate was postnatal mothers, and the planned venue was at the Maternal-Child Health clinic in the Community Health Centre. The health topic was in line with the Healthy People 2020 goal of Improve the health and well-being of women, infants, children, and families. It is under the objective number MICH-21: Increase the proportion of infants who are breastfed. I planned to use the Teach-Back Learning theory and use materials and equipment such as Pamphlets, Laptop, LCD Projector, Speaker, and Infant mannequin.

I targeted the audience’s cognitive, psychomotor, and affective domains in the teaching plan. The objectives in the cognitive domain included, by the end of the session, the postnatal mother will be able to describe the composition of breast milk. The objective would be met by teaching the audience about the types of breast milk and the nutrition composition of breast milk. The second objective was: The postnatal mother will be able to state at least five signs of effective breastfeeding. The objective would be met by educating the audience on effective breastfeeding and latching techniques.

The objective targeting the psychomotor domain was: The postnatal mother will be able to demonstrate at least two breastfeeding positions. This objective entailed demonstrating different breastfeeding positions and encouraging the mothers to practice the positions with their babies. Lastly, the objective targeting the affective domain was: The postnatal mother will be able to appreciate the importance of breastfeeding to the baby and the mother. The objective would be achieved by educating the mothers on the benefits of breastfeeding.

Additionally, the teaching plan identified various teaching styles and methods such as brainstorming, demonstrations, videos, and PowerPoint presentation. I also planned to employ active listening when interacting with the audience and nonverbal communication techniques.

Epidemiological Rationale for Topic

I selected the topic of Infant Breastfeeding because it has been established as the optimal infant feeding method. The CDC 2018 Breastfeeding Report Card revealed that among babies born in 2015 in the US, 4 out of 5, 83.2%, started to breastfeed after birth. However, only 57.6% of these infants were exclusively breastfed at six months. Besides, only 35.9% of the infant was still breastfeeding at one year (CDC, 2018). Regardless of the recommendations on exclusive breastfeeding of infants in the first six months, less than 50% of infants are exclusively breastfed in the first three months. Only 25% of these infants are exclusively breastfed through 6 months (CDC, 2018). Besides, about 1 in 6, 17.2%, breastfed infants born in 2015 were initiated on formula supplementation within the first two days of life.

Although breastfeeding rates in the US have had a tremendous increase in the past years, there are specific populations that are less likely to breastfeed. Women with low breastfeeding rates include mothers below 25 years, women with a low income, African Americans, primiparas, and women with a high school education or lower (Anstey, Chen, Elam-Evans & Perrine, 2017). This contributes to poor health outcomes among infants from mothers belonging to these populations.

Evaluation of Teaching Experience

The health promotion teaching experience was exciting and very interactive, with 19 mothers alongside their infants in attendance. I conducted the health promotion activity in the maternal-child health clinic waiting area. The staff working in the clinic and the community health provider offered a helping hand in setting up the area and organizing the mothers.  The activity started at 9:30 am and ended at 10:40 am. The activity started later than the planned time due to lateness by the mothers. I had prepared teaching materials such as LCD projector, Laptop, speakers, pamphlets, and infant mannequins. I requested the nurse in charge of the clinic to start the session with a welcoming speech.

There was a lot of commotion at the beginning of the activity as the mothers were arriving in the clinic and settling in the waiting area. Fortunately, this was solved with the help of the clinic staff, who directed the mothers to sit and advised them to keep their babies comfortable to prevent them from crying.

I started with the first subtopic on the composition of breast milk. I brainstormed the audience on the nutrients found in breast milk, and the mothers were well-versed with the topic. Nevertheless, the audience demonstrated knowledge deficit on the importance of each nutrient to the baby. The second subtopic was on signs of effective breastfeeding. The audience was familiar with signs of effective breastfeeding. This is based on their response to how they would establish whether their babies are breastfeeding effectively.

The third sub-topic was on latching and breastfeeding positions. The audience, especially the first-time mothers, were not conversant with techniques on effective latching. Besides, most mothers demonstrated poor latching techniques and were only familiar with one breastfeeding position. The demonstration on latching took approximately 40 minutes, and all the mothers got a chance to practice every breastfeeding position. This was the most interactive part of the session, and the audience also demonstrated some breastfeeding positions they find comfortable. The fourth topic was on the benefits of breastfeeding. I employed brainstorming, and the audience was familiar with the benefits of breastfeeding on the baby. However, most mothers were not conversant with maternal benefits.

After the presentation, the audience had numerous questions, mainly on myths about breastfeeding. They also shared tips on promoting breastfeeding, such as foods to take and how working women can store breast milk safely.  This part was very interactive, and I learned various tips on promoting effective breastfeeding. I provided each mother with pamphlets that contained more information on the topic of infant breastfeeding. I also provided the audience with resources to access information and professional help on breastfeeding and infant nutrition, including complementary feeding.

Community Response to Teaching

The community was positive about the health promotion experience based on their cooperation during the entire activity. The audience responded to the questions in the session and shared their breastfeeding experiences. The multiparas made the session more interactive by demonstrating to the rest of the mothers on latching techniques and breastfeeding positions. Besides, the audience willingly volunteered to illustrate the breastfeeding positions they had learned. The audience further appreciated the health promotion activity, evidenced by their cheerful nature during the session. At the end of the session, the audience expressed their appreciation and requested that I organize more health education talks on maternal and child health.

The mothers mentioned that the breastfeeding techniques and positions learned would help ease the challenges they experience while breastfeeding. Some of the mothers mentioned that they had experienced breast problems due to improper positioning, and the skills learned would help prevent future occurrences. The staff in the facility and the community health provider also appreciated my efforts and requested for more health education activities in the future.

Areas of Strengths and Areas of Improvement

After the presentation, I conducted an assessment of the lesson and evaluated my teaching method and style to identify areas of strength and improvement. One of the strengths was in the topic selection. I selected a topic that affects a majority of postnatal mothers, and that raises numerous questions due to the myths surrounding breastfeeding. Besides, most mothers experience challenges when breastfeeding their infants due to poor breastfeeding techniques (Boquien, 2018). Consequently, a health promotion activity that would help address the common myths and reduce challenges associated with breastfeeding kept the audience captivated in the entire session.

Secondly, the teaching method used facilitated the success of the presentation. I employed brainstorming to gauge the audience’s knowledge on the subject and also avoid boredom. Moreover, I used videos to demonstrate latching techniques and breastfeeding positions, which was a great way to keep the audience captivated and promote understanding of the subject. I also used demonstrations, which made the session more exciting and interactive. Furthermore, providing pamphlets at the end of the presentation facilitated the retention of the lesson’s topic.

On self-assessment, I identified that being conversant with the topic facilitated the success of the presentation. I had researched the subject, which made it easy to present the topic and answer questions. I also employed appropriate nonverbal communication techniques, which in turn increased my confidence during the presentation. I also effectively employed active listening, which facilitated an interactive session with the audience.

Nevertheless, I identified several areas of improvement from the presentation. Firstly, I had poor classroom management skills, and I had a hard time controlling the audience. I encountered challenges keeping the audience quiet, especially when I employed brainstorming questions. Besides, the audience had chorus responses, which made it challenging to identify mothers who did not understand a concept. Furthermore, I need to improve on time management in the future. The session took more time than the estimated time of 45 minutes. This was contributed by taking lots of time on demonstrations. I can improve this in the future by requesting other health providers to assist in the demonstrations.

References

Anstey, E. H., Chen, J., Elam-Evans, L. D., & Perrine, C. G. (2017). Racial and Geographic Differences in Breastfeeding – the United States, 2011-2015. MMWR. Morbidity and mortality weekly report66(27), 723–727. https://doi.org/10.15585/mmwr.mm6627a3

Bibbins-Domingo, K., Grossman, D. C., Curry, S. J., Davidson, K. W., Epling, J. W., García, F. A., A. R., Krist, A. H., Kurth, A. E., Landefeld, C. S., & Mangione, C. M. (2016). Primary care interventions to support breastfeeding: US Preventive Services Task Force recommendation statement. Jama316(16), 1688-1693 https://doi.org/ 10.1001/jama.2016.14697

Boquien, C. Y. (2018). Human milk: An ideal food for the nutrition of preterm newborns. Frontiers in pediatrics6, 295 https://doi.org/10.3389/fped.2018.00295

Centers for Disease Control and Prevention. (2018). CDC releases 2018 breastfeeding report card. August 20, 2018.

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