Global Health And Wellness Teaching Project

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Global Health And Wellness Teaching Project

In this assessment, you will test your knowledge globally by assessing an emerging global health issue. You will address factors that exacerbate the issue and develop a plan for improvement. You will also develop a wellness teaching program.

Part 1: Doctors Without Borders Presentation
Imagine you are a nurse working with Doctors Without Borders to address an emerging global health issue in a specific region of the world. You are preparing to travel to the region to improve an issue or illness. Your director has requested that you prepare a presentation about the issue or illness for your fellow staff.

Choose a specific emerging health issue within a specific country (i.e., sex trafficking occurring in the US states bordering Mexico). Global Health And Wellness Teaching Project

Create an 18- to 20-slide presentation, with detailed speaker notes, analyzing emerging global health issues related to the country or region of the world of your choice.

Include a summary of the chosen country and emerging health issues that impact the populations.

Summarize your chosen emerging health issue and explain how and why this issue impacts populations within your chosen country.

Analyze the cause of the issue or illness in your presentation.

Consider:

  • Individual issues (e.g., personal hygiene)
  • Community (e.g., resources, demographics)
  • Family roles and structures (e.g., single-family households)
  • Culture (e.g., values, beliefs)
  • Environmental issues (e.g., access to technology and health care, geographic concerns)
  • Examine the factors that continue to exacerbate the issue or illness.

    Consider:

  • Individual
  • Community
  • Cultural
  • Environmental
  • Create an action plan to improve the issue or illness.

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    Consider:

  • Education
  • Communication
  • Relief workers
  • Technology
  • Cite at least 5 peer-reviewed references in your presentation.

    Include a separate APA-formatted reference page.

    Format your assignment as follows:

  • 18- to 20-slide presentation
  • The slides themselves should only contain essential information and as little text as possible. Do not design a slide presentation made up of long bullet points. Your speaker notes convey the details you would give if you were presenting. See the Create Speaker Notes section of the PowerPoint 2013 Training video for more help. Global Health And Wellness Teaching Project
  • Part 2: Wellness Teaching Project
    Step 1: Select a group from your local community that would benefit from a wellness teaching project. This group might include the following:
  • Remote family members
  • Group that meets regularly at a local gym or YMCA
  • Group that meets at a local park on a regular basis, such as a yoga or tai chi class
  • Group that meets at a local church regularly
  • (Note: You will follow the steps in the Wellness Teaching Project document for this assignment.)

    Complete the Confirmed Participant Needs Assessment (Phase A1) of the Wellness Teaching Project document.

    Step 2: Complete the Group Identification Table (Phase A2) in the Wellness Teaching Project document for your selected group.

    Step 3: Conduct a needs assessment of the selected group in terms of wellness issues.

  • Use the Preliminary Planning and Confirmed Participant Needs Assessment table in Phase A1 of the Wellness Teaching Project document for this step.
  • Utilize the appropriate wellness theory in the needs assessment.
  • Assess the learning styles of the selected population.
  • Step 4: Identify 3 different health promotion topics and objectives for this group.
  • Select 1 health promotion topic from the Healthy People 2030 link in Phase B of the Wellness Teaching Project document, another topic from the Let’s Get Healthy California link, and the third topic from either of the aforementioned links.
  • For each of the 3 topics, list its goal and 1 specific objective and target (copy and paste verbatim from the indicated website).
  • Add the reference for each objective to your Reference page at the end of the Wellness Teaching Plan document.
  • Step 5: State how you would perform the Group Needs Assessment in Phase C of the Wellness Teaching Project document. Global Health And Wellness Teaching Project
  • Name the Needs Assessment Tool or Approach you will use and how you will use it.
  • Step 6: Identify the Wellness Teaching Topic in Phase C of the Wellness Teaching Project document.

    Step 7: Complete the Population Nursing Diagnosis for Phase C of the Wellness Teaching Project document.

    Step 8: Evaluate the group’s initial Situation Sense of Coherence by scoring their readiness to change a health behavior in Phase C of the Wellness Teaching Project document.

    Step 9: Complete the Brochure Selection Phase D1 of the Wellness Teaching Project document.

    Step 10: Complete the Brochure Evaluation Section Phase D2 of the Wellness Teaching Project document.

    Step 11: Complete the Lesson Plan Teaching Methods Phase E1 of the Wellness Teaching Project document.

  • Complete the Learning Strategies Tables, as listed in Phase E1.
  • Step 12: Complete the Lesson Plan Learning Objectives in Phase E2 of the Wellness Teaching Project document.
  • Develop 2 SMART behavioral learning objectives for your group.
  • State which wellness theory or model you would use to guide your teaching.
  • Step 13: Develop the Lesson Plan for the selected Wellness Teaching Project topic in Phase E3 of the Wellness Teaching Project document.
  • Create the lesson title. Global Health And Wellness Teaching Project
  • Incorporate appropriate learning styles for the selected population.
  • Determine how you would pre-test the message and materials.
  • Determine the supplies and materials you would need to prepare and how you would distribute these to participants.
  • Complete the Lesson Plan table in the Wellness Teaching Project document in Phase E3.
  • Develop an appropriate assessment to gauge learning outcomes achieved with the population.
  • Step 14: Prepare a Group Evaluation Follow-Up Lesson Plan per Phase F1 of the Wellness Teaching Project document.

Note: Grading Rubric

Part 1: Global Health Issue and country summary – 25% of the total grade

Provide an exceptional summary of the chosen country and emerging health issues that impact its populations, explaining how and why the chosen emerging health issue impacts populations within the chosen country and analyzed the cause of the issue or illness.

Doctors Without Borders Presentation – 25% of the total grade

Accomplish powerpoint presentation, demonstrate excellent slide design, include thorough speaker notes, thoroughly analyzed emerging global health issues related to the country or region of the world, and address each of the required assignment components.

Part 2: Wellness Teaching Project- 40% of total grade

Develop an appropriate and comprehensive wellness teaching project, each phase of the wellness teaching project document has to be complete, accurate and thorough.

Follow the Wellness teaching project document. Please see attached document.

Wellness Teaching Project
Teaching Project: Phase A1
Proposed Population Group for Interaction
For this alternative assignment online, you will practice the phases of population group assessment and primary prevention education. To do this, you need to research and identify 3 groups of people from the community who might be interested in learning about one topic on wellness.
For each group selected, answer the following questions:
1. What is your main concern for your health? (Do not commit to teaching any topic yet.)
2. How do you best like to learn (demonstration, participation, handouts with pictures, articles)?
Participant group research and identified Main Concern Preferred Learning Style
1.
2.
3.
Teaching Project: Phase A2
Group Identification
Complete this table for your Group.
Group Name: Data
(Enter your answers in this column) Global Health And Wellness Teaching Project
Size
What are the total number of participants you expect might participate?
Population
In public health terms, what population or aggregate defines this group? If mixed ages, identify by all pertinent age ranges (e.g., teens, adults, seniors).
Developmental Stage
According to Eriksen, in which Developmental Stage is the group?
Data Availability for This Population
1. Identify regional data AND national data that are available that describe common health concerns for this age group. Regional Data:
National Data:
2. Where does the data show room for improvement?
3. How does the official data match the group’s self-identified Main Concerns?
Teaching Project: Phase B
RN Identification of Tentative Main Concern & Data Appraisal
Assess the aggregate using available data.
Review the pertinent chapter(s) on aggregate health in Nies & McEwen to identify common health concerns (e.g., Ch.16 – Children & Adolescent Health, Ch.17 – Women’s Health, Ch.18 – Men’s Health, and Ch.19 – Senior Health).
Identify three (3) different Health Promotion Topics for this group as determined by reviewing chapters in the text, during Phase A1, or during Phase A2. Document your appraisal of each selected topic below.
For all 3 Topics, list its Goal and one specific Objective and Target (copy & paste verbatim from the indicated website). Select one from Healthy People (HP), the second from Let’s Get Healthy California (LGHC), and the third from either HP or LGHC.
Add the reference for each objective to your Reference page at the end of this Teaching Plan for a comprehensive listing by the end.
Example: Population Group – Teens
HP2030 Topic: Sleep Health (SH)
HP2030 Goal: Improve health, productivity, well-being, quality of life, and safety by helping people get enough sleep.
HP2030 Objective: SH-4 Increase the proportion of students in grades 9 through 12 who get sufficient sleep
HP2030 Target: 27.4 percent
Reference: US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep
health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04
Healthy People 2030

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HP2030 Topic:
HP2030 Goal:
HP2030 Objective:
HP2030 Target:
Reference:
Teaching Project: Phase C
Group Needs Assessment
Use assessment tools from Nies & McEwen or online Public Health websites. See BOX 7.1 Health Planning Project Objectives (p 289), and Assessment (pp 290-296) in Nies & McEwen.
State how you will perform the Needs Assessment (by phone, email, or online survey):
Name which Needs Assessment Tool or Approach you will use and how you will use it:
Identify the Wellness Teaching Topic:
Complete the following Population Nursing Diagnosis for the Wellness Teaching Project. See Nies & McEwen, FIG. 6.3 Format for community health diagnosis (pg. 274). Instructions: Replace the bracketed text with facts from your diagnosis.
Increased risk of [disability/disease/etc.]
among [community or population]
related to [etiological statement]
as demonstrated in [health indicators, with supportive data]
Evaluate the Group’s Initial SSOC (Situational Sense of Coherence) by scoring their readiness to change a health behavior. (From West, K. (2012).” Using the Artinian Intersystem Model (AIM) of professional nursing to guide community assessment and wellness promotion in an undergraduate public health nursing course”
Conference: 140st APHA Annual Meeting and Exposition 2012)
Score on SSOC (high=3, medium=2, or low=1) Score Comments
Comprehensibility
In relation to what the community needs to know about the Main Concern, how much do they know?
Meaningfulness
In relation to motivation, how much effort is the community willing to put into resolving the Main Concern? Global Health And Wellness Teaching Project
Manageability
In relation to the community’s resources, what is available to manage the Main Concern?
Total SSOC Score
Teaching Project: Phase D1
Brochure Selection
See Nies & McEwen Ch.8, Health Literacy section (pp 376-397). Review the corresponding chapter for the aggregate population as needed: Chapters 16-19.
Topic, Goal, Objective, and Target
The final topic, goal, and objective and target selected is:
• Topic:
• Goal:
• Objective (include topic abbreviation and number):
• Target:
Levels of Prevention
Identify at least 1 goal-specific intervention for this topic at each Level of Prevention:
1. Primary Prevention:
2. Secondary Prevention:
3. Tertiary Prevention:
Published Brochures
Identify and list below at least 2 public-domain (copyright-free) brochures that could be used to implement your project.
• Government resources are copy-right free.
• You may use a brochure with copyright but must obtain and submit permission from the publisher to use the material in this context.
• Common sources for client educational resources:
o CDC (Look for Resources under each Health Topic.)
o Health Finder (Client materials in English & Spanish)
o National health organizations, such as American Diabetes Association, American Heart Association, and others. Verify copyright permission with these organizations.
Enter APA reference listings for all reviewed materials on the Reference page at the end of this worksheet.
Teaching Project: Phase D2
Brochure Evaluation
Evaluate at least 2 brochures using the Patient Education Materials Assessment Tool (PEMAT) from the Agency for Healthcare Research and Quality (AHRQ) available from
• Download the Excel file from the above website. Note: Accept all Macros.
• Complete the 3rd spreadsheet in the AHRQ pemat_form Excel file, titled PEMAT for Printed Materials Tool.

1.Title:
Source:
PEMAT Understandability Score:
PEMAT Actionability Score:
Will you use this brochure? Why or why not?
Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?
2.Title:
Source:
PEMAT Understandability Score:
PEMAT Actionability Score:
Will you use this brochure? Why or why not?
Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?
Other Materials
Are there any other materials you might use?
Teaching Project: Phase E1
Lesson Plan Teaching Methods
Review Nies & McEwen
• Clinical Example 8.1 (pp 332-335)
• Table 8.1 Characteristics of Adult Learners (p 335)
• Knowles’ Assumptions About Adult Learners through Models of Individual Behavior (pp 335-347)
• Framework for Developing Health Communications Stage I-IV (pp359 – 368)

Complete questions A & B below in first person narrative (your personal account), short answer format (1 paragraph per question). Do not write in academic tone.
• Finalize your Lesson Plan/Teaching Outline in the table below. Global Health And Wellness Teaching Project
• Apply APA style as appropriate.
• Continue to add to your References at the end of this document.

A. Expert Consultation: Did you consult with an expert in the area you are teaching (clinical nurse educator, peers, faculty, health care providers, or public health resources in the community)? What did the expert tell you and how will that information guide your planning and presentation?
B. Learning Strategies: The 3Ms: Method, Materials, & Media
Complete this table identifying any 3 TEACHING-LEARNING FORMATS (METHODS) from Nies & McEwen (TABLE 8-5, p.362) that could be used to implement your project.
Teaching Format (Strategy) Why this format? Will you use this? Why or why not

Complete this table identifying 1- 3 possible Teaching-Learning Materials and Media from Nies & McEwen (TABLE 8-6, p. 364) that could be used to implement your project.
Material or Media Why this format? Will you use this? Why or why not

Teaching Project: Phase E2
Lesson Plan Learning Objectives
Develop 2 “SMART” behavioral learning objectives for your group.
Review the tutorial on writing SMART objectives from the CDC. Complete one Impact and one Outcome Objective below. An impact objective describes how you’ll change how someone feels about something, what they know about something, or how they act regarding something in the short term and what level of change you expect to see. An outcome objective focuses on the longer-term ramifications of your program and describes what the outcomes should be for the entire community.
SMART Impact Objective:
By [mm/dd/yyyy],
[replace this text with the group name – WHO]
will have [replace this text with a behavior that you can see – WHAT],
[replace this text with a number that you can measure including – WHAT]
[replace this text with HOW you’re going to accomplish this and WHY (specify results)]
SMART Outcome Objective:
By [mm/dd/yyyy],
[replace this text with the group – WHO]
will have [replace this text with a behavior that you can see – WHAT],
[replace this text with a number that you can measure including – WHAT]
[replace this text with HOW you’re going to accomplish this and WHY (specify results)]
Which wellness theory or model will you use to guide your teaching? Select an appropriate theory or model from Nies & McEwen Ch. 4.
List wellness theory or model and explain how it will be used to guide your teaching.
Teaching Project: Phase E3
Lesson Plan
Create a brief lesson plan (an outline) of your proposed teaching content using the Table below.
• Steps common to all client education are pre-filled.
• Complete the remaining cells according to your preparation.
• Use this plan to guide your teaching on the day you present the wellness topic to your group.

Lesson Title (Make it catchy!):
Share virtual meeting invitation with all group participants
How will you pretest the message and materials before teaching?
What supplies or materials will you prepare?
How will you distribute any materials or handouts to the participants?
Complete the Lesson Plan using this table. Allow approximately 10-15 minutes per topic. Adjust to the time allowed, as needed.
Time (Minutes) Topics The Student Will Learn Teaching Method
(include the name of any handouts, if applicable)
5 Get acquainted with the topic: Why this is important Q&A with group
5 Pre-test What they know already about the topic Chat. Off-mute Q&A.
This info evaluates the Outcome SMART objective. Global Health And Wellness Teaching Project

5 Call to Action (CTA) How to practice the new behavior in the coming week
15 Post-Lesson Review Final Q&A. This info evaluates the Outcome SMART objective
Total Minutes (60-75 max):
Teaching Project: Phase F1
Insert Follow-Up virtual meeting invitation information here: Share Follow-Up virtual meeting invitation with all group participants
Lesson Plan for Follow-Up Session with Participants
Develop a follow-up session agenda and topics to cover. Plan time according to number of participants who attend. Adjust to the time allowed as needed.
Time (Minutes) Topics The Student Will Learn Teaching Method
(include the name of any handouts, if applicable)
5 Meet and greet They are welcome and accepted Greeting
5 Quick review of topic and CTA (Call to Action) Key points of the topic
How did you do? Reinforcement for small steps Taking turns.
Listening.
Note areas to commend & areas to reinforce
5 Call to Action (CTA) How to continue the new behavior
15 Final Review Final Q&A. Select questions that will evaluate the Outcome SMART objective
Total Minutes (60-75 max):
To add additional rows: Right-click on a row in the table > Select on Insert > Select Insert Row Above or Below.
References
List all references used in the development of all Phases of your Teaching Project in APA format.
US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04. Global Health And Wellness Teaching Project