COMMUNITY OPERATING PLAN - Andrea Cropley, Stephanie MacLeay

Complete parts A-D before the presentation/event, and then parts E

implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you feel
there is other important information please include that as well.

A. PROJECT INFO:
Event: Adult Presentation
Topic: Fruits & Vegetables
Event Date: February 16th, 2016
Location: Phoenix House
Intern Name(s): Stephanie MacLeay, Andrea Cropley
Team Leader: Stephanie MacLeay
Preceptor: Cindy Knipe
Person responsible for writing the COP:
Stephanie MacLeay

B. NEEDS ASSESSMENT:
1. Identify site contact: Cindy Knipe
2. Identify population
a) Gender - Males & Females
b) Age 18-40
c) Education level High School Level & Some College
d) Number of participants- 15 participants
3. How was topic determined (Did you speak with anyone about the group? Did
you get to observe the setting and participants beforehand? If so, describe the
participants and any other pertinent information (i.e. if in a classroom, observe
classroom management techniques).
The topics at Phoenix House are pre-selected and rotate through a continuous cycle.
I observed Katie & Amys presentation and then I worked with Katie to present the
last three presentations on added sugar, food safety and hydration. Katie was the
team leader for these presentations. Andrea was able to observe me and Katie
present the topic of hydration. The classes are held in a small conference room to
the side of the kitchen. Depending on what stage participants are in detoxing their
participation and engagement can range from distracted & unresponsive to very
outgoing and talkative. Participants in general really enjoy games especially when
there is a competition involved & and ask many questions.
a) Other programs recently presented - Added Sugar, Food Safety,
Hydration

b) What the audience knows - Participants should be familiar with

the basics of each topic. If they are new they may have less knowledge than
participants who have been to the last several presentations. Some
participants are more knowledgeable than others and will ask you more
involved questions.
c) What the audience wants to know - These are adults who have life
experience that contributes a great deal to their nutrition knowledge. What
they want to know is how they can apply what you are teaching to their
everyday life in a very simple and easy to follow way.
d) Evaluate health literacy -Assuming at least a high school education and
some college education there health literacy skills are most likely average.
4. Setting - tour of facility
a) Room size and set up (diagram)

The room is small with one large table in the middle.

b) Presentation resources:
No food prep areas available due to restricted space. No AV resources. Room for flip
chart and you can set up some materials on a shelf.
5. Day of week/ time of day for presentation : February Tuesday 16th, 2016
from 2:30-3:20
6. Duration
a) Attention span

Their attention span is good and they can stay focused for the entire 50 minute
presentation. It is best to have some interactive activities every 5-10
minutes or so to keep their interest.
b) Conflict with other activities for population
This presentation is right after their break period. So sometimes is difficult to get
everyone into the room to start the presentation on time. Occasionally a client will
be called out during the presentation.
7. Marketing potential - It is the responsibility of Phoenix House to market all
presentations to their residents.
8. Budget
a) Will there be a charge - No charge for the presentation.
b) Funds to cover supplies. - No funds to cover food. We can make copies in
black and white at Phoenix House
c) Cost of marketing- None
9. Best way/time to reach site contact for future plans
The KSC Dietetic Interns have given presentations at Phoenix House for many years.
Cindy Knipe is the best contact for all presentations at phoenix house.
10. Write a community group focused PES statement based on your
assessment.
Food and nutrition knowledge deficit related to health benefits of fruits & vegetables
as evidenced by participants request for more fruit & vegetable presentation.

C. RESEARCH AND PLANNING (how, who, and when the process of

your work):
1. Meeting Dates (dates based around if 7 day meeting were to actually
occur)

February
February
February
February
February

2nd, 2015 - Andrea & Stephanie Initial Planning Meeting

8th, 2015 - 7-Day meeting with Cindy
16th, 2015- Presentation
16th, 2015- Evaluation Meeting following presentation
23rd, 2015- Submit Presentation COP, Handout & Outline

2. Based on the results of the needs assessment, what did you do to

prepare?
Based on the needs assessment of observing, presenting and reading through past
interns work we have decided to make this presentation as interactive as possible.

For our presentation we have a total of 4 activities planned that correspond with
each of our sub-topics. We chose to do this because we want the information to very
accessible so they can remember it and apply this knowledge to their everyday life.
3.

How did you go about the development process? Who was involved?

Andrea and I met to look through past interns work and brainstorm new ideas. We
collaboratively developed our objectives and a working outline of what we wanted
to cover and divided up the work. We each worked on the outline & talking points
throughout the week and communicated as needed through google docs, email &
phone. I wrote the COP & Andrea created the handout. We will meet before our
presentation in order to finalize all our activities and transfer our presentation to a
flip chart.
4. What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.
We referred to the information that we received on adult learners from our
education class. We reviewed past interns work at Phoenix House and in class
presentations as a starting point to assess what we wanted to cover and what was
applicable. From there we used these materials as reference points and looked up
additional information as needed through the internet and our nutrition textbooks.
The sources that we used are listed below.
Resources Used:
Mahan, L. (2012). Krause's food & the nutrition care process (13th ed., pp. 11311164). St. Louis, Mo.: Elsevier/Saunders.
https://www.organicfacts.net/health-benefits/vitamins/health-benefits-of-vitamin-cor-ascorbic-acid.html
http://www.panna.org/pesticides-big-picture/pesticides-101
http://gentleworld.org/phytochemicals-eating-from-the-rainbow/#Health Benefits of:
Red Fruits and Veggies
http://www.todaysdietitian.com/newarchives/110308p34.shtml
https://www.ag.ndsu.edu/pubs/yf/foods/fn595.pdf

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives:
1. Participants will be able to identify at least 2 benefits to eating their colors
2. Participants will be able to identify the pros & cons of fresh, canned and frozen
fruits & vegetables.
3. Participants will be able to identify at least one strategy to incorporate more fruits
& vegetables into their diet.
2.

Outline of presentation:

Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities, food
activities, visuals, education materials and evaluation methods/materials. (May
attach as separate document.)
See attached document.

Describe how your presentation addresses different learning

styles
3.
-

Auditory: Verbal Presentation, Fresh, frozen & canned activity

Visual: Flip Chart, Handout, Color Match Up Activity

Kinesthetic: Icebreaker, Fresh, Frozen & Canned Activity, Color Match Up,

List ways that you included multiple intelligences in your planning.

Linguistic Intelligence: Through our flip chart and with lecturers spoken words.
Handout provides visual pictures with written text.
Intrapersonal Intelligence: Working in small groups for our fresh, frozen and canned
activity and the dirty dozen & clean fifteen activity. In addition our color match up
activity and our call to action which encourages our participants to think about how
they would personally incorporate more fruits & vegetables into their diet.
Bodily-Kinesthetic Intelligence: Hands on thinking and activities as mentioned
before.
4. Explain how your planned evaluation method will show whether your
learning objectives were met.
Our first objective was met by the color match up activity where they had to identify
which health benefits matched up to which colors of fruits & vegetables. We would
then go over, correct and explain any answers that were not correct. Our second
objective was met through our fresh, frozen and canned activity where participants
would work with partners to identify the pros & cons of each and how they could
incorporate more fruits & vegetables into their diet. We would then review as a class
and add any in any other missing information. Our third objective was met by our
call to action on our handout where participants had to list two ways they could
incorporate more fruits and vegetables into their diet.
5.

What problems did you encounter in the development process?

We did not encounter any problems during the development process.

Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:

1. For a program or presentation, describe objectively what happened
the day of the presentation, using examples. Include any last minute
changes to the planned setting, audience, number of participants.
We had a total of 15 participants. The set up for the presentation went as expected.
Our activities invited a lot of questions and discussion. Participants were able to
easily take information away especially from our vitamin and antioxidant match up
section. Using metaphors to explain these concepts were key. The color match up
activity synthesized and pulled all this information together in a way that was very
easy to understand. The fresh, frozen and canned section was a good review for
participants in identifying the pros and cons of each and how they could use them
in their diet. We were also able to address food safety concerns in each section.
Since these two sections created a lot of discussion the activities ended up taking
longer than we had expected. Realizing that we were low on time, we decided to
skip the dirty dozen and clean 15 section as this would have been fun and
interesting to include but, was not essential to our presentation. We then
proceeded to pass out our handout and have each participant write down at least
one way they could incorporate more fruits and vegetables into their diet.
2.

Did the presentation go as planned? Reflect on what went well?

Overall I think the presentation went well. I think it was highly informative and
participants were able to learn new information about antioxidants and
phytochemicals and how each color vegetables has different health benefits. I think
participants were very engaged and asked a lot of great questions.
3. How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
Based on the audiences verbal feedback and surveys I think they overall enjoyed
the presentation and were able to learn something new. They especially liked the
icebreaker game as well as all the visual aids and games throughout the
presentation.
Whitney observed the presentation and she also agreed that the icebreaker was
perfect for this population. She suggested that me and Andrea needed to do a
better job of balancing our speaking parts for the future as well as to be careful
using complex science terms without completely explaining what these are. When
giving recommendations of fruits and vegetables she suggested that we could have
had a little more tailoring to their needs in relation to their limited financial
resources and/or transportation. Overall she really liked the visual layout of our flip

chart and handout and said we answered questions well with a great degree of
confidence.
4.

How well did the audience grasp your objectives?

I think participants were successful in grasping all of our objectives. We had

interactive activities for each objective where they either worked as a group, with a
partner or by themselves to complete each activity. We would then review each
activity as a class and add in any other missing information and clear up confusion
as needed.
5. What would you do differently/the same the next time - or what would
you change if you had more time? How effective do you feel your
program/material was for the target audience?
Overall I feel that the presentation was effective for our target audience. I think they
had fun and were able to take away new information. I would keep the general
layout of the presentation the same. They really enjoyed our icebreaker and color
match up. I would also keep the fresh, frozen, canned activity as I thought this was
a great way to review the different types and how they could use each in their daily
routines. I would take out the clean fifteen and dirty dozen section as we did not
have enough time to cover this concept and wasnt necessary in relation to our
objectives for the presentation. I would also take this off the handout and instead
have a strategy section of how they could incorporate more fruits and vegetables
into their diet. I would also modify the presentation to include ways they could get
more especially with a limited budget and transportation as this seemed to be a
concern. I would also scale down the science explanation of the antioxidant and
phytochemical section to more simplified terms. I would keep the metaphors that
we used as I thought these were useful ways to explain complex concepts.
6.

Recommendations for future Interns:

Tailor your presentation to your audience. Make your information directly applicable
to them in how they would benefit and how they could apply these
recommendations easily into their daily routine.

7.

Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for
testing the food activity; please note that labor costs include hours worked by ALL
team members)
Labor ($25/hour):
Stephanie: 10 Hours * $25/hour = $250

Andrea: 12 hours * $25/ hour = $300

Food:
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for
cost of copies http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour):
Presentation .75 hour * 2 presenters = 1.5 hours * $25/ hour= $ 37 .50
Copies: 3 Handouts/activities, 15 copies each= 45 copies * $0.04 = $1.80
Food: N/A
Other supplies and costs: Flip Chart $28.00
Overall costs: $617.30

Within one week of the presentation, provide internship preceptor with a completed
COP, Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if
completed by an outside supervisor. (PDE required for sites with 2 presentations or
>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.