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COMMUNITY OPERATING PLAN

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: Nutrition group
Event Date: June 7th

Topic: Fats
Location: Pheonix House

Intern Name(s): Rebecca Behr & Hannah Wise


Team Leader: Rebecca Behr

Preceptor: Cindy Knipe

Person responsible for writing the COP: Rebecca Behr


B. NEEDS ASSESSMENT:
1. Identify site contact: Cindy Knipe
2. Identify population
a) Gender: Mixed
b) Age: 18-60
c) Education level: varied
d) Number of participants: up to 18
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 topic is predetermined based on a rotation of different topics. Each
presenter is able to observe one presentation prior to presenting him or herself.
Occasionally the participants are going through detox, which can cause them to
be groggy, irritable, or uninterested. Participants will sometimes bring up their
addictions and struggles, so it is important to be prepared for this and allow
them to share.
a) Other programs recently presented: Protein, whole grains, added sugar,
fast foods, & fruits and vegetables.
b) What the audience knows: Audience knowledge varies. Most people are
aware of current/past food trends, basic MyPlate facts, basic label reading, food
groups, and new/popular-processed foods.

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c) What the audience wants to know - what is relevant: The audience is


typically most interested in weight loss and food trends. Hot topics currently are
sugar, fat quality, and vegetarianism/veganism. Another popular topic is how
foods are linked to cancer (e.g. artificial sweeteners, chemicals and additives.
d) Evaluate health literacy - and other cultural issues: Health literacy is varied
based on education level and prior exposure to health and wellness education.
Participants are of a 12-step drug/alcohol addiction recovery program, so they
may have had some exposure to health and wellness education through the
program. For designing education materials, we will assume low health literacy,
to ensure that each participant will understand the information.
4. Setting - tour of facility
a) Room size and set up (diagram):

Flip ChartSide Table

Door

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Table

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Participant Chair

Participant Participant
Chair
Chair

b) Presentation resources
Availability of food prep area: N/A
AV resources - space available for visual teaching aids: None
5. Day of week/ time of day for presentation: Tuesdays at 2:30-3:20pm
6. Duration

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a) Attention span: The maximum adult attention span is estimated to be a


maximum of 20 minutes. We will strive to have no more than 10 minutes of
discussion at a time.
b) Conflict with other activities for population: Occasionally participants have
to leave class to meet with a counselor.
7. Marketing potential - whose responsibility: N/A
8. Budget
a) Will there be a charge: N/A
b) Funds to cover supplies: none
c) Cost of marketing: N/A
9. Best way/time to reach site contact for future plans: Email or in person
10. Write a community group focused PES statement based on your assessment.
Food and nutrition-related knowledge deficit related to lack of health education
as evidenced by participants currently battling drug addiction.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend

Becca and Hannah will meet Wednesday, May 25


7 day meeting: May 31 at 4:30pm
Evaluation meeting scheduled for: June 7
(Usually held directly after presentation but may be scheduled for
later).

2. Based on the results of the needs assessment, what did you do to prepare?
We need to prepare a presentation on the topic of Fays that is suitable for
individuals with low health literacy. It should address hot topics such as
vegetable or meat sources of fat, saturated fat and trans fat. We should do
research to determine potential questions and be prepared to answer them
accurately.
3. How did you go about the development process? Who was involved?
Hannah and I decided on the most pertinent concepts to convey. We began
by describing the different types of fat and their sources. We will talk about
the functions of fat and recommendations for fat intake. We decided it is
important to address any confusion about Good vs. Bad fat. We will also talk
about fat storage and how fat vs. carb intake relate to weight gain.

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4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
Nutritionstripped.com: This blog is written by an RD and is very appropriate
for any average reader. It also hits on food trends and hot topics. Any person
doing a google search on a food topic could find this blog.
FDA Consumer Updates: This is a statement from the FDA about the ban of
trans fats from the food supply. It was found by searching through the FDAs
website. This is a topic that the audience may need clarification on using the
most up to date information.
American Heart Association: The AHA has the most up to date
recommendations for fat intake. They also have a list of frequently asked
questions about saturated fat, which may translate to the questions the
group has.
Harvard Health: This source is highly research based and has useful
interpretations of the latest recommendations and how they relate to recent
research.

D. DEVELOPMENT (what the outcome of your planning and


development):
1. Measurable Learning Objectives:
Participants will be able to understand the differences between saturated,
unsaturated, and trans fat.
Participants will be able to identify two strategies or new foods to increase
their intake of healthy fats.
2. Outline of presentation:
Attached
3. Describe how your presentation addresses different learning styles:

Auditory: During the presentation, Hannah and I will speak. There will also
be group discussion.

Visual: The flip chart and photos will cater to the visual learner.

Kinesthetic: the label reading activity will use actual product packages.

List ways that you included multiple intelligences in your planning.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
Our short quiz will relate to the objectives and allow us to evaluate each
individual participant.
5. What problems did you encounter in the development process?

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We often debated how deep to describe scientific subject matter such as the
difference between omega 6 and omega 3 fats.
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.
There were 13 participants in the nutrition group. We initially forgot to
mention the recommendation for two servings of fatty fish each week, so we
had to come back to this point. The group was in a bit of a strange mood.
There were a few new faces there who seemed to be unsure of the program
and the facility in general. The people who had been there for several weeks
were very chatty and had to be reeled back in to the presentation several
times. Other than these aspects, the presentation went as planned and we
did not forget any supplies. We also finished right on time.
2. Did the presentation go as planned? Reflect on what went well?
The label reading activity confused the group a bit. In the future, I would do a
very clear demonstration to the group before handing out the materials and
asking them to fill in the worksheet.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
During the ice breaker, we should have asked people why they rated the
foods the way they did. This way we could know more about the baseline
knowledge of fats. I would also demo the label reading activity so that the
instructions are more clear. I would also put less words on the flip chart.
4. How well did the audience grasp your objectives?
Based on the evaluations, the presentation needed a lot of work. Some
people were still confused about which fat was which. I think that this is
because many of the foods contain more than one type of fat. I also think the
last question on the evaluation should have been worded positively (such as,
what is one new healthy fat food to try) rather than negatively.
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?
In the future, I would change the program to focus on commonly eating foods
rather than sections on types of fat. I think that this would be more effective
and applicable. I would also
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6. Recommendations for future Interns:


See 3-5.
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): $550
Food: n/a

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): $100
Copies: $4.00;
Food: n/a
Other supplies and costs: $28
Overall costs: $682

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.

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