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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.

Senior Presentation

Event Date: April 6th, 2016

Topic: Bone Health & Nutrition

Location: Centennial Senior Center

Intern Name(s): Katie Glynn, Carol Anne Simpson

Team Leader: Katie Glynn

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Carol Anne Simpson

1. Identify site contact: Emily Whalen (Program Coordinator)
2. Identify population:
Gender: Mixed, majority women
Age: 60+
Education level: Open to individuals over age 60, mixed levels of
Number of participants: 12-18
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
The topic was determined by Katie & myself at an initial meeting held in
December when we were asked for a topic /description to provide for the April
presentation. We chose bone health as it seemed quite relevant to the
population, being closely tied to diet as well as the aging process.
I was able to observe on Wednesday March 2 nd as two other interns had a
presentation for the group this day. The group was highly engaged during the
presentation. Participants were very excited about the presentation and had a
lot of good questions for the presenters.
a) Other programs recently presented:

3/2/2016: Sip a Smart Smoothie Brooke Robinson & Hope Seggelink

b) What the audience knows:


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The audience is aware of the different food groups and that vitamins and
minerals are important to overall health. The audience is also aware that
nutrition plays some role in bone health. They likely are aware that
calcium is important for bone health. They hear this information from
their physician, family, friends and the media.

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

It is relevant for the audience to know how to achieve optimal bone

health including strength exercise and important foods/nutrients.

The audience will need some background on why nutrition and strength
exercise are important what can happen to bones without proper
nutrition & exercise (osteoporosis, osteomalacia, fractures, etc.). We
should provide specifics on how diet is related to bone health and that
more nutrients are needed than calcium for optimal bone health
(vitamins D & K, phosphorus, magnesium).

It is relevant for the audience to know which foods are high in nutrients
related to bone health and about how much they should be eating.

It is also relevant for the audience to understand how bone health is

influenced by aging.

d) Evaluate health literacy - and other cultural issues:

The population likely has varying levels of health. The audience is a

mixed group of older adults. From observation last month, the group
seems to have a mid-level health literacy, asking appropriate questions
but not digging too deep into the provided information.

The audience is predominately Caucasian individuals residing in New

England, there are no significant cultural issues surrounding this topic.

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area:


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Tables can be moved around to prepare food in the front of the room.
There is a kitchen across the hall that has the potential to be used for
any prep needed before the presentation begins.
AV resources & space available for visual teaching aids:
There is a small amount of open floor space in the front of the room
for a flip chart.
AV sources are available for PowerPoint presentations.
5. Day of week/ time of day for presentation
Wednesday (April 6th, 2016), 10:00-11:00am (60 minutes)
6. Duration
a) Attention span: Older adults have an attention span of about 20 minutes,
although it can vary individually. This population can fatigue easily, its
important to take breaks often (mental breaks as well as breaks from activity)
b) Conflict with other activities for population: No conflicts were identified
with other activities for this population. It is a midmorning presentation, after
breakfast and before lunch. Attending the program is voluntary.
7. Marketing potential - whose responsibility:
Marketing is done by the site participants have access to the monthly
events which lists the title/short description of the presentation
Marketing can also be done by interns (one presentation each month,
interns can promote the next months presentation during their
8. Budget
a) Will there be a charge: No charge.
b) Funds to cover supplies: $10 budget provided by KSC DI
c) Cost of marketing: No cost.
9. Best way/time to reach site contact for future plans: Contact the site
contact Emily Whalen - via phone as needed (603)-228-6630
Write a community group focused PES statement based on your
Food and nutrition related knowledge deficit related to lack of prior bone
health education as evidenced by request to review topic.
C. RESEARCH AND PLANNING (how, who, and when the process of your
1. Meeting Dates
Dates scheduled for planning and who will attend.
Sunday 3/20/2016: Initial planning Katie & Carol Anne
Thursday 3/24/2016: Planning Katie & Carol Anne
7 day meeting
Wednesday 3/30/2016 7:30 AM (Carol Anne, Katie, Stephanie)


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Evaluation meeting scheduled for:

Wednesday 4/6/2016, directly following presentation.

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

Bone health is an important topic for this population, they hear about it often
but dont always hear much more than get your calcium, drink milk.
Because the population hears so much about calcium for bones, it was
important that we discuss calciums role and also include why all of the other
nutrients are important. For this reason we needed to refresh ourselves on
pathophysiology of bone health/the role of specific nutrients.
We wanted to address other ways this population can strengthen bones like
bone strengthening exercises. We also needed to do some research on the
difference between calcium supplements & calcium from foods as
vitamin/supplement use is not uncommon in this population.
It was important for us to also gather and provide information on what can
happen if our bone health is not optimal.
As memorizing a bunch of nutrients is not realistic for most people, we
wanted them to take away something they can use from the presentation
foods that are good for bone health and about how many servings is a target
for the age group (especially as memorizing exact RDAs is not realistic for
most individuals).
3. How did you go about the development process? Who was involved?
Both team members were equally involved in the development process. We
initially met to come up with our outline and pinpoint the most important
topics to cover. We worked together to divide up some of the work to increase
efficiency. We set up a future meeting to check in before our 7-day and work
out any kinks.
4. What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.
We used a lot of different sources to gather background information on all of
the topics included in the presentation. It was beneficial to consult many
resources as there is still a lot of controversy on the role of some different
nutrients in bone health and how much we should be getting. We needed to
consult sources explaining the mechanisms of how nutrition is related to bone
health. For this population it was important to reference material that
included tips on what people of this age can do to protect their bones. Most
sources were known to us (i.e. Todays Dietitian magazine, Krauses Food &
Nutrition Care Process), others we found using databases like PubMed &
Google Scholar.

Overall nutrition, exercise & bone health:


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o Harvard T.H. Chan School of Public Health. (n.d.). Calcium and Milk:
Whats Best for Your Bones and Health? Retrieved March 25, 2016,
from http://www.hsph.harvard.edu/nutritionsource/calcium-fullstory/#calcium-from-milk

o Harvard T.H. Chan School of Public Health. (n.d.). Calcium and Milk:
Whats Best for Your Bones and Health? Retrieved March 25, 2016,
from http://www.hsph.harvard.edu/nutritionsource/calcium-fullstory/#calcium-from-milk

o Jacob, A. (2013, June). Vitamin K2 A Little-Known Nutrient Can

Make a Big Difference in Heart and Bone Health. Today's Dietitian,

15(6), 54.

o Mahan, L. K., Escott-Stump, S., Raymond, J. L., & Krause, M. V.
(2012). Krause's food & the nutrition care process. St. Louis,
MO: Elsevier/Saunders.
MyPlate for Older Adults:
o https://www.nia.nih.gov/health/publication/whats-yourplate/important-nutrients-know
o https://www.nia.nih.gov/health/publication/whats-yourplate/vitamins-minerals
o Palmer, S. (2013, February). Bone Health and Diet. Today's

Dietitian, 15(2), 44.


o Pearson, D. (2007). Bone health and osteoporosis: The role of

vitamin K and potential antagonism by anticoagulants. Journal of

Nutrition in Clinical Practice,22(5), 517-544. Retrieved March 23,
2016, from http://www.ncbi.nlm.nih.gov/pubmed/17906277

o Weber, P. (2001). Vitamin K and bone health. Journal of Nutrition,

17(11-12), 1024. Retrieved March 23, 2016, from

o Yeager, D. (2014, December). Magnesium's Relationship to

Bone Health. Today's Dietitian, 16(12), 50.

Bone Health & Age


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o Osteoporosis and bone physiology. (n.d.). Retrieved March 25, 2016,

from https://courses.washington.edu/bonephys/index.html

o Johns Hopkins. (2009, November 13). Treating osteopenia to

prevent osteoporosis: Special Reports. Retrieved March 25, 2016,


o Osteoporosis. (n.d.). Retrieved March 25, 2016, from


D. DEVELOPMENT (what the outcome of your planning and

1. Measurable Learning Objectives:

a. Participants will be able to name at least two vitamins or

minerals that are important for bone health
b. Participants will be able to name at least one food source of
every vitamin or mineral talked about today
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.

3. Describe how your presentation addresses different learning styles:

Auditory: Individuals will be provided with information through lecture, but

will also have the opportunity to participate in discussion & ask questions
throughout the presentation.

Visual: PowerPoint will be the main visual used during the presentation. A
handout will also be provided to the audience of key points conveyed during
the presentation.

Kinesthetic: Strength exercise incorporates movement through dancing

and lifting low weight dumbbells.

List ways that you included multiple intelligences in your planning.


Linguistic - Participants are encouraged to share their experiences and

questions with the group during the icebreaker.

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Spatial/Logical/Mathematical - Demonstrating the pathophysiology of

bone health through diagrams. Providing specific amounts (servings, will
provide RDAs if requested) of nutrients & related nutrient rich foods to
achieve in the weekly diet.

Interpersonal: Audience will be encouraged to participate in discussion

and share their thoughts, experiences and questions related to the topic.
The audience will work together in teams for the Family Feud activity at
the end.

Intrapersonal: Encouraging the audience to pick a vitamin/mineral & to

set a goal to reach the recommended amount of servings per week.
Audience will be provided area on handout to keep track of goals. The
icebreaker encourages the group to reflect on their experience & what
they want to learn (sharing is interpersonal),

4. Explain how your planned evaluation method will show whether your
learning objectives were met.
The activity included at the end of the presentation is designed to be a game
reviewing the take home points of the presentation. The audience will be able
to work in teams & provide answers. This activity will be able to evaluate
whether the audience met both of the learning objectives (see more detailed
description of activity in outline).
5. What problems did you encounter in the development process?
This presentation has a depth of information that can be provided it was
difficult to pinpoint what is the most important for the population to know and
what we may have to leave out for the sake of time. Other than that no
problems were encountered during the development process.
Complete sections E after the presentation/event is complete.
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 arrived to the site early to set up AV resources and the flip chart. The
group seemed a little quiet when we started but became engaged in the
topic quickly. We reviewed all information according to plan. The audience
only got off on a tangent at one point in regards to calcium
supplementation. The group was very engaged in the bone exercise
activity. They also did a great job answering questions correctly during the
family feud game at the end. Although we were overbooked for the


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presentation (had a few people on the wait list) but ended up having
about 6 open seats because of no shows.
2. Did the presentation go as planned? Reflect on what went well?

The presentation went very well it went as we had planned for. The
group was very engaged and had appropriate questions. We received
feedback from a few audience members at the end that our presentation
was great and that we give an appropriate amount of important
information that is not too overwhelming.

The group seemed to really enjoy having a small break in the middle of
the presentation for bone exercise. They seemed re-energized after they
got to move about and get their blood pumping. They were all also pretty
engaged in the Family Feud review as well. They liked receiving the
handout which we also received great feedback on (that the handout
was excellent).

3. How did the audience react to the presentation? Summarize and

comment on preceptor feedback.

The audience loved the presentation as mentioned above we received

great feedback after the presentation from a few different audience
members. Audience members specifically let us know that we were very
organized, had good rapport, had well timed activity breaks, and provided
content in a way that was informative but not overwhelming. As
mentioned above the audience loved the handout.

Preceptor feedback was mostly great, Stephanie let us know that we kept
the audience engaged and that the information provided was good. We
received from feedback from her to work on in the future, mainly that we
should not use transitions on slides for this audience and be careful with
using words that may be a bit too scientific (apoptosis,

4. How well did the audience grasp your objectives?


The audience was able to answer all of the objective evaluation questions
(during the family feud game) with no help from Katie & I. As already
mentioned, we also received specific audiene feedback that the
presentation was very informative.

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?

There is little we would change if we were to do the presentation over

again. With more time it would have been nice to include some sort of
kinesthetic activity for the audience to have a better understanding of the
mechanism in which calcium is pulled from bone & why calcium is so
important to include in diet. We would take the advice of our preceptor


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and avoid using transitions on slides as the audience really appreciates

being able to see all of the information/take notes. I would work on
avoiding terms that are a little too technical like apoptosis and

We feel the program was extremely effective for this target audience.
They all really seemed to appreciate the amount and type of content
provided today, and we received feedback that the activities were
beneficial to the audience.

6. Recommendations for future Interns:


Include a get-your-blood pumping activity mid-way with this group if

possible they all really enjoyed it and it seemed to re-energize them

Avoid using terms that may be too technical with this audience. It is a
mixed level of education and some members may be a bit confused if you
do not properly elaborate.

Keep the group engaged with questions and discussion. Leave some extra
time for questions they have a lot to ask. This group is very fun and asks
excellent questions be prepared!

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): 35 hours for presentation preparation (2 interns total):
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): $50 (1 hour presentation x 2 interns)
Copies: $1.60 (20 copies 2 sided)
Food: N/A
Other supplies and costs: $28.00
Overall costs: $954.60

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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