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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:Senior Passport Topic: Gluten-Free Living

Event Date: May 11th, 2016 Location: Auditorium A & B

Intern Name(s): Molly Koch, Kayleigh Hill

Team Leader: Molly Koch Preceptor: Whitney Hightower

Person responsible for writing the COP: Molly Koch

B. NEEDS ASSESSMENT:

1. Identify site contact: Sylvie Rice

2. Identify population
a) Gender: Both genders
b) Age: 65 years and older
c) Education level: Mixed education level
d) Number of participants: projected 10-15

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 was pre-assigned by Senior Passport program. We did not sit in on a
previous presentation, but we discussed with the internsip preceptors and the
preceptor of the program the parameters of the presentation. We drew from our
experience presenting there a few weeks ago with the topic of Nutrition Science
101. We also looked at COPs from other interns to determine what activities had
been done before, what worked, what didnt work, etc.
a) Other programs recently presented: Nutrition Science 101
b) What the audience knows: Some of the audience may know a lot about the
gluten-free diet, what Celiac Disease is, and they know that it has something to
do with wheat.
c) What the audience wants to know - what is relevant:

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- The differences between food allergies, sensitivities and
intolerances and how to adapt your eating habits to accommodate any
level of severity.
- the nutritional impacts of gluten free living and what
foods are naturally gluten free
- how to incorporate more naturally gluten free foods into
your diet so you can leave empowered with a list of foods you CAN eat
instead of a list of foods you CAN'T eat.
d) Evaluate health literacy - and other cultural issues: We learned in
Stephanies class that older adults are more likely to have below basic literacy
than any other age group -- 39% have below basic literacy. However based on
what we learned about our audeince from out last presentation, the group was
actually very well-read and highly educated.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: Sink and
counter space near the door
AV resources - space available for visual

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teaching aids: Projector

5. Day of week/ time of day for presentation: May 11th, 2017 at 3:00-4:30pm

6. Duration: 90 minutes
a) Attention span: 10-60 minutes
b) Conflict with other activities for population: The program is scheduled so
that people can go eat dinner at the Senior Passport Meal right after the
presentation. May conflict with appointments, medical tests/scans, etc.

7. Marketing potential - whose responsibility: Sylvie Rice- advertisement in


separate publication

8. Budget:
a) Will there be a charge: No
b) Funds to cover supplies: $10
c) Cost of marketing: N/A

9. Best way/time to reach site contact for future plans:


Contact Sylvie Rice @ srice@cheshiremed.onmicrosoft.com

10. Write a community group focused PES statement based on your assessment.

Nutrition knowledge deficit related to the gluten-free diet as evidenced by a request


for the creating of this class.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):

1. Meeting Dates
Dates scheduled for planning and who will attend.
Monday, May 1st: Molly and Kayleigh
May 7th: Molly and Kayleigh
May 10th: Molly and Kayleigh
May 11th: Molly and Kayleigh

7 day meeting - May 3rd, 2017

Evaluation meeting scheduled for: immediately after


(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 prepared an outline of content, activities, and materials. We prepared an


overview of each of our subtopics in the presentation and tried to make them
relatable to this population.

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

We spoke to the internship preceptor, emailed the site contact/preceptor and


discussed with interns who conducted the classes previously in order to develop
materials which will work for this population/class. We also discussed with our fellow
gluten-free interns to help relay information in a relatable manner.

Molly and Kayleigh developed the outline and collaborated on the COP.
Molly and Kayleigh gathered research materials and nutrition
recommendations for older adults.
Kayleigh and Molly collaborated on the powerpoint presentation.

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 materials from previous classes as a reference when creating


our own. We also used resources that could provide a comprehensive
overview of the information we were looking for, such as these resources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4627916/
Nutrition & Diagnosis-Related Care, 8th edition, by Sylvia Escott-
Stump
https://celiac.org/live-gluten-free/glutenfreediet/food-options/
https://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsReg
ulatoryInformation/Allergens/ucm362880.htm
https://celiac.org/live-gluten-free/glutenfreediet/sources-of-gluten/
https://celiac.org/blog/recipe/mediterranean-quinoa-salad/
http://www.hannaford.com/
Www.celiac.org
Thompson T., AND Pocket Guide to Gluten-Free Strategies for Clients
with Multiple Diet Restrictions. Academy of Nutrition & Dietetics, 2016.

Food and Drug Administration. Food Allergen Labeling and Consumer


Protection Act of 2004. Available at
http://www.cfsan.fda.gov/~dms/alrgact.html.
US Food and Drug Administration. Federal Register. Food Labeling;
Gluten-Free Labeling of Foods.
https://www.federalregister.gov/articles/2013/08/05/2013-18813/food-
labeling-gluten- free-labeling-of-foods.

D. DEVELOPMENT (what the outcome of your planning and


development):

1. Measurable Learning Objectives:


By the end of the lesson, participants will be able to
a. Identify naturally gluten-free foods to fit into their diet
b. Assemble a whole grain recipe that is gluten-free

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c. Demonstrate how to adapt your eating habits to
accommodate any level of severity.

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: Most of the information in this presentation is given


verbally, this will make it easier for auditory learners to receive the
information. Discussion will also be used.
Visual: Our presentation will provide plenty of visual cues for the
audience to reference to, such as pictures on slides, and handouts.
Kinesthetic: Our food activity will provide content with a
kinesthetic style, as the audience helps to prepare an affordable, gluten-
free whole grain dish.

List ways that you included multiple intelligences in your planning.


Interpersonal: Participants will work together during the
icebeaker, and we will incourage interpersonal interaction throughout
the presentation.
Intrapersonal: Activities will provide opportunity for
participants to work independently if they choose to.

4. Explain how your planned evaluation method will show whether your
learning objectives were met.
The Gluten Free Menu Plan activity is our main way of measuring the learning
objectives because this will allow the audience to take the information theyve
learned and apply it to their own lives.

5. What problems did you encounter in the development process?


We had issues trying to come up an activity for this audience because we knew
that our last Senior Passport audience was very well-educated, and we didnt want
to create something that would be too simplistic. At the same time, we wanted to
cater toward the audience members who may not have a lot of experience with
gluten-free living under their belt. It was difficult trying to find that balance. We
also struggled with our first activity because we couldnt figure out how to create
an engaging activity to help cover the content we already covered, which was
largely related to the disease process of Celiac Disease, gluten sensitivity, and
allergies.

Complete sections E after the presentation/event is complete.

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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.

Kayleigh and I finished the handouts, made arrangements to pick up the grain jars
from Cindy, went and printed out all our handouts, activity materials, outline, and
backup educational materials for any questions that may be one of those rare
outlier questions. We made sure the powerpoint was complete, and we practiced
with each other, and made sure to focus on the slides were less confident on. Then
we headed over to CMC/DHK and set up our space in the auditorium. We arrived
there at 2:30 (half-hour early) to make sure we were able to get the projector and
internet working. Upon arrival, we found we were not presenting in the same room
as in our first Senior Passport presentation, but we easily found the auditorium. The
space was similar, but we found our space worked out really nicely for our food
activity because we forgot to get rubber gloves, but we had a sink available to wash
our hands. We were expecting 8 audience members, but then Sylvie told us when
we got there that one more person signed up last minute. This did not negatively
impact anything because we prepared for 10 people just in case.

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

We thought our presentation went very well. We found this topic to be easier than
our last topic because we felt our first topic was challenging in that we didnt really
know what to expect as far as what the audience knew or wanted to know about.
This presentation was easier because we knew what type of people might sign up
for the class. The scope felt much more narrow for this topic, which made us feel
more confident in how prepared we were.

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


comment on preceptor feedback.

The audience thoroughly enjoyed our presentation. They were highly interactive and
engaged. Preceptor feedback was mainly about our confidence in presenting, being
confident enough to say when we dont know the answer to a question, as well as
feeling strong enough to take a second to collect our thoughts before answering a
question.

4. How well did the audience grasp your objectives?

We were not able to measure the effectiveness of our objectives. No one really
wanted to share what they created with their menu, which would have measured
our first and third objective. The audience also did not want to volunteer to help
assemble the whole grain recipe which would have demonstrated our second
objective. Adults and seniors are more difficult to assess as participation, aside from
sharing their own experiences, tends to be low. I would recommend trying to
incorporate their life experiences into the activity to encourage participation.

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

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program/material was for the target audience?

I would have made our flow of content the same, because the transitions from one
topic to another worked fairly well. That being said, our first activity did not flow
well with the content because that was a last minute idea on our part, so if we had
more time we would have worked on making that fit better. We felt the
program/material was very effective for the target audience because we were able
to clarify many key points and answer questions of concern for the target audience.

6. Recommendations for future Interns:

We recommend seeking advice and perspective from other interns for this type of
topic; we were fortunate to have two fellow interns as resources to help us speak
about certain aspects of gluten-free living that you dont read in the standard
literature. Whitney was a great resource also, she had just recently had to do some
research into gluten free living and provided us with interesting tips on cross-
contact. Definitely a topic that requires you to use more than just internet research.

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): 41 hours (2 presenters) x $25 = $1,025 total
Food: $10

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): 1.5 hours x $25 x 2 presenters = $75
Copies: $2.00
Food:
Other supplies and costs: Powerpoint notes = $2.64

Overall costs: 1,114.64

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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