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:Taking Off Pounds Sensibly TOPS Topic: Can Foods Boost Your
Metabolism?

Event Date: May 17th 2017 Location: Keene Parks and

Recreation Center

Intern Name(s): Taelin Lanier

Team Leader: Taelin Lanier Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Taelin

B. NEEDS ASSESSMENT:

1. Identify site contact: Karen Guyette

2. Identify population
a) Gender- Female
b) Age- 50+
c) Education level: Use 6th -8th
d) Number of participants: ranged for ~20

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).

I selected the topic by reviewing a list of interests submitted by the TOPS

participants from an email sent to Stephanie C. Both Stephanie C and Karen
were especially interested in some of the fad foods that claimed to shed pounds.
a) Other programs recently presented
Molly Koch- Gluten Free- April 2017
Tiffany Ma- Smoothie Bowl- December 2016
Amy Parker- Sugar and Sugar Alternatives- November 2016
b) What the audience knows: In addition to the topics above they have basic
nutrition knowledge about whole foods versus processed foods, they can read
nutrition labels, they have a solid foundation in cooking and baking, and they
keep up to date with media published health and diet trends. They also have

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 knowledge gained through personal weight loss journeys and friends testimonies
on what works for them and their body.
c) What the audience wants to know - what is relevant: This is a weight loss
group; therefore, their ultimate goal is to gain knowledge and skills to lose or
maintain weight in the context of their life. They specifically asked to know about
foods predisposing us to gaining visceral fat or if foods affect the metabolism. In
addition to this they are curious about food fads like apple cider vinegar, coconut
oil, and resistant starch.
d) Evaluate health literacy - and other cultural issues: varies. Culture appears
to be classic New England baby boomers. These ladies are very interested in
health but what they know to be healthy or were raised on is very different from
the realities of today (ie steak potatoes and canned soups or casseroles are good
hardy foods and may be viewed as healthy even if it has high amounts of
calories, saturated fat, and sodium given the climate they were raised in). Health
claims are also thrown around by this group with little understanding of what it
means. In other words, their health awareness is high but their understandings is
low and application even lower.

4. Setting - tour of facility

a) Room size and set up (diagram)
Steph

Me

There are about 14 chairs that fit around the table comfortably. Therefore, many
participants sit a little far from the table or at the corners of the table. This also
means the ladies in the front will be turned to face towards you or seated to the
side so they are not in direct contact with the table.
b) Presentation resources
Availability of food prep area: no
AV resources - space available for visual teaching aids: no- flip chart
only

5. Day of week/ time of day for presentation: Wednesday 10:00-10:30

6. Duration
a) Attention span: 30 minutes
b) Conflict with other activities for population: The ladies start the
presentation with their agenda and drawing and any relevant news. So you dont
start until around 10:10

7. Marketing potential - whose responsibility: N/A

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 8. Budget
a) Will there be a charge: no
b) Funds to cover supplies: none
c) Cost of marketing: none

9. Best way/time to reach site contact for future plans: email Stephanie or Karen
at wdgkeg@gmail.com

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

Food and nutrition related knowledge deficit r/t limited exposure to nutrition
education AEB lack of weight gain, inability to lose weight, inability to
differentiate fact from fiction of fad diets, expressed confusion about healthy
food options.

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

1. Meeting Dates
Dates scheduled for planning and who will attend.
05/05- Taelin research
05/06- Taelin research
05/07- Taelin COP & Outline
7 day meeting - 05/18- Taelin & Stephanie C
05/ 15 Taelin power point, script
05/16 Taelin edit, condense, practice
05/17 Taelin practice, print, present

Evaluation meeting scheduled for:

05/17- Taelin & Stephanie after presentation/ TOPS meeting 10:50-ish

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

a. Brainstormed with roommates to narrow down ideas.

b. Researched diet trends, skimmed diet books that claimed to

improve or boost metabolism, looked at amazon and in
bookstores for top selling diet books.

c. Reviewed basic human metabolic processes (fasting, weight

gain/ loss, organ function, and hormonal regulation)

d. Used library databases to explore peer reviewed research: on

certain foods and their ability to boost metabolism, weight loss
using food methods only, health benefits of coconut oil and
apple cider vinegar, hormonal imbalance and weight gain/loss,
effects of sleep, physical activity, and stress.

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 e. Created a power point to use as a booklet since I do not prefer
flip charts and many people cant seem them in that set up
anyways.

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

a. Brainstorm, research, brainstorm, research, COP, research,

outline, research, 7-day, edits, research, edit, create power
point, edit, practice, edit, print. I was the main person involved
but I did use my roommates and Stephanie to bounce ideas off
of.

4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
Weebleysitebook:TOPS
Books
o FastMetabolismDietHayliePomeroy
o TheMetabolismPlanLynGenetRecitas
o TheBellyDietTravisStork
Websites&Articles
o HealthyFoodGuidehttp://www.healthyfoodguide.com.au/articles/2011/june/myths
bustedcancertainfoodsspeedyourmetabolism
o Medscape
http://www.medscape.com/viewarticle/718170_3
http://www.medscape.org/viewarticle/502825

o SuperFoodly
https://www.superfoodly.com/healthbenefitsofapplecidervinegaruses/
o PrecisionNutrition
http://www.precisionnutrition.com/leptinghrelinweightloss
o Todaysdietitian
http://www.todaysdietitian.com/newarchives/070115p26.shtml
o
o Times
PeerReviewedWorks&JournalArticles
o Tufts.Askanexpert.http://0search.ebscohost.com.ksclib.keene.edu/login.aspx?
direct=true&db=a9h&AN=119171618&site=ehostlive&scope=site
o BetterNutrition
http://0search.ebscohost.com.ksclib.keene.edu/login.aspx?
direct=true&db=ccm&AN=103991953&site=ehostlive&scope=site
o JournalofInternationalSocietyofPsychoneuroendocrinologyhttp://www.psyneuen
journal.com/article/S03064530(00)000354/fulltext
o AmericanJournalofEpidemiology.
https://academic.oup.com/aje/article/164/10/947/162270/AssociationbetweenReduced
SleepandWeightGain
o JournaloftheAmericanCollegeofNutrition.
StOngeMP,BosargeA,GoreeLL.,DarnellB.Mediumchain
triglycerideoilconsumptionaspartofaweightlossdietdoesnotleadtoanadverse
metabolicprofilewhencomparedtooliveoil(JAmCollNutr).2008;27(5):547552.

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 http://0search.ebscohost.com.ksclib.keene.edu/login.aspx?
direct=true&db=ccm&AN=105561002&site=ehostlive&scope=site
o JournaloftheAcademyofNutritionandDietetics.
MummeK.,Stonehousew.Effectsofmediumchaintriglyceridesonweightlossand
bodycomposition:Ametaanalysisofrandomizedcontrolledtrials.2015;115(2):249
263.https://doi.org/10.1016/j.jand.2014.10.022

Text Books
o Krauses Food, Nutrition, and Diet Therapy (L. Kathleen Mahan, Sylvia Escott-Stump)
14th ed.
o Nutrition Therapy and Pathophysiology 3rd ed. (Marcia Nelms, Kathryn Sucher, Sara
Long
o Previous undergrad power point presentations from MNT 1 and
Advanced Nutrition and Human Metabolism.

D. DEVELOPMENT (what the outcome of your planning and

development):

1. Measurable Learning Objectives: Participants will be able to

a. Recall four factors that affect metabolism
b. Discuss whether or not certain foods boost metabolism
c. Identify two metabolic factors you have some control over

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: Discussion, verbal presentation, story-telling, verbal evaluation

tools share out-louds

Visual: Power point booklet with pictures, resistance band, Pass around
food

Kinesthetic: ice breaker- dancing queen, smell food, use resistance band

Reading/write: Having presentation booklet for notes and reading along,

writing down the right answers to objective o

List ways that you included multiple intelligences in your planning.

o Concrete: using their notes and power-point packet to answer

questions, reading the slides to gain information and answer
questions.

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 o Reflective: thinking about how much sleep one gets, if they or
their friends use ACV or CO as a weight loss approach, how has
their body changed overtime, what are the stressors in their life,
setting goals,
o Abstract: coming up with a possible health claim for ACV and CO

o Active experimentation: ice breaker dance, resistance band, and

trying ACV

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
a. Evaluation tool for objective 1 is a blank slide with four boxes asking
them to recall and record the 4 factors of metabolism. I will ask them
what factor one is and they will take a moment to reflect and then say
it outload together and record it on the sheet.
b. Objective two is evaluated through discussion and can be found on the
conclusion page. I simply ask after the discussion if one food can be a
cure all to weight loss in terms of boosting metabolism. After they
recall the correct answer we can discuss what they can do to actually
improve metabolism
c. Evaluation three is me asking which of the four factors they have
control over and then proceeding to set a goal based on one or two of
those. They can write this down. This demonstrates the ability to
identify the correct answers.

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

Narrowing down topics
Finding non-bias, well conducted, peer reviewed articles for apple cider
vinegar and coconut oil and weight loss or metabolism
Condensing content and presenting it in 30 minutes
Printing the slides at a half page double sided with a layout of a mini-book. I
ended up just providing the PowerPoint packet as two slides per page double
sided and stapling it.

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.

a. I was reading over my slides when at 10am, I received a text from

Stephanie. TOPS was starting and I wasnt there. I arrived 8 minutes
late to the class because I had recorded it in my planner and phone
alarm as 10:30. As a result to me rushing out of the house, I left my

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 bag of props which had the food and resistance band in it. This took
away a lot of my kinesthetic learning activities.

b. Since the group has not met for three weeks, they had a lot to discuss
and went until 10:20 so in the end, I was not late.

c. I passed out my packets and began. We started with the ice breaker
and proceeded with the discussion. Since they finish at 10:45 and I was
not close to being done, she made an announcement allowing those
who would like to leave to do so at any time. I was allowed to continue.

d. I presented 12 minutes over but 15 of the 17 participants stayed for

the whole thing.

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

The presentation partly went as planned. I went over time, I left the bottle of
apple cider vinegar and coconut oil as well as the resistance band at home,
and I failed to mention a few parts in my notes. None-the-less, the ladies
expressed immense enjoyment with the content and delivery. They were
engaged, interested, and appeared to have fun. I did find a few typos on my
slides which I have now fixed.

Things that went well: my ice breaker, my delivery style (using slide print
outs over flip-chart), my progression of content, my sensitivity in my
approach of incorporating those food into the diet, using science based
evidence, answering questions as a nutrition professional.

3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.

The ladies were very intrigued by the topic content. They were very curious
and found a lot of the information useful and beneficial. Many were a little
distressed because it reminded them how much our bodies are at war with us
when trying to lose weight and they wanted to hear something would be a
super cure. Some were frustrated because when it comes to metabolism, we
do not have a lot of control over it. This is especially true given age they are
at and the many obstacles that exist. They loved the packet though and a few
ladies asked for extras. They really enjoyed the dancing ice breaker. The song
choice was very appropriate for the age group.

Preceptor feedback: She loved the topic and really felt like the progression of
content flowed well. The ice breaker was a great idea and she liked the use of
the slide packets since flip charts can look messy and the room is difficult to
set up with the flip chart as an effective tool. She found some typos that
needed to be addressed. Her biggest critique was that I spend a lot of time on
explaining metabolism and she believes that given the audience, that section
could have been shorter.

4. How well did the audience grasp your objectives?

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 They meet our objectives- As a group they were able to list the four factors
that affects the metabolism. They were able to recall that no one food is a
cure all to boosting metabolism. The participants also identified which factors
they had control over to improve their metabolism although I am unsure
about how well they grasped this since we did not have time to go over of
their goals.

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?

Ideally I would have brought the food items for them to pass around, look at
and smell during the presentation if theyd like. I would have also had a
resistance band to demonstrate a resistance exercise. However- this was not
crucial because many of the members were already familiar with it. I would
have also not had typos.

I would have cut down on the icebreaker, intro, and defining metabolism
component and spent more time of the goals and what you can do slides.
If I had more time before hand, I would have completed my sources page in
AMA format and provided them with a highlighted list of useful and reliable
sites or books. If I had more time to present, like an hour, I would have spent
a lot of time of goal making and had more story telling opportunities for the
members.

6. Recommendations for future Interns:

These ladies are very interested in what you have to say. They ask a lot of
questions and love sharing their own experiences. Make sure everything you
say or recommend is relevant to your audience- white, older, overweight,
post-menopausal, females. It really does matter. Plan for a 20-minute
presentation and allow 10 minutes for discussion and questions throughout.
Try using the power point packets and leave room on the slide image or in the
margins for notes. Print extras. Smile!

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): 25.5 hours = $637.5
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): $637.5
Copies: $55.60
Food: n/a
Other supplies and costs: n/a

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 Overall costs: $ 693.10

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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