Community Teaching Plan. Health, Medicine, Nursing Coursework (Coursework Sample)
Please avoid Plagiarism and use the work plan attached.
Less than Satisfactory
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for selection is not included.
Focus of community teaching is clear, with a detailed explanation of rationale for selection.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal
Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
2.0 %Proposal template is applied correctly.
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage
Please can you use my Community Frankfort, Illinois.
develop a community teaching proposal designed to address the needs of your community. Select one of the following as the focus for the teaching plan: Primary Prevention/Health Promotion Secondary Prevention/Screenings for a Vulnerable Population Bioterrorism/Disaster Environmental Issues Complete the "Community Teaching Work Plan Proposal." This will help you organize your plan and create an outline for the written assignment. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community. Request feedback (strengths and opportunities for improvement) from the provider. Complete the "Community Teaching Experience" form. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.source..
Community Teaching Plan
Community Teaching Plan
Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 1 Hour.
Location of Teaching: Frankfort, Illinois.
Supplies, Materials, Equipment Needed: Computer, Projector, and Screen.
Estimated Cost: All the materials required for this training have been provided by the community health center and they are in the possession of the trainer.
Community and Target Aggregate: For a long time, discussions and responses to bioterrorism have disregarded the capacity of the general public in participating in a response to a bioterrorism act. Additionally, they have assumed that if they include the general public, the response will not be as effective as it was supposed to be. Even if there is no clarity on how the public will react to unforeseen bioterrorism act, experiences from natural disasters as well disease outbreaks demonstrate that public participation in response to any disaster is effective. Therefore, failure to involve the public in response to a general concern is likely to hamper effective response. On the other hand, actions from both professional and nonprofessional groups and individuals plays a significant role towards the outcomes of a bioterrorism act. Therefore, this training targets community service providers as well as individuals from the public who would like to participate.
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