Teaching Plan Proposal: Primary Prevention and Health promotion of Type 2 Diabetes (Prevention and Risk)
Community Teaching Plan: Teaching Experience Paper
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the APA 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.
BELLOW IS THE RUBRIC, PLEASE FOLLOW CAREFULLY:
{ Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-OL191 Community Teaching Plan: Teaching Experience Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Comprehensive Summary of Teaching Plan 15.0% Summary of community teaching plan is omitted. Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support. Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support. Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.
Epidemiological Rationale for Topic 15.0% Epidemiological rationale for the topic is omitted. Epidemiological rationale is unclear or incorrect. Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support. Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity. Strong epidemiological rationale is provided and demonstrates support for the topic presented.
Evaluation of Teaching Experience 20.0% Evaluation of teaching experience is omitted or incomplete. Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience. Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.
Community Response to Teaching Provided 15.0% Community response to teaching is omitted. Community response to teaching is partially summarized. More information is needed. A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity. A description of community response to teaching is generally presented. Some information is needed for support or clarity. A detailed description of community response to teaching is presented.
Areas of Strength and Improvement 15.0% Areas of strength and improvement are omitted. Areas of strength and improvement are partially discussed. Areas of strength and improvement are generally discussed. Areas of strength and improvement are discussed. Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.
Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%
Teaching Plan Proposal: Primary Prevention and Health promotion of Type 2 Diabetes (Prevention and Risk)
Student’s Name
Institutional Affiliation
Teaching Plan Proposal: Primary Prevention and Health promotion of Type 2 Diabetes (Prevention and Risk)
Introduction
Type 2 diabetes is one form of diabetes that is highly prevalent. Diabetes mellitus, often referred to as diabetes, is a metabolic disease marked by elevated blood sugars associated with deranged glucose metabolism and regulation. Diabetes mellitus embodies autoimmune, metabolic, and genetic disorders, which are characteristically marked by hyperglycemia. Diabetes mellitus is not a single disorder. Thus, it comprises an agglomeration of metabolic conditions linked to hyperglycemia occasioned by partial or total insulin insufficiency. The statistics associated with diabetes are worrying: it is estimated that more than 415 million people live with diabetes globally, and about 193 million people do have undiagnosed diabetes (Chatterjee, Khunti & Davies, 2017). There are three primary types of diabetes: Type 2 diabetes, Type 1 diabetes, and gestational diabetes (GDM). Type 2 diabetes is the most common contributing about 90% of patients of all cases of diabetes. Exposure to chronic hyperglycemia leads to substantial adverse disease outcomes due to micro-vascular and macro-vascular complications that affect multiple organs and tissues.
This project is healthy community teaching which seeks to promote complete physical, mental, and social well-being by focusing on Type 2 diabetes. Health education via learning programs concentrates not only on the absence of disease or infirmity but also on recognizing health efforts as an approach to achieving the highest possible health level. The purpose of this teaching proposal is aligned to Healthy People 2020 and Alma Ata’s Health for all global initiatives. The paper focuses on critical areas, including community teaching practice, epidemiological perspectives of Type 2 diabetes, evaluation of teaching experience, and community response.
. This Type 2 diabetes presentation took place at Southern Methodist University in Dallas. The topical issue focused on the primary prevention of Type 2 diabetes, targeting more than 150 adults aged between 35 and 55 who attended the teaching program in the university auditorium.
Summary of the Teaching Plan
The Type 2 diabetes education program attracted more than 150 attendees at Southern Methodist University. Each attendee paid a 20 U.S dollar facilitation fee. The required resources included diabetes newsletters, pens, notebooks, diabetic charts, handouts, important diabetes information links, a computer with videos and slides for presentations, a projector, and session evaluation forms. The diabetes education event involved two diabetes specialists physicians, two diabetic specialist nurses, and four educators who educated and sensitization the attendees on Type 2 diabetes. This education event was a three-hour session involving proactive engagement between diabetes health practitioners and attendees. The session focused on approaches to preventing diabetes.
The diabetes instructors and audience demonstrated participatory learning in exploring ways of preventing diabetes by minimizing risks. Equally, the participants were sensitized on the overall understanding of diabetes dimensions, including the definition of diabetes, type of diabetes, risk factors, causes, signs and symptoms, complications, diagnosis, treatment, prognosis, and prevention. The participants were informed at great lengths about the risks that expose one to diabetes. These risks included being overweight or obese, advancing age (over 45), having a family member with Type 2 diabetes, being less physically active (sedentary lifestyle), and racial factors such as being African American, Latino American, Asian American, stress, polycystic ovary syndrome, hypercholesterolemia, and hyperlipidemia, among other risk factors. It results from an in-depth undertaking of diabetes and risks factors that the participants could find it easier to identify practical ways of minimizing Type 2 diabetes risks, thereby preventing this lifelong illness.
The burden caused by Type 2 diabetes (T2DM) and its far-reaching implications on complications and ballooning figures is heartbreaking. It implies that efforts at minimizing diabetes risk factors have not been optimal. The escalating burden of T2DM is a manifestation that past prevention efforts via interventions designed to increase physical activity and promote a healthy diet contributed to population-level gains (Rawshani et al.2020). There are broad categories of T2DM risk factors, including environmental and lifestyle patterns and exacerbated by the aging of populations, which account for the rapid global rise in T2DM prevalence and incidence over recent times (Kolb & Martin, 2017). According to Rawshani et al. (2020), the higher levels of walkability and green space are often linked to a reduced risk of T2DM, and increased air and noise pollution are associated with increased T2DM risk. Tee & Yap(2017) cited overweight/obesity, unhealthy dietary practices, and physical inactivity as the leading modifying and risk factors for T2DM.In one of the meta-analysis studies, the findings show that unhealthy dietary pattern such as high intake of processed meat and sugar-sweetened beverages, reduced consumption of whole grains, low adherence to healthy dietary habits, low level of education, low physical activity, smoking, and alcohol intake and some related medical conditions such as hypertension and lipid derangements were all linked to increased risk of T2DM (Bellou, Belbasis, Tzoulaki & Evangelou, 2018). Current unhealthy lifestyle has a profound impact on the development of T2DM due to increasingly high consumptions of fat and carbohydrate, the transition of dietary pattern and behaviors, increasing sedentary time and the rising rate of obesity or overweight. Thus, lifestyle management should be considered a critical approach in reducing risk factors for T2DM. The fundamental core advantage in managing diabetes is that some factors are within the individual's span of control. Adopting a practical lifestyle approach that minimizes T2DM risk is highly recommended. Interventions that promote physical activity and a healthy lifestyle and dietary pattern and synergized with efforts geared towards managing obesity would significantly help prevent T2DM (Bellou, Belbasis, Tzoulaki & Evangelou, 2018). Kolb & Martin (2017) suggested that practical approaches to diabetes prevention should be focused on promoting a ‘diabetes-protective lifestyle’ and enhancing humans' resistance to pro-diabetic environmental and lifestyle factors.
T2DM is largely preventable by taking several practical measures. These measures include maintaining a healthy weight, regular physical exercises, eating a healthy diet, a...