Explain 2-3 reasons why high carbohydrate foods should us eaten sparingly

Community Based Education Plan asks the Community Health nurse to develop an
educational proposal for their community based on the data gathered in module 1 and the
problems identified in modules 1 & 2. Only one teaching plan is required.
Choose the most important nursing diagnosis for the target population from module 2, and
develop a teaching plan for it. In addition to your textbook, please refer to the following
information to help you develop your plan.
Use the template to develop your teaching plan. You do not need to include a title page,
introduction, or conclusion for this assignment. Type directly on the template. The cells
expand as you type. Once you complete the cells, type in information about the Literacy
Considerations for your target population and add your references.
The first section of the template includes a Nursing Diagnosis, Long Term and Short Term
Goal, and the Target Population. Select a nursing diagnosis from module 2 and include
module two’s long and short term goals. You may need to rewrite your goals if you had
feedback from your TA about them. The Target Population may be a focused group such as
a classroom, church group or another reasonably sized group.
After typing in the above items, complete the next sections of the template. The sections
 Content Outline – should include the specific content you would provide to help the
aggregate accomplish the objective.
 Method of Instruction (teaching strategy) – based on the learning theory you chose
and posted in your week 3 discussion. Be sure the method of instruction relates to
the learning theory and aggregate.
 Time – indicate how long you would take to provide the content information. You
will not be implementing the teaching plan for this assignment but may want to do so
at another time.
 Method of Evaluation – indicate how you would determine whether the objectives
were met. Examples of these are Q /A session, pre/posttest, gaming, and
demonstration/return demonstration.
Type information into each cell of the table for the teaching plan. They expand as you type.
Literacy Considerations
Complete the Literacy Considerations section of the template. Describe the literacy levels of
your target population based on age, gender and estimated levels of education. Identify 3 –
4 ways you would develop educational materials that best fit the literacy levels of your
aggregate. Your textbook has an excellent section on health literacy.
Minimum of four (4) total references: two (2) references from required course materials and
two (2) peer-reviewed references. One may be from a professional website. All references
must be no older than five years (unless making a specific point using a seminal piece of
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Type your references directly in the space provided in the template. Do not copy and paste
them since doing so may alter their format.
You do not need to include a title page, introduction, or conclusion for this assignment.
Use the Community Health Nursing Teaching Plan template to complete the assignment.
Submit the completed template.
To help you complete your assignment, please read the following information:
Guidelines for Writing Measureable Community Based Objectives
There are three components of measurable community based learning objectives: An action
verb, a specific behavior that is performed by the community members, and a specific
timeline for accomplishing the behavior.
An example of a clear and measurable community based learning objective is:
At the completion of the educational program, the learners will: “List two
nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid
An example of an unmeasurable objective is:
The learner will: “Increase his/her knowledge of anti-inflammatory agents used
in the treatment of arthritis.”
“Increase knowledge” cannot be directly demonstrated; therefore it is not a measurable
objective. The words “know” and “understand” are not measurable verbs.
Bloom’s Taxonomy of Learning Objectives has been widely used as the basis for writing
objectives. Note that each subsequent cognitive level is higher level thinking than the one
above it. Thus knowledge is a lower cognitive level of learning than comprehension and so
forth. For beginning learners, knowledge verbs are sufficient. As learners gain information
and knowledge, they begin to be able to comprehend, apply, analyze, synthesize, and
evaluate. BSN students should be able to synthesize and evaluate information, while
beginning nursing students are learning new information and grasping meaning, so
knowledge and comprehension verbs would be used more than higher level verbs.
Cognitive Level Illustrative Verbs Definitions
Knowledge arrange, define, describe, duplicate, identify,
label, list, match, memorize, name, order,
outline, recognize, relate, recall, repeat,
reproduce, select, state
remembering previously
learned information
Comprehension classify, convert, defend, discuss, distinguish,
estimate, explain, express, extend, generalize,
give example(s), identify, indicate, infer,
locate, paraphrase, predict, recognize,
grasping the meaning of
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rewrite, report, restate, review, select,
summarize, translate
Application apply, change, choose, compute,
demonstrate, discover, dramatize, employ,
illustrate, interpret, manipulate, modify,
operate, practice, predict, prepare, produce,
relate schedule, show, sketch, solve, use write
applying knowledge to
actual situations
Analysis analyze, appraise, breakdown, calculate,
categorize, classify, compare, contrast,
criticize, derive, diagram, differentiate,
discriminate, distinguish, examine,
experiment, identify, illustrate, infer,
interpret, model, outline, point out, question,
relate, select, separate, subdivide, test
breaking down objects
or ideas into simpler
parts and seeing how
the parts relate and are
Synthesis arrange, assemble, categorize, collect,
combine, comply, compose, construct, create,
design, develop, devise, explain, formulate,
generate, plan, prepare, propose, rearrange,
reconstruct, relate, reorganize, revise, rewrite,
set up, summarize, synthesize, tell, write
rearranging component
ideas into a new whole
Evaluation appraise, argue, assess, attach, choose,
compare, conclude, contrast, defend,
describe, discriminate, estimate, evaluate,
explain, judge, justify, interpret, relate,
predict, rate, select, summarize, support,
making judgments
based on internal
evidence or external
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Using action verbs in conjunction with behavior to formulate a behavioral objective
To formulate a Behavioral Objective, start with your selected health problem and goal.
Then decide what it is you want your community aggregate to learn. If we take the health
problem goal above:
Goal – To provide female teens with information about a healthy diet and exercise regime
(ask yourself – what do I want to do?), you might write several objectives associated with
this goal, such as:
At completion of the teaching program, the female teens will be able to
1. Identify 4-6 high carbohydrate foods
2. Explain 2-3 reasons why high carbohydrate foods should us eaten sparingly
3. Develop a healthy diet plan using the USDA food regimen
At completion of the teaching program, the female teens will be able to
1. Relate 3-5 positive effects of a regular exercise routine
2. Describe 3-5 healthy exercises
3. Select 2-3 healthy exercises as part of a regular exercise routine
Note, the objectives directly relate to the goal, and the goal directly relates to the health
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Use of an Action Verb in conjunction with an instructional method (teaching strategy)
The verb should correspond with what opportunities are given for the participants to
demonstrate the newly learned information. For example, if your objective contains the verb
discuss, then there must be opportunities for the participant to discuss (one of your
instructional methods must include “discussion”). When you use an action verb, decide
what instructional method you’re going to use to help the learner accomplish the objective.
The most ineffective teaching method is Lecture. It is the poorest way to help people learn.
Discussion, Demonstration/Return Demonstration, Group, Gaming, Simulation, Role
Playing, and Role Modeling are ALL much more effective than lecturing. REMEMBER the
younger the audience, the MORE audio/visual materials and active participation teaching
methods you use, the more effective is learning. Take a look at these forms of instructional
methods and decide which ones best fit the action verbs you use. Be creative and try to
avoid lecture!


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