BENCHMARK-COMMUNITY TEACHING PLAN: COMMUNITY TEACHING WORL PLAN PROPOSAL NRS 428

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Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 45 minutes	Location of Teaching: Long Term Care Nursing Home
Supplies, Material, Equipment Needed: Projectors, educational brochures, writing materials	Estimated Cost: $1000
Community and Target Aggregate: Elderly patients affected and those at risk of osteoporosis admitted to the long term nursing care homes.
Topic: Secondary prevention of osteoporosis among elderly patients in long term nursing homes

Identification of Focus for Community Teaching (Topic Selection):

      The topic of focus for community teaching is secondary prevention of osteoporosis in elderly patients admitted to long-term nursing homes. Osteoporosis is a public health concern among elderly patients, which predisposes them to adverse events such as fractures. According to the Centers for Disease Control and Prevention, osteoporosis occurs due to loss of bone density, which leads to the weakening of the bone structure, tissue, and strength. The changes increase the risk of fractures. Factors such as low bone mass, inadequate intake of dietary calcium, age, gender, body frame size, and having a family history predispose patients to osteoporosis (Shi et al., 2019).

      A wealth of evidence on issues facing elderly patients in long-term nursing facilities has focused on the prevention of fractures and their associated morbidities. The studies largely ignore the fact that osteoporosis could be the leading factor contributing to fractures due to changes in bone density, structure, and tissue with the advancing age. As a result, implementing interventions that aim at improving bone health in elderly patients could reduce the risk and rate of fractures among them in long-term facilities. Secondary prevention is an effective approach to preventing fractures among this population since they are already affected or at risk of developing osteoporosis and its associated adverse effects. Secondary prevention promotes lifestyle and behavioral modification in the elderly population. It also increases their awareness of the causes, risks, effects, and prevention of osteoporosis in the elderly populations (Pflimlin et al., 2019). Therefore, it is anticipated that outcomes that include patient empowerment and sustained improvement in outcomes related to osteoporosis prevention will be achieved in the proposed educational plan.

Epidemiological Rationale for Topic (Statistics Related to Topic):

            Osteoporosis is a common problem among the elderly population in the USA. According to CDC, more than 10.2 million people aged above 50 years and above had osteoporosis while 43.3 million people had low bone density in 2010 in the USA. The age-adjusted prevalence for osteoporosis in 2017-2018 showed that its prevalence was higher in adults aged 65 years and above (17.7%) compared to 12.6% seen in those aged 50 years and above. Osteoporosis affects women more than men. For example, the observed prevalence in women aged 65 years and above was 27.1% versus 5.7% in men. Women also have a high low bone mass prevalence compared to men. The increased prevalence of osteoporosis in women is attributed to hormonal changes that occur during the post-menopausal period. The analysis of data on osteoporosis trends shows that the age-adjusted prevalence of osteoporosis in adults aged 50 years and above increased from 9.4% (2007-2008) to 12.6% (2017-2018) in women with no significant change in men 3.7%-4.4% in the same period. Osteoporosis predisposes elderly patients to adverse health outcomes. Its effects include fractures and perioperative complications in patients undergoing orthopedic surgery (CDC, 2021). In addition, its complications increase healthcare costs due to prolonged hospital stay for the affected populations.

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

Nursing Diagnosis: Deficient knowledge related to osteoporosis prevention as evidenced by the low utilization of osteoporosis prevention interventions by elderly patients in long-term nursing care homes.

The priority nursing diagnosis that guides the proposed teaching plan is deficient knowledge among the elderly patients affected and at risk of osteoporosis. Patients should be aware of the lifestyle and behavioral interventions that reduce the risk of osteoporosis and its associated complications. Enhanced awareness promotes lifestyle and behavioral modifications that enhance their health and wellbeing. Secondary prevention is an effective approach to osteoporosis among these patients. The focus is on preventing osteoporosis progression and the development of its associated complications. Lack of knowledge about osteoporosis predisposes elderly patients to behaviors that increase the risk of its worsening and complications (Porter et al., 2022). Therefore, interventions that raise their understanding of its causes, prevention, and management enhance the treatment outcomes in long-term care nursing homes.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

            The elderly population should be ready to learn for them to benefit from the teaching plan. Several factors will be used as indicators of their readiness to learn. One of them is asking questions. The target audience demonstrates its readiness to learn by seeking clarifications and further insights into osteoporosis. Asking questions also enhances the adoption of the proposed interventions against osteoporosis. The other indicator of readiness to learn by the elderly patients is explaining issues related to osteoporosis and secondary prevention in their own words. This ability implies that the elderly patients can make connections between their experiences with the content of the teaching session. The other indicator is justifying their rationales. The elderly patients will be ready to learn if they can provide evidence to support their decisions (Kiberu et al., 2019). The implication will be their enhanced ability to use creative and critical thinking in making informed decisions on issues related to their health.

            The other factor that will be used as an indicator of readiness to learn by elderly patients affected by and at risk of osteoporosis is implementing strategies related to the teaching session. The ability of the elderly patients to put into practice the recommended interventions translate into their readiness to learn. By doing so, they play a proactive role in addressing their health needs. Reflection is the other indicator that will be used to determine readiness to learn. Reflection entails the ability of the elderly patients to explore aspects of their lifestyle and behaviors and make informed decisions on ways of improving them. The target population will also be considered ready to learn if they hold discussions among themselves and other healthcare providers on issues related to osteoporosis. The use of discussions increases their understanding of osteoporosis and the required interventions to minimize its effects (Mather & Cummings, 2019). Therefore, the different types of indicators for readiness to learn will be used to inform the teaching session in this project.

Learning Theory to Be Utilized: Explain how the theory will be applied.

      I will adopt the teach-back theory in educating the elderly patients affected and at risk of osteoporosis in the long-term care nursing home. The teach-back method of patient education aims at ensuring understanding of the concepts by asking them to re-state in their own words about secondary prevention of osteoporosis. The method ensures that the educator uses approaches that the patient understands in the teaching process. The Teach-back method is appropriate for the proposed educational session because it improves adherence and understanding of the patients.  The use of patient-centered educational strategies increases understanding and promotes treatment adherence in the secondary prevention of osteoporosis (AHRQ, 2022). The intervention also improves patient satisfaction since the educational sessions are tailored to address their unique needs.

      One of the ways in which the teach-back method will be used will be by educating the patients about osteoporosis and then asking them to restate concepts according to their understanding. I will use the information that they give to determine the effectiveness of the teaching session. The other intervention will be reinforcing their understanding. I will use their feedback to identify their strengths, weaknesses, and opportunities that should be explored to enhance their understanding. An example will be the adoption of culturally appropriate interventions to ensure the teaching session addresses the diverse cultural needs, values, and practices of elderly patients. The other strategy that will be adopted is ensuring consistency. I will repeat the most important concepts related to secondary prevention of osteoporosis to enhance the understanding of elderly patients. I will also demonstrate the aspects of health education to ensure patients adopt best practices for improving their health and outcomes (AHRQ, 2022). A mixture of learning strategies such as discussion, demonstration, and use of videos will be adopted to address the diverse learning needs of elderly patients.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

            Secondary prevention of osteoporosis among elderly patients in long-term nursing homes relates to Healthy People 2020 objectives. It relates to the objective of ensuring the population attains high-quality lives by reducing their risk of osteoporosis which is associated with adverse outcomes. The promotion of lifestyle and behavioral modifications also contributes to high-quality, longer lives free from preventable diseases, injury, and disability for the elderly populations. The teaching session also promotes the realization of the Healthy People 2020 objective of achieving health equity. The teaching session aims at reducing the disproportionate access to high-quality care by the elderly populations in long-term nursing homes. Factors such as age and decline in physical performance often predispose the elderly to poor access to the care that they need. Teaching about secondary prevention of osteoporosis will enhance their access to and utilization of the best services in the community. The proposed teaching on secondary prevention of osteoporosis also improves the health of all the groups in society. The teaching promotes optimum health for the elderly patients affected and at risk of osteoporosis. It also eliminates the disease burden associated with osteoporosis and its complications to patients, their families, and society as a whole (CDC, 2018). Therefore, the intervention underpins the realization of Healthy People 2020 objectives.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

            The above Health People 2020 objectives are related to Alma Ata’s Health for All Global Initiatives. First, the promotion of the Healthy People 2020 objectives through the teaching plan promotes the optimum health of the elderly patients at risk and affected by osteoporosis. The teaching session ensures the patients’ right to access high-quality care to achieve their optimum health outcomes, hence, Alma Ata’s goal of promoting the highest possible health for all. Healthy People 2020 objectives also address inequalities in healthcare. By preventing secondary osteoporosis, the elderly are assured high-quality care that prevents any form of harm or injury, eliminating disparities due to age. The objectives also strengthen Alma Ata’s goal of ensuring patients participate in the planning and implementation of strategies that address their care needs. The teaching session will empower elderly patients with knowledge and skills in secondary prevention of osteoporosis (Hone et al., 2018). The patients will have the opportunity to explore how they can transform their lifestyles and practices to minimize the risks of osteoporosis and its complications.

Assessment Description

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:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.