Overview Health promotion and health teaching are essential functions of the pro

Overview
Health promotion and health teaching are essential functions of the professional nurse. Students in this course will provide instruction on a health topic to a group in the community as part of their clinical requirements. The final product (due in Week 9) will take the form of a recorded video presentation with slides. First, however, you must identify a community group, assess the group’s health teaching needs, select a teaching topic aligned with those needs, and draft a teaching plan for your presentation. Review the rubric to see how this critical first step in your Community Teaching Project will be evaluated.
Instructions
Select the tabs to review details and instructions for each component of this assignment. Be sure to review the rubric as well to ensure that you are meeting the specified criteria.
Step 1: Identify a Group
Step 2. Create a Needs Assessment
Ensure that you have a thorough understanding of why needs assessments are done and how they work. Explore this resource from the National Institute for Children’s Health Equity Links to an external site.to get started.
Interview the person who oversees or coordinates your selected group. Get as much information from them as you can. You may consult your instructor and clinical faculty for advice on how to connect with this person and best practices for conducting the interview.
Your Needs Assessment should include demographics and any other information that would help you to understand what type of content, delivery method, and teaching strategies would best meet the group’s needs.
Consider the following points:
What is the group’s health teaching need?
Why do you think this group needs this information?
What does the research say about such groups overall? (Summarize the research and provide citations.)
Why would your topic be important to them?
Find out more information about this group from individuals who work with them.
Current status: age, intellectual level, and/or education level.
Appropriateness of topic for the participants’ age and learning ability.
Past experience with the health education topic.
Health literacy level of the group.
Interest and actual and/or potential barriers to learning.