Community Teaching Work Plan Proposal 
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:
Location of Teaching:
 
Supplies, Material,   Equipment Needed:
Estimated Cost:
 
Community and Target   Aggregate:
 
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied. 
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.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? 
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: 
  
Behavioral   Objective  and Domain
Example – Third-grade   students will name one healthy food choice in each of the five food groups by   the end of the presentation. (Cognitive Domain) 
Content  (be specific)
Example – The Food Pyramid   has five food groups which are….
Healthy foods from each   group are….  Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive   poster presentation of the  Food Pyramid. After an explanation of the poster   and each food category, allow students to place pictures of foods on the   correct spot on the pyramid. Also, have the class analyze what a child had   for lunch by putting names of foods on the poster and discussing what food   group still needs to be eaten throughout day.
 
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Creativity: How was creativity applied in the teaching methods/strategies? 
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
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Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. 
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

 
3 .Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury.
4. Support the development and integration of palliative care services for all in- and outpatients and their families.
Discussion Board Question 2: End of Life Care.
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management.
  
https://www.nursingworld.org/~4af078/globalassets/docs/ana/ethics /endoflife-positionstatement.pdf 

PeronismOrder DescriptionSelect ONE of the dates, May Day (that is, May 1 or Labor Day) or Seventeenth of October (Oct. 17) for this assignment, and analyze the historical meanings of the political rituals linked to Peronism and Perón’s leadership. For the analysis, focus on the following years: 1946, and subsequent years, 1948-1950, and 1953.Hint and background: Shortly after Juan Domingo Perón’s inauguration as constitutional president of Argentina on 4 June 1946, the Seventeenth of October [1946] became a national holiday. Subsequently, another national holiday, May Day, became a day to “reaffirm Argentine identity, sovereignty, and liberation.” According to Plotkin, the two dates commemorated “political rituals” and transformed the essence of the relationship between Perón and the Argentine people.Instructions:•Length: 750 words maximum•Essay should be typed and double-spaced. Cite all quotations and paraphrases. Writing is NOT a series of continuous quotations. Make it clear to the reader that you read the text carefully.•Write a thesis statement (central argument) in your introduction, then develop the thesis and provide historical evidence (body of your essay), and end with a closing paragraph.•Use Chicago Manual of Style.•Use Footnotes or EndnotesYou can use this website:The History of Peronism (Part I)
https://www.history.com/this-day-in-history/peron-deposed-in-argentina

As you can see in the following table, demand for heart transplant surgery at Washington General Hospital has increased steadily in the past few years:
The director of medical services predicted 6 years ago that demand in year 1 would be 41 surgeries.
a) Use exponential smoothing, first with a smoothing constant of .6 and then with one of .9, to develop forecasts for years 2 through 6.
b) Use a 3-year moving average to forecast demand in years 4, 5, and 6.
c) Use the trend-projection method to forecast demand in years 1 through 6.
d) With MAD as the criterion, which of the four forecasting methods is best