Please provide a written teaching project on Metabolic syndrome to be present to nursing students and the community as a community health project. The teaching project will include the following aspects, introduction, and assessment of learning needs, development of goals and objectives, and a final teaching plan. Please use scholarly articles and journals with evidence based practices for resource only.
Teaching Project Checklist
Introduction to the project
Definition of need – can be based on observation, data collection .scholarly inquiry (For example:
How did you decide this teaching project was needed? What support do you have for this
inquiry?) This will be based on data collection and scholarly journals indicating how and
increased in Metabolic syndrome since 1988 with minorities being the most affected.
Supporting rationale for choosing this project by locating and synthesizing scholarly literature
into this part of your teaching plan. Scholarly literature is peer-reviewed articles published within
the last 5 years. (2-4 articles) One “hallmark” article (one that is cited by all other articles and on
which theory is based) may be used if appropriate.
Setting of the project is described and includes:
Type of activity and audience (Community health nursing students and the community)
Actual brief description of setting(s) A local urban community center with nursing students
assisting.
Attributes of the learners descriptions to include:
Age 40 or >
Ethic demographics: African Americans & Latino population
Gender: Both male & female
Education level (High school diploma and some college )
The learners’ prior experiences with subject: Minimal knowledge only base on their Diagnoses
and self-care of Metabolic Syndrome.
Assessment of learning needs
Specific learning needs identified & readiness to learn of the selected population:
1) Physical (environmental and disabilities)
2) Emotional (learner readiness and context of learning)
3) Experiential (motivation and cultural considerations)
4) Knowledge (prior understanding and learning style)
Identifies how the learning styles of the population were identified, using supportive literature
(course textbook) for the selection
Describes the learning style of the population
Identifies the impact of the learning style(s) on teaching
Educational Philosophy and Educational/Nursing Theory
Identifies an educational philosophy/philosophical base that supports the project, using scholarly
literature (multiple articles) for support.
Identifies an education/nursing theory/model that supports the project (at least 2 scholarly articles)
Links the educational theory/model back to the philosophy
Goals (will be added from the Week 3 assignment to this final project)
Focused project goals identified that clearly address the established criteria using the correct
language and structure
Objectives (will be added from the Week 3 assignment to this final project)
Identifies 2 or more specific, measurable, achievable, and relevant and time oriented.
Identifies sub-objectives for each objective
Selects a variety of learning domains for different learning styles
Identifies instructional strategies for each objective with supported rationale
Identifies learning activities for each objective with supported rationale
Include intended completion time and completion date
Evaluation Method
•
Identifies clear, achievable evaluation methods used to measure the learning
achieved/demonstrated with each objective. Use supported rationale.
Analysis
Analysis of topic in relation to MSN Essentials and implications for nursing practice
Analysis of topic in relation to course objectives
Conclusion
A final paragraph or more summary of the teaching project
Running head: THE TREATMENT AND PREVENTION OF METABOLIC SYNDOME
The Prevention and Treatment of Metabolic Syndrome
Deyata Evans, RN, BSN
Wilmington University
1
THE TREATMENT AND PREVENTION OF METABOLIC SYNDOME
2
My teaching project will be on the prevention and treatment of Metabolic syndrome.
Metabolic syndrome is a cluster of cardiometabolic risk factors associated with central
obesity, hypertension, diabetes mellitus, and hyperlipidemia. While most have never heard
of this disease, as many as one-third of all Americans either have or are at risk of developing
this disorder. The commonality of the syndrome is one of the various reasons I chose this
topic as well as, the desire to educate my community on the importance of prevention
through healthy living being that this syndrome is the 7th leading cause of death in America
(Moore, 2017). According to the CDC, MetS has increased significantly since 1988 with
minorities being the most affected, thus making them an appropriate target audience. A
collective of community health nursing students will facilitate information with me to the
African American community and others involved. So, what led me to pursing this topic was
my own personal struggles with hypertension and the way America has become complacent
with obesity. In the long run, this new knowledge will hopefully participate in the reduction
of the illness and improve the quality of life for all persons who have or are at risk for
Metabolic Syndrome.
THE TREATMENT AND PREVENTION OF METABOLIC SYNDOME
3
References
Burke, S. D., Sherr, D., & Lipman, R. D. (2014). Partnering with diabetes educators to
improve patient outcomes. Diabetes, metabolic syndrome and obesity: targets and
therapy, 7, 45–53. doi:10.2147/DMSO.S40036
Moore, J, Chaudhary, N, & Akinyemiju, T. (2017) Metabolic Syndrome Prevalence by
Race/Ethnicity and Sex in the United States, National Health and Nutrition
Examination Survey, 1988–2012. Center for Disease Control
and Prevention. 14 Retrieved from: https://www.cdc.gov/pcd/issues/2017/16_0287.htm
Sherling, D. H., Perumareddi, P., & Hennekens, C. H. (2017). Metabolic Syndrome: Clinical
and Policy Implications of the New Silent Killer. Journal of Cardiovascular
Pharmacology and Therapeutics, 22(4), 365–367.
https://doi.org/10.1177/1074248416686187
SMART Objectives Template
When it comes time to define the goals and objectives of your CoP, this template will walk you
through the process of developing specific, measurable, achievable, realistic, and time-based
objectives. You may want to use the SWOT Analysis Template to better understand your
domain and help you develop your CoP’s objectives.
Once you have created the goals of your CoP, it is time to think about objectives and activities
needed to accomplish these goals. Here’s an example:
EXAMPLE 1: Increase the number of people in public health informatics who are from minority
groups or vulnerable populations.
Not-so-SMART objective 1a: Recruit from historically Black colleges and other minority
institutions.
Key Component
Objective
Specific – What is the
specific task?
Measurable – What are
the standards or
parameters?
Achievable – Is the task
feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are
the start and end dates?
Inform minority students about the field of public health informatics
and recruit them to join as professionals.
Number of minority institutions where recruitment activities are
implemented; Number of new minority individuals who attend the
Public Health Informatics Network (PHIN) conference
Yes, when connected to the training initiatives of national partner
organizations.
Not at the local or state level (no time or resources to commit to this
activity). Involve national organizations.
One year – between the 2008 and 2009 PHIN conferences
SMART objective 1a: From August 2008-2009, establish recruitment initiatives at historically
Black colleges and other minority institutions in conjunction with the training initiatives of
national partner organizations (e.g., NACCHO, ASTHO).
You can use the following tables to help your CoP develop SMART objectives that will ensure you
reach the goals set forth in your charter.
GOAL 1:
Not-so-SMART objective 1a:
Key Component
Objective
Specific – What is the specific task?
Measurable – What are the standards
or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient resources
available?
Time-Bound – What are the start and
end dates?
SMART objective 1a:
For [Domain] Community of Practice use.
1/4
Not-so-SMART objective 1b:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 1b:
Not-so-SMART objective 1c:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 1c:
GOAL 2:
Not-so-SMART objective 2a:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 2a:
For [Domain] Community of Practice use.
2/4
Not-so-SMART objective 2b:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 2b:
Not-so-SMART objective 2c:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 2c:
GOAL 3:
Not-so-SMART objective 3a:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 3a:
For [Domain] Community of Practice use.
3/4
Not-so-SMART objective 3b:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 3b:
Not-so-SMART objective 3c:
Key Component
Objective
Specific – What is the specific
task?
Measurable – What are the
standards or parameters?
Achievable – Is the task feasible?
Realistic – Are sufficient
resources available?
Time-Bound – What are the start
and end dates?
SMART objective 3c:
For [Domain] Community of Practice use.
4/4
How to Write SMART Objectives
For funded partners, program planning includes developing five-year program goals (a broad statement of program
purpose that describes the expected long-term effects of a program), strategies (the means or broad approach by which a
program will achieve its goals), and annual work plan objectives (statements that describe program results to be achieved
and how they will be achieved). Objectives are more immediate than goals; objectives represent annual mileposts that
your program needs to achieve to accomplish its goals by the end of the five-year funding period. Each year, your work
plan objectives should be based on the strategies you have selected to reach your program goals. Because strategies are
implemented through objectives and program activities, multiple objectives are generally needed to address a single
strategy. Objectives are the basis for monitoring implementation of your strategies and progress toward achieving your
program goals. Objectives also help set targets for accountability and are a source for program evaluation questions.
Writing SMART Objectives
To use an objective to monitor your progress, you need to write it as a SMART objective. A SMART objective is
1. Specific
Objectives should provide the “who” and “what” of program activities.
Use only one action verb, because objectives with more than one verb imply that more than one activity or behavior is
being measured.
Avoid verbs that may have vague meanings to describe intended outcomes, like “understand” or “know,” because it may
prove difficult to measure them. Instead, use verbs that document action, like “At the end of the session, the participants
will list three concerns…”
Remember, the greater the specificity, the greater the measurability.
2. Measurable
Objectives should quantify the amount of change expected. It is impossible to determine whether objectives have been
met unless they can be measured.
The objective provides a reference point from which a change in the target population can be measured clearly.
3. Achievable
Objectives should be attainable within a given time frame and with available program resources.
4. Realistic
Objectives are most useful when they accurately address the scope of the problem and programmatic steps that can be
implemented within a specific time frame.
Objectives that do not directly relate to the program goal will not help achieve the goal.
5. Time-phased
Objectives should provide a time frame indicating when the objective will be measured, or a time by which the objective
will be met.
Including a time frame in the objectives helps in planning and evaluating the program.
Objectives Checklist
1. Is the objective SMART?
Specific: Who? (the target population and people doing the activity) and what? (the action or activity).
Measurable: How much change is expected.
Achievable: Can be accomplished given current resources and constraints.
Realistic: Addresses the scope of the health program and proposes reasonable programmatic steps.
Time-phased: Provides a timeline indicating when the objective will be met.
CDC-RFA-DP17-1701
How to Write SMART Objectives
Page 1 of 2
2. Does it relate to a single result?
3. Is it written clearly?
Examples of SMART Objectives
Non-SMART objective 1: Schools will be trained on the selected scientifically based sun safety health education
curriculum.
This objective is not SMART because it is not specific, measurable, or time-phased. It can be made SMART by
specifically indicating who is responsible for training the schools, how many people will be trained, who they are, and by
when the training will be conducted.
SMART objective 1: By year two of the project, the Division of Cancer will have trained 75% of elementary schools in
districts 1, 3, and 6 on the selected scientifically based sun safety health education curriculum.
Non-SMART objective 2: 90% of cancer survivors will participate in our self-management course.
This objective is not SMART because it is not specific or time-phased. It can be made SMART by specifically indicating
who will do the activity, by when, and who will participate in the self-management course.
SMART objective 2: By the end of the calendar year, district health staff will have enrolled 90% of newly diagnosed
cancer survivors from the Elms Cancer Community Center in the Chronic Disease Self-Management course.
CDC-RFA-DP17-1701
How to Write SMART Objectives
Page 2 of 2
Running head: METABOLIC SYDROME GOALS & OBJECTIVES
Metabolic Syndrome Goals & Objectives
Deyata Evans, BSN, RN
1
METABOLI C SYNDROME GOALS & OBJECTIVES
2
Goals
The primary goal of the project is to prevent and lower the prevalence of metabolic
syndrome among African Americans. Another goal is to carry out extensive community
education with the help of community health nurses.
Objectives
The above goals will be achieved with the help of the objectives below. Every one of
these objectives has some sub-objectives with clear strategies and targets of what the project
will achieve within a clearly defined timeframe. These specific achievements will serve as
guides during the evaluation process.
Objective 1
•
Within two years after its commencement, the project will have educated at least half of
the African American adults above 40 years within the local urban community with the
help of community health nurses
Sub-objectives
•
Enroll community health nurses into the program one month before the beginning of the
program.
•
At the beginning of the program, all the resources should be secured to ensure that the
program is not disrupted.
Objective 2
•
To lower the prevalence of metabolic syndrome among African Americans by 2.5%
within the next two years.
METABOLI C SYNDROME GOALS & OBJECTIVES
3
Sub-objectives
•
Ensure that 90% of those who attend the program within the first six months are aware
of lifestyle changes that would help reduce their risks of metabolic syndrome.
•
Within six months of the program’s commencement, half of the participating African
Americans will have made several changes to their lifestyles.
Deyata, Please see comments on attachment. You need to review how to write Smart
goals and objectives. Try using the ABCD method for your objectives. I also could not
tell the learning domains you are using (affective, psychomotor, cognitive). If you
want to try again and email me the changes, I can take another look.
A goal is
your destination…
The
objectives are the directions….
The sub-
objectives are the more detailed directions…
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