COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E

implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you feel
there is other important information please include that as well.
A. PROJECT INFO:
Event: Diabetes Support Group
Health

Topic: Nutrition & Immune

Event Date: 4-14-2016

Center

Location: Cheshire Medical

Intern Name(s): Hannah Wise, Carol Anne Simpson

Team Leader: N/A

Preceptor: Whitney Hightower

Person responsible for writing the COP: Carol Anne Simpson

B. NEEDS ASSESSMENT:
1. Identify site contact: Patti Schuman, RD - leads Diabetes Support Group
2. Identify population
a) Gender: Mixed
b) Age: Mixed, most individuals around 50-70 years of age.
c) Education level: Mixed
d) Number of participants: 10-15
3. How was topic determined (Did you speak with anyone about the
group? Did you get to observe the setting and participants beforehand? If
so, describe the participants and any other pertinent information (i.e. if in
a classroom, observe classroom management techniques).
-

I was able to attend a group meeting about a month before our presentation to
observe. The group asked about other presentations I had done recently and were
intrigued by a topic related to immune health & nutrition. They also wanted to learn
about summer salads, smoothies and homemade frozen treats. After discussion with
my preceptor, we decided summer treats would be more appropriate for the May
presentation whereas the immune related presentation could be covered in april.

a)
b)
-

c)
-

d)
-

The group was highly engaged and had a lot of questions for the individual who was
speaking to them the night I observed. They were very easy going. They tried fruit
infused water that evening, commenting that they liked having the opportunity to
try something new.
The classroom was quite large, with room for flip charts & a powerpoint, there was
also a white board available.
Patti is able to bring the group together when they get a bit off-topic, however there
was minimal need for formal classroom management. The group had a very
conversational tone which was enjoyable.
Other programs recently presented
Health quick meals for 1-2 people & Healthy Winter Baking were topics covered by
dietetic interns in the fall/winter.
What the audience knows
The audience is aware that food has some influence on our health/immune system.
They likely have heard of probiotics, anti-inflammatory diets & antioxidants. They
hear this information from friends, family, health care providers & the media
What the audience wants to know - what is relevant
The audience may be familiar with the surface of this topic - it is relevant for the
audience to be aware of current research on each of these nutrition/immune health
topics (i.e. review what we think, but that the jury is still out on a lot of this
information). It is relevant to review how our food can influence our immune health.
After reviewing why this is important it is relevant for the group to know how they
can sneak these foods into their daily diet.
Evaluate health literacy - and other cultural issues
The audience has a mid-level health literacy. They understand that lifestyle choices
influence our health. They understand relevant DM medications and have a fair
understanding of carbohydrate content of foods as well as how too much/too little
carbohydrate makes them feel.
4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources

Availability of food prep area:

There

are no sinks or kitchen space available for

food prep. Depending on the recipe a table could potentially be used
to demo recipes.
AV resources - space available for visual teaching aids

AV is available for a Powerpoint presentation.

5. Day of week/ time of day for presentation

The presentation will be held at the monthly meeting (2nd thursday of every
month), Thursday April 14th 2016, in the evening from 6:30-7:30 pm.
6. Duration: The presentation will be 60 minutes.
a) Attention span: This age group can have varying attention spans, we will
try to take a break every 15-20 minutes from content - although we
anticipate that the group will be engaged and participating in discussion
throughout the presentation. We anticipate that they will be able to
concentrate through the entirety of the presentation.
b) Conflict with other activities for population: No other conflict, group
is at an evening time generally after dinner for most of the folks. Attendance
is voluntary.
7. Marketing potential - whose responsibility

Patti has the ability/responsibility to market the presentation. We chose this topic
per the group's request at the March meeting. Patti will be able to send out
reminders to the group to encourage participation.
Hannah & I can do some marketing at this meeting to encourage participation in our
upcoming May 12th presentation for the group.
8. Budget

a) Will there be a charge: No charge

b) Funds to cover supplies: At least $20.00 (provided by KSC DI for presentations &
CMC-DHK)
c) Cost of marketing: No cost.
9. Best way/time to reach site contact for future plan
-

Reach out to Patti via email (pschuman@cheshire-med.com)

10. Write a community group focused PES statement based on your
assessment.

Food and nutrition related knowledge deficit related to lack of prior education on
nutrition and immune health as evidenced by request from group to review topic.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1.
-

Meeting Dates

Dates scheduled for planning and who will attend.

3/10/2016: Observation of group (Carol Anne)
3/31/2016: Planning (Carol Anne, Hannah)
4/4/2016: Check in/finalize materials for 7 day (Carol Anne, Hannah)
7 day meeting
4/7/2016, 11 am: Hannah, Carol Anne, Whitney
Evaluation meeting scheduled for:
Directly following presentation 4/14/2016
2. Based on the results of the needs assessment, what did you do to
prepare?

In order to prepare it was necessary to do some background research on what is the

actual science-based evidence of the influence nutrition has on our immunity. We
thought it important to cover hot topics like antioxidants/phytonutrients,
probiotics/gut health, & anti-inflammatory foods that people often hear about in the
media, from family/friends, health care workers, etc. We had to do some background
research on each of these topics.
We also needed to prepare ways for this group to apply the information they learned
to everyday living - like including these foods into their everyday diet.
We wanted to include some food demo/tasting activities to introduce the group to
some of the foods we will be encouraging them to include more of - the immune
boosting foods.
3.

How did you go about the development process? Who was involved?

We developed our content based off of the initial suggestion of the group, and then
using our own knowledge/research of hot topics to pinpoint content areas
(probiotics, anti-inflammatory, antioxidants). Hannah and I were equally involved in
the development process. We divided up some research and tasks (like COP,
handout, topic research) to increase efficiency.
4.
What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.

Overall:
Harvard Health Publications. How to boost your immune system. Retrieved April 01,
2016, from http://www.health.harvard.edu/staying-healthy/how-to-boost-yourimmune-system
Gut Health:

Zanteson, L. (2012, June). Gut Health and Immunity Its All About the Good
Bacteria That Can Help Fight Disease. Today's Dietitian, 14(6),
58.http://www.todaysdietitian.com/newarchives/060112p58.shtml
Palmer, S. (2011, January). Probiotics Potential Research Suggests Beneficial
Bacteria May Support Immune Health. Today's Dietitian, 13(1), 20.
http://www.todaysdietitian.com/newarchives/011211p20.shtml
Getz, L. (2012, July). Fermented Foods Are They the Next Big Nutrition Trend?
Today's Dietitian, 14(7), 32.
http://www.todaysdietitian.com/newarchives/070112p32.shtml
Intl Scientific Assoc. for Probiotics and Prebiotics. Retrieved April 01, 2016, from
http://isappscience.org/
Harvard Health Publications. How to boost your immune system. Retrieved April 01,
2016, from http://www.health.harvard.edu/staying-healthy/how-to-boost-yourimmune-system
Antioxidants:
Tempest, M. (2011, May). Antioxidants Research Continues to Reveal Their
Health-Promoting Effects. Today's Dietitian, 13(5), 32.
http://www.todaysdietitian.com/newarchives/050311p32.shtml
Cunningham, E. (2015, January 27). Protect Your Health with Immune-Boosting
Nutrition. Retrieved April 01, 2016, from
http://www.eatright.org/resource/health/wellness/preventing-illness/protect-yourhealth-with-immune-boosting-nutrition
Getz, L. (2008, September). Making Sense of Antioxidants. Today's Dietitian,10(9),
50. http://www.todaysdietitian.com/newarchives/082508p50.shtml
Palmer, S. (2010, April). Antioxidant Appeal Boomers Turn to Supplements and
Foods to Fight Aging and Disease. Today's Dietitian, 12(4), 8.
http://www.todaysdietitian.com/newarchives/040510p8.shtml
Palmer, S. (2013, April). Dietary Antioxidants Do Foods and Supplements With
High Antioxidant Values Guarantee Better Health? Today's Dietitian, 15(4), 42.
http://www.todaysdietitian.com/newarchives/040113p42.shtml
Blue and Purple Foods for Better Health. (n.d.). Eating Well.
http://www.eatingwell.com/nutrition_health/nutrition_news_information/blue_and_pu
rple_foods_for_better_health
Inflammation:
Arthritis.org
Foods that Fight Inflammation: Harvard Womens Health Watch
http://www.health.harvard.edu/staying-healthy/foods-that-fight-inflammation
D. DEVELOPMENT (what the outcome of your planning and
development):
1.

Measurable Learning Objectives:

1. Participants will be able to identify specific foods that help boost the immune
system

2. Participants will gain strategies to incorporate immune boosting foods into their
daily diets

2. Outline of presentation:
Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities, food
activities, visuals, education materials and evaluation methods/materials. (May
attach as separate document.)
See attached document
3. Describe how your presentation addresses different learning styles:
Auditory: We will be providing information through lecture, we will also be
encourage participation, sharing and discussion throughout the presentation.
Visual: We will provide information through powerpoint for the audience. We will
also provide a handout, which will be a good visual.
Kinesthetic: Participants will participate in food prep during the food
activity.
List ways that you included multiple intelligences in your planning.
Linguistic - Participants are encouraged to share their experiences ask questions
throughout the presentation.
Spatial/Logical/MathematicalInterpersonal: Sharing with the group, asking questions and participating in
discussion.
Intrapersonal: Audience members will be encourage to think about how the can
include these foods into their daily diets.
Musical: N/A
4. Explain how your planned evaluation method will show whether your
learning objectives were met.
The discussion asking the audience about strategies as well as questions to review
the immune boosting foods following the food activity will evaluate both objectives.
5.

What problems did you encounter in the development process?

Nutrition and immune health can go in a lot of different ways. Hannah and I wanted
to touch on three aspects that we often hear about (probiotics, anti-inflammatory
diets, antioxidants). The only major issue with this is that there is a lot of
information that can be presented. We had to carefully research and pinpoint key
messages as not to provide an overwhelming amount of information.

Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:

1. For a program or presentation, describe objectively what happened
the day of the presentation, using examples. Include any last minute
changes to the planned setting, audience, number of participants.
The day of the presentation Hannah & I arrived 30 minutes ahead of time to gather
materials for our food activity & set up. All went according to plan - CMC-DHK had
set aside materials (cutting boards, knives, etc) for us to use with the attendees
during our presentation. Individuals arrived mostly on time. They had about 10
minutes of discussion about what is going on with them & diabetes related concerns
at the beginning of the presentation. The group was very engaged and had many
questions throughout the presentation. Hannah and I did not always give a lot of
time for the audience to respond to questions as we were trying to get through a lot
of content. The food activity went okay- some individuals were enjoying the prep,
some individuals couldnt eat the salad because of personal preference or because
of medication interference. The audience was hard to bring back after the food
activity.
Hannah and I cleaned up afterwards. We encountered no last minute changes to the
planned setting, audience or number of participants.
2.

Did the presentation go as planned? Reflect on what went well?

The presentation went somewhat as planned. We expected the group to be engaged

but not quite as much as they were! They contributed a lot to discussion and had a
lot of questions. The food activity was the area where we anticipated more
discussion and participation - it was hard to keep the group on the same track and
get everyone involved. The audience really enjoyed the presentation - especially
any opportunities to ask questions and discuss. It was great that they were all so
engaged. The audience seemed to grasp concepts during discussion at the end
which is what we had hoped for.
3. How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
The audience liked the material presented - they had many questions and wanted to
be involved in discussion which was great! Whitney thought it was great the
audience was so engaged, her feedback was to leave a little more time for audience
members to answer questions before we tell them the answers, as well as a little
more time for discussion. Another key piece of feedback was, when doing a food
activity with this group, have a few members volunteer and have the rest watch this way it keeps the groups attention until the end of the presentation.
4.

How well did the audience grasp your objectives?

Our evaluation method was to have discussion after the food activity at the end of
the presentation. The audience members seemed to have an okay understanding of
foods are associated with boosting immunity by the end of the presentation. They
more so seemed to grasp ways to include these foods into their diet, and that
variety is important when it comes to staying healthy and having a well-functioning
immune system.
5. What would you do differently/the same the next time - or what would
you change if you had more time? How effective do you feel your
program/material was for the target audience?
Next time, I would leave more room/opportunity for discussion. If we had more time
this presentation, I think Hannah and I would have allowed more time for the
audience to answer questions before giving them the answers. Again, they are a
very conversational, engaged group with a lot of questions - so having this time is
great for them. They love to contribute their own personal ideas/experiences - I
think maybe having an activity (like come up with strategies to include more
immune boosting foods) would have been beneficial. Again, I would definitely take
into consideration what Whitney said for the food activity - having individuals
participate by volunteering, watching, etc. rather than breaking the group apart.
We would NOT have purchased so much food! We expected more people than those
that showed. In the future I would only plan for about 10 - especially as if there is
more, there will likely be individuals who dont want to try the food or may not be
able to eat what you bring.
I think our concepts and material was appropriate for the target audience, I think it
was good that we had a time for questions - they grasp material better when they
get to be involved & contribute.
6.
-

Recommendations for future Interns:

Allow plenty of time for discussion/questions - the group was particularly talkative
this night!
Allow for time for the audience to answer questions - We sometimes rushed them to
answer and ended up giving the answers away as we were crunched for time with a
lot of content - be prepared for this in the future!
If conducting a food activity, ask for volunteers rather than having the group break
up - some individuals take this breaking up as the end of the presentation!
Tie it to the group as much as possible! This is a group not only with diabetes but
many other co-morbidities - fully plan for this for each presentation!
7.

Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for
testing the food activity; please note that labor costs include hours worked by ALL
team members)
Labor ($25/hour): (30 hours total for 2 interns): $750.00
Food: N/A (see food cost of presenting - did not need to practice this recipe)
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following
link for cost of copies http://www.keene.edu/mailsvs/printfees.cfm, and
other supplies)
Labor ($25/hour): $50 (2 interns for 1 full hour)
Copies: $1.20
Food: $25
Other supplies and costs: N/A
Overall costs: $826.20
Within one week of the presentation, provide internship preceptor with a completed
COP, Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if
completed by an outside supervisor. (PDE required for sites with 2 presentations or
>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.