COMMUNITY OPERATING PLAN

A. PROJECT INFO:

Event: Senior Passport Topic: Nutrition Science 101

Event Date: April 20th, 2017 Location: CMC/DHK North Conference Rm 2

Intern Name(s): Molly Koch, Kayleigh Hill

Team Leader: Molly Koch Preceptor: Cindy Knipe

Person responsible for writing the COP: Molly Koch

B. NEEDS ASSESSMENT:

1. Identify site contact- Sylvie Rice

2. Identify population
a) Gender: Both genders
b) Age: 65 years and older
c) Education level: Mixed education level
d) Number of participants: projected 10-15

3. How was topic determined:

The topic was pre-assigned by Senior Passport program. We did not sit in on a previous presentation, but
we discussed with the internsip preceptors and the preceptor of the program the parameters of the
presentation. We also looked at COPs from other interns to determine what activities had been done
before, what worked, what didnt work, etc.
a) Other programs recently presented: Diabetes Self-Management Training, Train Your
Brain/Engage Your Heart
b) What the audience knows: The audience knows the basics about nutrition science - the
macronutrients and that nutrition is related to some chronic health conditions. They may have many
past experiences regarding food and nutrition that has shaped what they know. Some things they know
about nutrition may be misconceptions.
c) What the audience wants to know: How to apply healthy eating in their daily life, what are the
macronutrients and micronutrients and why are they important to them.
d) Evaluate health literacy: Older adults are more likely to have below basic literacy than any
other age group -- 39% have below basic literacy.
4. Setting -
 a) Room size and set up:

Television (connects to
computer for
Computer

whiteboard
powerpoint)
table
podium

table table

table table

table table

Plenty more seating room

entrance

b) Presentation resources: projector/screen

5. Day of week/ time of day for presentation: Thursday, April 20th, 2017, from 3:00-4:30 pm

6. Duration: 90 minutes
a) Attention span: 10-60 minutes
b) Conflict with other activities for population: The program is scheduled so that people can go
eat dinner at the Senior Passport Meal right after the presentation. May conflict with appointments,
medical tests/scans, etc.
7. Marketing potential - Sylvie Rice- advertisement in separate publication

8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: N/A
c) Cost of marketing: N/A

9. Best way/time to reach site contact for future plans: Contact Sylvie Rice @
[email protected]

10. PES Statement: Nutrition knowledge deficit related to nutrition science as evidenced by a request for
the creating of this class.

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

1. Meeting Dates
Wednesday 4/5: Molly and Kayleigh
Wednesday 4/12: Molly and Kayleigh
Tuesday, 4/18: Molly, Kayleigh, and Cindy

7 day meeting - 4/14

Evaluation meeting scheduled for: to follow the presentation

2. Based on the results of the needs assessment, what did you do to prepare?

We prepared an outline of content, activities, and materials. We prepared an overview of each of our
subtopics in the presentation and tried to make them relatable to this population. We decided to have
our activity incorporated with the content because we know that this topic is so large and broad with a
lot of, but at the same time we wanted our audience to be fully engaged in the lesson.

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

We spoke to the internship preceptor, emailed the site contact/preceptor and met with interns
who conducted the classes previously in order to develop materials which will work for this
population/class.
Molly and Kayleigh developed the outline and collaborated on the COP.
Molly and Kayleigh gathered research materials and nutrition recommendations for older adults.
Kayleigh created the BINGO activity, and Molly created the note sheet, handout, and Create Your
Plate activity.
Kayleigh and Molly collaborated on the powerpoint presentation.
4. What resources did you use? Why did you choose them and how did you find them? Relate back to
your assessment section.

We used materials from previous classes as a reference when creating our own.
We also used resources that could provide a comprehensive overview of the information we
were looking for, such as these websites:
http://www.nutritionhub.org/nutrition/nutrition_science_101/
We also used journal articles to find credible information such as:
http://journals.lww.com/nutritiontodayonline/Fulltext/2013/07001/The_Complexities_of_Hydra
tion_Issues_in_the.4.aspx
https://www.agingcare.com/articles/nutrition-tips-for-elderly-health-and-diets-137053.htm
https://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/protein/#ref23
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3775240/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3997530/
and Nutrition & Diagnosis-Related Care, 8th edition, by Sylvia Escott-Stump

D. DEVELOPMENT (what the outcome of your planning and development):

1. Measurable Learning Objectives: By the end of the class,

Participants will be able to explain what are macro- and micronutrients.
Participants will be able to describe how the body uses macro- and micronutrients.
Participants will be able to name a variety of foods that they personally like and be able to create
a sample days worth of meals to evaluate how well they balance nutrients in their personal
eating patterns.

2. Outline of presentation: (See attached document)

3. Describe how your presentation addresses different learning styles:

Auditory: Most of the information in this presentation is given verbally, this will make it easier
for auditory learners to receive the information. Discussion will also be used.
Visual: Our presentaiton will provide plenty of visual cues for the audience to reference to, such
as pictures on slides, handouts, and the BINGO game.
Kinesthetic: Our BINGO game will provide content with a kinestetic style, as the audience
searches for the answers to our questions and marks them on their BINGO sheets.

List ways that you included multiple intelligences in your planning:

Concrete experience: asking them to think of their own experiences with nutrition.
Reflective observation: asking participants to share and discuss what they know about nutrition
Abstract conceptualization: reading the slides during presentation, listening to how to modify
own current diet to meet recommendations
Active experimentation: the activity, Create Your Plate requires students to use what they have
learned in the class to make dietary modifications to their own eating patterns.
4. Explain how your planned evaluation method will show whether your learning objectives were
met.
The BINGO activity is meant as an evaluation tool as it encourages the audience to use what they
know and what they are learning throughout the presentation to find the answers. This activity
specifically applies to our last learning objective, while class discussion will help us evaluate
whether our other learning objectives were met. Our Create Your Plate activity is another
evaluation method for our third objective, as students will use the worksheet to brainstorm and
create a days worth of meals. The meals they come up with will help us evaluate how well they
could use this information to plan a healthy meal relative to their eating patterns.

5. What problems did you encounter in the development process?

This is the first time we are developing a presentation for this program so we needed to
determine how the class should be conducted, the expectations of the class and also speak to
previous interns to gather information. We also had trouble figuring out how to go about
organizing an outline, because the topic of Nutrition Science is very broad and can easily become
overcomplicated with lots of detailed 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, Kayleigh and I met to briefly go through our powerpoint, activities,
and handouts, looking to fill in any missing pieces and go over our plan for classroom
management. We decided to bring my computer just in case the room didnt have a computer for
us to connect to our powerpoint. We arrived to CMC/DHK at 2:30 to start setting up, and decided
to use a flip chart they had set up instead of the whiteboard to jot down the participants answers
during our icebreaker. The room originally was set up with several rows of chairs, but we decided
to change it up by setting up 6 tables that the students could sit at, knowing that we had a note
sheet and a BINGO activity to give them where they would need a surface to write on. We were
expecting about 15 people to show up, but only 8 or 9 came.

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

For the most part, the presentation went as planned. Kayleigh and I were well-paced and clear in
our presentation of content, and we strongly engaged the audience. We also met the mark exactly
for a 90 minute presentation. The BINGO activity and Create Your Plate activity went very well.
There were some questions that we may not have given as clear answers as we had hoped, but we
enjoyed the audience's engagement and interest in the topic.
3. How did the audience react to the presentation? Summarize and comment on preceptor feedback.

Our audience was able to connect to us, and we answered all questions to the best of our
knowledge. Our audience had a lot of fun, and shared many of their experiences with us. About
half of the audience came up to us after the presentation to tell us how much they loved our
presentation and asked about our availability for future community events. They came to us with
more questions that we were very comfortable answering, and they told us they look forward to
our next presentation with them. Our preceptor feedback focused largely on the flow of the
content, as we had a lot to cover and it didnt appear cohesive. Another key part of the feedback
was how our audience was very well-read and researched, and we did not have all of the same
background knowledge that some of the students had recently read about.

4. How well did the audience grasp your objectives?

The audience grasped and met our stated objectives. They collaborated and came to a consensus
on their answered for the BINGO game, and most gave deep thought to the Create Your Plate
activity to come up with ways to make their eating patterns more closely aligned with the
recommendations. Some of the participants seemed uninterested or in a rush and did not do the
final activity. Consider putting activities in the middle of the presentation and not at the end.

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?

This was one of those presentations that was extremely detailed and the interns needed to have a
wide-ranged but very in-depth scope of their nutrition knowledge and be able to speak about it
freely. If we had more time, we would have done more to figure out how to make each subtopic
within the topic flow better, because this was really more like 6 different presentations in one. I
think the program/material was very effective for the target audience because it gave them an
outlet to ask questions about some of the latest nutrition concepts and controversies. We
recommend that the content be tightened and more time be spent explaining more specific topics
(a.k.a focus more on how the body uses protein and what foods we get it from, and less on how
the protein is broken down).

6. Recommendations for future Interns:

We would recommend focusing more on the latest concepts and controversies that have been
highlighted in the media when it comes to this topic. Our audience brought up subjects such as the
micronutrient content of maple syrup, the selenium value of the soil in the U.S., whether coconut
oil is healthier than butter. We would also recommend tightening the subject to something more
relatable to the age range of the audience - we would recommend the topic be Nutrition 101 for
the Aging Body.

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): 54.5 hours x $25 = $1,362.50
Food: $0

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): 2 hours x $25 x 2 = $100
Copies: $0.04 x 15 sheets x 2 sides = $1.20 x 3 different handouts = $3.60
BINGO sheet: $0.04 x 15 sheets x 1 side = $0.60
Food: N/A
Other supplies and costs: N/A

Overall costs: $1,466.70

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.