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: Senior Passport

Topic: Bone Health

Event Date: October 13, 2016

Location: Auditorium B

Intern Name(s): Jaclyn Schermer & Ali Williams

Team Leader: Ali Williams

Preceptor: Whitney

Person responsible for writing the COP: Ali Williams

B. NEEDS ASSESSMENT:
1. Identify site contact:
Jen Begley: jbegley@cheshire-med.com
Phone: 603-354-5454 x 3801
2. Identify population
a) Gender: Males and Females
b) Age: >60
c) Education level: Mixed education level
d) Number of participants: 12-25
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).
a) Other programs recently presented-- Risks and benefits of
consuming meat, sticking to your goals, seasonal cooking, and eating to
reduce inflammation.
b) What the audience knows-- Its possible this audience knows the
very basics about Osteoporosis and calcium intake. If they have arthritis or

osteoporosis, they may know the importance of bone building exercise and
what foods to eat to increase calcium consumption and absorption. From
previous presentations presented, this group may also know what foods help
reduce inflammation to help with arthritis.
c) What the audience wants to know - what is relevant-- They
want to know what non-dairy
foods support good bone health and how to incorporate these
foods into meals.
d) Evaluate health literacy - and other cultural issues-- Various
levels of health literacy and education level ranging from high school to
college. Audience members knowledge of bone health varied from basic
bone structure and health to vitamins and minerals that support bone health.
4. Setting - tour of facility
a) Room size and set up (diagram)-- Conference room in hospital set up
lecture style.

b) Presentation resources-- PowerPoint projector and white board

Availability of food prep area-- No
AV resources - space available for visual teaching aids-- Yes

5. Day of week/ time of day for presentation

Our presentation is on Thursday, October 13 from 3:30-5:00 p.m.
6. Duration
a) Attention span-- 10-60 minutes

b) Conflict with other activities for population-- Senior Passport Meal

7. Marketing potential - whose responsibility-- Cheshire Medical Center
8. Budget
a) Will there be a charge-- No
b) Funds to cover supplies-- KSC DI
c) Cost of marketing-- None
9. Best way/time to reach site contact for future plans:
Email Jen Begley: jbegley@cheshire-med.com
10. Write a community group focused PES statement based on your
assessment.
Inadequate food and nutrition knowledge deficit related to lack of nutrition
education as evident by coming to this presentation on bone health.

C. RESEARCH AND PLANNING (how, who, and when the process of

your work):
1.

Meeting Dates
Dates scheduled for planning and who will attend.
Jaclyn and Ali met on 9/29 from 1- 3:40 pm
Jaclyn and Ali met on 10/5 from 6-9 pm
Jaclyn and Ali met on 10/6 from 9-1 pm
Jaclyn and Ali met on 10/12 from 5- 9pm
Jaclyn and Ali met on 10/13 from 12- 3pm

7 day meeting - Whitney, Jaclyn, & Ali: 10/7 at 8:00am.

Evaluation meeting scheduled for: 10/13 at 5:20pm

2.
Based on the results of the needs assessment, what did you do to
prepare?
Based on the needs assessment, we prepared a PowerPoint presentation with
large font to aid those who are visually impaired. We practiced projecting
our voice so the audience can hear us clearly. We created activities to match
what we discuss in the lecture to make sure the audience feels comfortable
with the content and fully understand it.

3.

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

Jaclyn and I were given the prompt and then we brainstormed possible ideas
to touch upon during the presentation. We then took our brainstormed ideas
and created it into a outline where we could further elaborate on each topic.
Once we finalized the order of our presentation, we took the completed
outline and turned it into slides for the PowerPoint. Once the PowerPoint was
finished, we created handouts and finalized our activities. Then we
presented our presentation to Whitney. Whitney gave us feedback that we
then used to strengthen our presentation.
4.
What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.
Brown, J. E. (2013). Nutrition through the lifecycle. Mason: Cengage Learning.
Eatright.org -- vitamin and supplement information
Know What You Eat. (2014, January 1). Retrieved October 06, 2016, from
http://nutritiondata.self.com/facts
Lu, Z., Chen, T., Zhang, A., Persons, K., Kohn, N., Berkowitz, R., . . . Holick, M.
(2007,
January). An Evaluation of the Vitamin D3 Content in Fish: Is the
Vitamin D Content Adequate to Satisfy the Dietary Requirement for
Vitamin D? Retrieved October 06, 2016, from
https://www.ncbi.nlm.nih.gov/pmc/articles
National Institute of Arthritis and Musculoskeletal and Skin Diseases . (2014,
July). Bone Health
for Life: Health Information Basics for You and Your Family. Retrieved
from National
Institute of Arthritis and Musculoskeletal and Skin Diseases :
http://www.niams.nih.gov/health_info/bone/bone_health/bone_health_fo
r_life.asp
We used a variety of resources to gain a broad understand of our topic. We
then narrowed down our resources to the ones that are evidence based and
readily available for the audience to read if interested. By using these
resources, we are able to use statistics and give number based evidence to
strengthen our presentation. Scientific journals were the best source because
they gave use information that our audience has not read. While we found it
beneficial to read articles from the newspaper, the journals helped us create
our arguments and give sound evidence to support what we presented.

D. DEVELOPMENT (what the outcome of your planning and

development):
1.

Measurable Learning Objectives:

1. The audience will be able to identify at least 1 of the key vitamins or
minerals that
support bone health on a food label at the end of class.
2. Audience will be able to pick out two non-dairy foods that support
bone health in a
recipe by the end of class.
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.)
Jaclyn and Ali researched and prepared the presentation together. Once the
PowerPoint was finished, we divided up the slides for the presentation.
Introduction
Objectives:
Audience will be able to pick out two non-dairy foods that
support bone health in a recipe by the end of class. (Ali)
The audience will be able to identify at least 1 of the key
vitamins or minerals that support bone health on a food label at the
end of class. (Jaclyn)
Ice breaker: (Both)
Food items in jars
We will ask them to discuss with their partner which foods they
think contain bone healthy vitamins and minerals and what foods they
feel dont contain anything
1 food will contain high amounts of:
Calcium: Almonds, macaroon
Magnesium: avocado, donut ( flour)
Phosphorus: lentils
Vitamin K: kale chips
Vitamin C: apple
Vitamin D: cereal

 We will ask to hear what they come up with and give them
answers and use as a segway into our content
Content
Why is bone health important? (Jaclyn)
Bones protect our organs
Help us maintain shape
Allow us to move
Bone complications
Osteoporosis: bones become weak and brittle
Arthritis: inflammation of joint(s)
Osteoarthritis: arthritis that occurs from rubbing
down on a bone
Osteomalacia: softening of bones
Osteopenia: low bone mass
What are the parts/function of the Bone? (Ali)
Bone marrow- jelly like, where they make blood cells
Compact bone- hard smooth part of the bone ( what you see
when you look at a skeleton
Periosteum - thin membrane covering the bone
Canceolous bone- sponge part of the bone, hard and protects the
innermost part of the bone

What vitamins and minerals support bone health? ( what do they do?)
Calcium (Jaclyn)
Vitamin D (Jaclyn)
Phosphorus (Ali)
Magnesium (Ali)

 Vitamin C (Ali)
Vitamin K (Jaclyn)
** how much should you get in all of these
How can we get these vitamins and minerals if you dont like dairy?
Food items
Including bone health foods into the diet:
Checking labels
Major foods, servings

Activity 1: Participants will learn where vit K, C, D are on the food label.
(Both)
After finding where on the food label the vitamins and minerals are, they will
then fill in a pie chart for a specific nutrient of there choice and see how
many servings of different foods they have to eat to reach 100% of RDA.
-- we will make a pie chart that they can shade in.
-- we will need to bring colored pencils or markers.
What does a serving look like? (Jaclyn)
What does a meal look like? (Ali)
Activity 2: Participants will pick out non-dairy foods that support bone
health in a recipe. After choosing the foods that support bone health,
participants would mark which vitamins or mineral was in the food they
chose. Everyone shared what they came up with. This activity was used as
our evaluation. (Both)

3.

Describe how your presentation addresses different learning styles:

Auditory: Lecture based

Visual: pictures on slides and used in activities

Kinesthetic: passing around recipes and foods for activities/ice breaker

List ways that you included multiple intelligences in your planning.

Pair and share activity with the recipe activity

 Encourage self- assessment for intrapersonal

intelligence
Large visuals (bone) for spacial intelligence, and
visual impairment
Repetition to help form short term memory
connections
4.
Explain how your planned evaluation method will show whether your
learning objectives were met.
The senior passport participants will use recipes and circle which items
in the recipe are bone healthy, then list out the minerals and vitamins they
can remember were contained in the certain food.
5.
What problems did you encounter in the development process?
We are nervous that we will not be able to answer participants questions. We
dont know how in depth we need to research topics within our presentation.
We were expecting the conference room to have tables, but last minute we
were informed the room would be set up lecture style so we had to think of
how to adapt our activities so they would run smoothly without tables.

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.
On the day of the presentation, we met at 12:00 to go over the presentation
and add final talking points. We arrived at Cheshire Medical Center 30
minutes before the presentation to set up. We were glad we arrived early
because part of our PowerPoint did not show up on the projector so we had
to adjust the settings and reformat a few of our slides. We also had to figure
out how to adjust our activities to work with no tables. We were able to use
the counter space in the back of the room to set up the food model activity
and we found a small table to put our handout on. We were expecting an
audience of 30 but only 15 people end up attending.
2.

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

We were nervous before the presentation, but everything went as planned.

We thought our presentation was going to be short, but it ended up being the

right time. We feel we work well together and felt like we had a good rhythm
when speaking. We were able to add on to what the other person was saying
without over shadowing or interrupting each other. The activities worked well
for this audience and the ice breaker seemed to get the audience interested
in the vitamins and minerals found in foods we would be talking about.
3.
How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
Overall, the audience seemed to enjoy the presentation. We received
feedback about the first activity being too math and science heavy. Some
participants didnt want to fill in a chart. This is great feedback for the future
so that we create activities that have a fun feel for our next presentation.
This event is a fun social outing where they can learn something new.
For future presentations we will organize our notes with keywords to jog our
memory vs. having information is sentence form. This will allow us to find
what we need quickly and wont be overwhelming while presenting and
break the flow. We will also practice projecting our voice so the audience can
hear everything we say. In areas we didnt feel confidence, our voices would
trail off which made it hard for the audience to hear us.
4.

How well did the audience grasp your objectives?

The audience successfully met both of our objective, picking out two nondairy foods that support bone health in a recipe and identifying one key
mineral on the food label. The audience was able to find calcium on the food
label to fill in their calcium intake pie chart. They were also able to pick out
non-dairy foods in the pasta, smoothie, and egg dish.
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?
We feel our materials were effective for this target audience because we
used large fonts and lots of pictures. We had a lot of visuals-- bone and food
models as well as the interactive jars for the ice breaker. These visuals
worked well with this age group.
We prepared for this presentation so much that we were on information
overload. Next time, we will still research and prepare in the same manner,
but we will organize our notes in a way where it is easier to use them during
the presentation. We tend to look at each other with a deer in the headlights
face when asked questions we are unsure of. We will work on our confidence
so we dont feel the need to do this.
6.

Recommendations for future Interns:

Depending on how many people register, the room may not be able to be set
up with tables. Being able to adapt your activities to work with both room
set ups will be beneficial.
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): (2 x 24.5) x 25 = $1225
$1225 / 2 = $612.5 per intern
Food: $0.00

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): $1225
Copies: 280 copies x $0.05 = $14
Food: 0
Other supplies and costs: We used materials already in the intern office.

Overall costs: $1239

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.