This document provides a rubric for evaluating a community teaching work plan proposal. It will be assessed based on identifying a clear focus for teaching that is supported by evidence, providing a detailed and comprehensive teaching proposal, the organization and writing mechanics, using templates correctly, and citing sources appropriately. The highest ratings require choosing a focus aligned with community health needs, supporting all aspects of the proposal with literature and data, demonstrating organizational skills, using proper grammar and format, and citing sources correctly.

1. Benchmark - Community Teaching Plan: Community Teaching
Work Plan Proposal
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with
Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for
selection is not included.
Focus of community teaching is clear, with a detailed
explanation of rationale for selection.
Focus of community teaching is clear, consistent with
Functional Health Patterns (FHP) assessment findings, and
supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work
Plan Proposal

2. Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with
Functional Health Patterns (FHP) assessment findings,
demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary
of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well
supported by evidence from current literature and
statistical/demographic data published on the community. There
is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive,
with supportive evidence and a detailed description of barriers
and strategies to overcome barriers. Evidence from current
literature and statistical/demographic data published on the
community thoroughly supports the proposal in all required
areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and
Transitions
Organization of proposal is disjointed. Paragraphs and
transitions consistently lack unity and coherence. There are no
apparent connections between ideas. Transitions are
inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and
transitions may lack logical progression of ideas, unity,
coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs is apparent.
Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate
to each other. Paragraph and transition construction guide the
reader.

3. 5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Writer is clearly in command of standard, written, academic
English.
5.0 %Format
2.0 %Proposal template is applied correctly.
Template is not used appropriately or documentation format is
rarely followed correctly.
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
Template is used, and formatting is correct, although some
minor errors may be present.
Template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as
appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.

4. Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and style guide is usually
correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
100 %Total Weightage
Community Teaching Experience
Students must submit this form as part of the assignment
submission.
Student Name: _ Tania Gonzalez Diaz _________________
Course Section & Faculty Name: Grand Canyon
University_&____ _______________________
Date of Presentation _ 03/09/2017 ___________
NRS-427 VN Community and Public Health.
Provider Information
Provider Name :
Milian Jennifer

5. Last
First
M.I.
Credentials:
RN
Title:
Case Manager
(i.e., MS, RN, etc.)
Organization: Miami Health Community Program
Phone Number:305 468 7984
E-mail Address:
[email protected]
/Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
x FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I _Jennifer Milian____________________acknowledge that _
Tania Gonzalez Diaz___________________________

6. (Provider Name)
(Student Name)
has requested approval to participate in a community teaching
experience at the location listed on this form. The organization /
agency does not endorse the university or the student however,
the teaching plan developed by the student is considered
appropriate and of benefit to the community of interest.
____Jennifer Milian ________________________
_03/09/17_______________
Provider Signature
Date Signed
To Mayda Garcia :
This letter is regarding to change my shift from Sunday 4pm to
12am to Thursday 4pm to 12 am. Raul Dominguez nurse
supervisor was informed.
Thank you

7. 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

8. 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

9. (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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10. 4.
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.
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):

11. 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?
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