Executive Solution Overview
**files (3)** – ## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx – ## Updated.Spring23.HallmarkWorksheet3-DisasterAssessment.docx – Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx **## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx** **BSN 32…
Instant Solution Download
$6.99Immediate access to the full model answer, formatted citations, and rubric breakdown.
Need a Fresh Custom Paper?
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Assignment Prompt & Instructions
**files (3)**
– ## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx
– ## Updated.Spring23.HallmarkWorksheet3-DisasterAssessment.docx
– Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx
**## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx**
**BSN 325 Community Health Teaching Plan**
**Teaching Plan Topic: _(The top chronic or infectious disease or health risk determined by statistics from worksheet #1) ___________________________________________________________**
**Target Audience: _ (Those at highest risk-usually an age range determined by research)_______________________________________**
Please enter your responses directly into this document to develop a detailed teaching plan to address the need you identified on Worksheet #1.
Consider the following in your teaching plan:
· Review Bloom’s taxonomy for writing objectives:
·
[https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf](https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf)
· Here is another site that will help you understand and correctly apply Blooms Taxonomy. Toward the bottom of the article is speaks about objectives and learning goals
·
[https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/](https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/)
· Be sure that the educational strategies (such as verbal/written instruction, demonstration, or role-playing) are appropriate to meet the literacy and language needs of the population
| | | | | |
| — | — | — | — | — |
| **Objective**<br>Describe what the participant will be able to do at the end of the session – must be measurable. <br>_3-5 objectives required_ | **Topics**<br>Each one should relate to overall topic and objectives <br>_2-3 topics per objective required_ | **Educational** **Strategy**<br>Verbal/written instruction, demonstration, role playing | **Delivery** **Method**<br>Traditional classroom, online, round table, meetings | **Evaluation Method**<br>Survey, knowledge quiz, observation of behavior, self-evaluation |
| **Example** _(if topic is heart disease): The participants will be able to explain the top 3 risk factors that contribute to heart disease by the end of the teaching session._ | _1) uncontrolled hypertension_<br>_2) high cholesterol_<br>_3) sedentary lifestyle_ | _Power Point Presentation & Handouts_<br>_(these can be the same for each objective)_ | _Traditional classroom setting at local community center_<br>_(same for each objective)_ | _Pre & post quiz (usually the same for each objective)_ |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
**## Updated.Spring23.HallmarkWorksheet3-DisasterAssessment.docx**
**BSN 325 Disaster Assessment**
**Part I**
| | | |
| — | — | — |
| **Community Description** |
| **Selected community:** | [Enter Town or City, State] |
| **Community population:** | [Enter total population of the community] |
| **Community description:** | [Describe the community including <br>**demographics, literacy levels**, etc.] |
| **Emergency resources available:** | [List resources available to the community in the event of a disaster. This could include local organizations as well as Fire/EMS/Hospital services] |
| **Vulnerable populations:** _Identify at least 4 vulnerable populations._ | **Population** | **Explanation of Vulnerability in General** |
| | | |
| | | |
| | | |
| | | |
| |
**Part II**
| | |
| — | — |
| **Disaster Description** |
| Type of disaster (Be specific) | [Be sure to include the sub-type of disaster as well. For example, if you choose natural disaster, list what type of natural disaster you have selected.] |
| **Potential Effects of the Disaster on:** |
| **Community infrastructure** | |
| **Emergency services** | |
| **General population** | |
| |
**Part III**
| | |
| — | — |
| **Anticipated Health-related Issue**<br>**related to disaster**<br>_Include 3-5 health issues_ | **Nursing**<br>**Intervention(s):**<br>Include 3-5 interventions per health-related issue<br>_What can you do to help your community members without access to hospital, EMS, etc._ |
| | |
| | |
| | |
| | |
| | |
| | |
**Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/updated-spring23-hallmarkworksheet1-communityassessment-docx-10574973)
**Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/updated-spring23-hallmarkworksheet1-communityassessment-docx-10574973)
**## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx**
**BSN 325 Community Health Teaching Plan**
**Teaching Plan Topic: _(The top chronic or infectious disease or health risk determined by statistics from worksheet #1) ___________________________________________________________**
**Target Audience: _ (Those at highest risk-usually an age range determined by research)_______________________________________**
Please enter your responses directly into this document to develop a detailed teaching plan to address the need you identified on Worksheet #1.
Consider the following in your teaching plan:
· Review Bloom’s taxonomy for writing objectives:
·
[https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf](https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf)
· Here is another site that will help you understand and correctly apply Blooms Taxonomy. Toward the bottom of the article is speaks about objectives and learning goals
·
[https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/](https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/)
· Be sure that the educational strategies (such as verbal/written instruction, demonstration, or role-playing) are appropriate to meet the literacy and language needs of the population
| | | | | |
| — | — | — | — | — |
| **Objective**<br>Describe what the participant will be able to do at the end of the session – must be measurable. <br>_3-5 objectives required_ | **Topics**<br>Each one should relate to overall topic and objectives <br>_2-3 topics per objective required_ | **Educational** **Strategy**<br>Verbal/written instruction, demonstration, role playing | **Delivery** **Method**<br>Traditional classroom, online, round table, meetings | **Evaluation Method**<br>Survey, knowledge quiz, observation of behavior, self-evaluation |
| **Example** _(if topic is heart disease): The participants will be able to explain the top 3 risk factors that contribute to heart disease by the end of the teaching session._ | _1) uncontrolled hypertension_<br>_2) high cholesterol_<br>_3) sedentary lifestyle_ | _Power Point Presentation & Handouts_<br>_(these can be the same for each objective)_ | _Traditional classroom setting at local community center_<br>_(same for each objective)_ | _Pre & post quiz (usually the same for each objective)_ |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
**## Updated.Spring23.HallmarkWorksheet3-DisasterAssessment.docx**
**BSN 325 Disaster Assessment**
**Part I**
| | | |
| — | — | — |
| **Community Description** |
| **Selected community:** | [Enter Town or City, State] |
| **Community population:** | [Enter total population of the community] |
| **Community description:** | [Describe the community including <br>**demographics, literacy levels**, etc.] |
| **Emergency resources available:** | [List resources available to the community in the event of a disaster. This could include local organizations as well as Fire/EMS/Hospital services] |
| **Vulnerable populations:** _Identify at least 4 vulnerable populations._ | **Population** | **Explanation of Vulnerability in General** |
| | | |
| | | |
| | | |
| | | |
| |
**Part II**
| | |
| — | — |
| **Disaster Description** |
| Type of disaster (Be specific) | [Be sure to include the sub-type of disaster as well. For example, if you choose natural disaster, list what type of natural disaster you have selected.] |
| **Potential Effects of the Disaster on:** |
| **Community infrastructure** | |
| **Emergency services** | |
| **General population** | |
| |
**Part III**
| | |
| — | — |
| **Anticipated Health-related Issue**<br>**related to disaster**<br>_Include 3-5 health issues_ | **Nursing**<br>**Intervention(s):**<br>Include 3-5 interventions per health-related issue<br>_What can you do to help your community members without access to hospital, EMS, etc._ |
| | |
| | |
| | |
| | |
| | |
| | |
**Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/updated-spring23-hallmarkworksheet1-communityassessment-docx-10574973)
**## Updated.Summer25.HallmarkWorksheet2-CommunityHealthTeachingPlan.docx**
**BSN 325 Community Health Teaching Plan**
**Teaching Plan Topic: _(The top chronic or infectious disease or health risk determined by statistics from worksheet #1) ___________________________________________________________**
**Target Audience: _ (Those at highest risk-usually an age range determined by research)_______________________________________**
Please enter your responses directly into this document to develop a detailed teaching plan to address the need you identified on Worksheet #1.
Consider the following in your teaching plan:
· Review Bloom’s taxonomy for writing objectives:
·
[https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf](https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf)
· Here is another site that will help you understand and correctly apply Blooms Taxonomy. Toward the bottom of the article is speaks about objectives and learning goals
·
[https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/](https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/)
· Be sure that the educational strategies (such as verbal/written instruction, demonstration, or role-playing) are appropriate to meet the literacy and language needs of the population
| | | | | |
| — | — | — | — | — |
| **Objective**<br>Describe what the participant will be able to do at the end of the session – must be measurable. <br>_3-5 objectives required_ | **Topics**<br>Each one should relate to overall topic and objectives <br>_2-3 topics per objective required_ | **Educational** **Strategy**<br>Verbal/written instruction, demonstration, role playing | **Delivery** **Method**<br>Traditional classroom, online, round table, meetings | **Evaluation Method**<br>Survey, knowledge quiz, observation of behavior, self-evaluation |
| **Example** _(if topic is heart disease): The participants will be able to explain the top 3 risk factors that contribute to heart disease by the end of the teaching session._ | _1) uncontrolled hypertension_<br>_2) high cholesterol_<br>_3) sedentary lifestyle_ | _Power Point Presentation & Handouts_<br>_(these can be the same for each objective)_ | _Traditional classroom setting at local community center_<br>_(same for each objective)_ | _Pre & post quiz (usually the same for each objective)_ |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
**## Updated.Spring23.HallmarkWorksheet3-DisasterAssessment.docx**
**BSN 325 Disaster Assessment**
**Part I**
| | | |
| — | — | — |
| **Community Description** |
| **Selected community:** | [Enter Town or City, State] |
| **Community population:** | [Enter total population of the community] |
| **Community description:** | [Describe the community including <br>**demographics, literacy levels**, etc.] |
| **Emergency resources available:** | [List resources available to the community in the event of a disaster. This could include local organizations as well as Fire/EMS/Hospital services] |
| **Vulnerable populations:** _Identify at least 4 vulnerable populations._ | **Population** | **Explanation of Vulnerability in General** |
| | | |
| | | |
| | | |
| | | |
| |
**Part II**
| | |
| — | — |
| **Disaster Description** |
| Type of disaster (Be specific) | [Be sure to include the sub-type of disaster as well. For example, if you choose natural disaster, list what type of natural disaster you have selected.] |
| **Potential Effects of the Disaster on:** |
| **Community infrastructure** | |
| **Emergency services** | |
| **General population** | |
| |
**Part III**
| | |
| — | — |
| **Anticipated Health-related Issue**<br>**related to disaster**<br>_Include 3-5 health issues_ | **Nursing**<br>**Intervention(s):**<br>Include 3-5 interventions per health-related issue<br>_What can you do to help your community members without access to hospital, EMS, etc._ |
| | |
| | |
| | |
| | |
| | |
| | |
**Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/updated-spring23-hallmarkworksheet1-communityassessment-docx-10574973)
Leave a Reply