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:TOPS

Topic: Plant-Based Diets

Event Date: Jan. 20, 2015

Location: Keene Recreation Center

Intern Name(s): Brooke Robinson

Team Leader: N/A

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Brooke

B. NEEDS ASSESSMENT:
1. Identify site contact: N/A
2. Identify population
a) Gender: Mostly female, some males may attend
b) Age: 55 and older
c) Education level: varying education levels
d) Number of participants: approximately 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).
a) Other programs recently presented: The past two presentations were given
on healthy baking swaps and fermented foods.
b) What the audience knows: Many members of the TOPS group have been
attending meeting for years and have had exposure to a variety of different
nutrition topics.
c) What the audience wants to know - what is relevant: The audience is keen
on receiving easy, healthy swaps. Any education should be directed toward older
adults and weight loss, since this is a weight loss group.
d) Evaluate health literacy - and other cultural issues: There may be varying
levels of health literacy within the group. As always, a low level of health literacy
will be used to make sure that the material is appropriate for the entire
audience.
4. Setting - tour of facility

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a) Room size and set up (diagram): The room is set up like a conference
room. The audience will sit in a square with myself being at the head of the
table.
b) Presentation resources
Availability of food prep area: None
AV resources - space available for visual teaching aids: No AV resources
are available. A flipchart will need to be used as a visual aid.
5. Day of week/ time of day for presentation: Wednesday at 10 AM
6. Duration
a) Attention span: The presentation is only 30 minutes long. Seeing as I am
presenting to an adult population, I anticipate that their attention span will be
adequate enough to remain attentive throughout the presentation.
b) Conflict with other activities for population: I anticipate that there will not
be any conflicts with other activities for the participants in this program.
7. Marketing potential - whose responsibility: Stephanie and TOPS management
8. Budget
a) Will there be a charge: There is no charge for the
b) Funds to cover supplies: There is a $10 budget for bringing a snack and
printing handouts.
c) Cost of marketing: There is no additional cost added for marketing.
9. Best way/time to reach site contact for future plans: N/A
10. Write a community group focused PES statement based on your assessment.
Food- and nutrition-related knowledge deficit (NB-1.1) related to lack of prior
nutrition-related education as evidenced by request for nutrition education
regarding nutrition -related topics in relation to weight loss.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend.
1/11/2015: Brooke & Stephanie: 30 minute meeting to briefly go over
and approve selected topic and describe setting for presentation.

7 day meeting - 1/14/15 with Stephanie

Evaluation meeting scheduled for: 1/20/15, directly after presentation

(Usually held directly after presentation but may be scheduled for
later).

2. Based on the results of the needs assessment, what did you do to prepare?
I wanted to choose a topic that hadn't been recently presented upon and one
that provided a simple enough message to get across in 30 minutes. I
decided to go with plant-based proteins because it may introduce the
participants to new foods and be an area with which they are not familiar.

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I did a lot of research on the benefits of beans, legumes, and soy protein
sources. With this, led to a lot of research on the controversial soy topic. I
also investigated articles discussing the detriments of having red meat in the
diet so that I could make the case for substituting plant-based protein for
animal protein.
I wanted to know all about the different cooking/preparing methods for
beans, so I looked into how to quick and long soak them, and whether or not
this is more cost effective than buying beans from a can.
The more topics I came across, the more I realized I didn't know, and the
more I realized I wanted to find out so that I could be as knowledgeable as
possible on this topic for whenever questions arise.
I still have some research to do out in the grocery store to determine different
prices to use for my activity (The Price is Right) which compares the price of
animal versus plant protein.
3. How did you go about the development process? Who was involved?
I chose my topic and began to do some preliminary research on it at that
point, without really have a set outline or plan. The more information I
gathered, the more I was able to carve out a plan for what important points I
should discuss. I was the only one involved in this part of the development.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
I originally went to the Academy of Nutrition and Dietetics website and
searched vegetarian, which led me to a list of other reputable sources
regarding nutrition with a plant-based diet, as well as research around this
subject. I looked at pages from the Harvard School of Public Health, The Mayo
Clinic, The National Institutes of Health, The American Heart Association, and
many peer-reviewed journal articles. I also wanted to touch upon the newest
Dietary Guidelines for Americans for 2015-2020. Since these
recommendations came out so recently I thought it would be a good tool to
use to get across my message of the importance of using plant proteins.
Again, I know that this population is very well-informed and well-read and I
want to be up-to-date on the latest news/stories so that I can answer all of
their questions to the best of my knowledge.

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives: By the end of the presentation, participants
will:
1. Be able to list 3 sources of plant-based protein
2. Be able to identify at least 2 benefits of adding plant-based proteins to
their lifestyles.
3. Have tried a plant-based protein snack.
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,

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food activities, visuals, education materials and evaluation

methods/materials. (May attach as separate document.)
(Attached as separate document.)
3. Describe how your presentation addresses different learning styles:
Auditory: The auditory learning style will be addressed through myself
talking and through discussion with the different members of the group.
Visual: Visual learners will be addressed with the use of a flip chart and
props (boxes, containers) related to the topic, as well as visually appealing
handouts.
Kinesthetic: Kinesthetic learners will benefit from being able to taste test a
plant-based protein food. I will also pass around containers from the
multiple food products I will be talking about so they can feel things that
they may not be familiar with, such as tempeh.
List ways that you included multiple intelligences in your planning.: I plan
to carve in multiple opportunities for group members to discuss their
experiences, likes, dislikes, about trying different plant-based foods in the
hopes of creating an experiential connection to the content.
4. Explain how your planned evaluation method will show whether your learning
objectives were met.
The evaluation method of having the participants share one way that they
will incorporate
plant-based proteins into their lifestyles will allow me to see if
they have thought critically about
something that they are willing to try that
will work for them. Also, allowing participants to
share one reason why they want
to begin incorporating more plant-based proteins into their
diets will allow me
to assess whether or not they understand the benefits of doing so.
5. What problems did you encounter in the development process?
It is difficult to come up with a presentation that is only 30 minutes long. I am
trying to allow for ample time for discussion because I anticipate that they
will enjoy many opportunities to ask questions and share experiences. This
sharing makes the presentation much richer and personable for the
participants, but it can be unpredictable in terms of length of time and make
it difficult to assess how much or how little content to include in my
presentation.
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.

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I arrive at the Keene Recreation Center at 9:30 AM and brought my supplies into the
room. I attempted to set up the flipchart stand, but one leg was stuck so it was not
able to be extended to its full height. Because of this, I had to end up setting up a
table to set the flipchart on so it would be high enough for everyone to see. Since I
had this unexpected set-up change, Stephanie helped to dish out the edamame
salad to the group members while I was getting situated.
I went on to present my material. There were 13 TOPS members present. They
weren't very talkative and didn't have too much to ask or share when I would ask if
there were any questions or things that they wanted to share with the group. This
may have been beneficial, however, because I was able to finish my presentation on
time in just about 30 minutes. At the end of the presentation, a lot of the TOPS
members came up and thanked me for my time and said it was a great
presentation.
2. Did the presentation go as planned? Reflect on what went well.
Overall the presentation went well. The audience didn't ask any questions that I
didn't know the answer to. The few experiences that the group was able to share
were generally positive and I was able to share some tips to make their experiences
even better when using or eating these kinds of foods. I loved the fact that I was
introducing them to so many new foods, including the edamame salad that they
were able to try while I was speaking. They seemed interested and intrigued to hear
about these different foods and maybe different ways to prepare foods that they
were already familiar with.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
Everyone seemed to really enjoy my presentation. They all said that they liked the
topic I chose and they learned something new, which was nice to hear. The
preceptor feedback was mostly positive. One comment was that I rushed through
the icebreaker and didn't give the audience enough time to respond. Instead of
waiting through the silence for them to answer my question, I quickly got nervous
and changed the question to one I thought they would be more likely to answer.
Another comment was that I didn't include a food sanitation discussion. However,
this was because I had to play around with the flipchart last-minute while the
participants were getting their edamame salad so I was distracted and only able to
blurt out a comment to remember to sanitize their hands. The last constructive
comment was that I was missing an evaluation tool. I had planned for my
participants to be able to share a way that they will begin to use plant based protein
in their lifestyles more. However, I now realize that the evaluation should have more
effectively reflected my objectives.
4. How well did the audience grasp your objectives?
I feel that the audience grasped by objectives quite well. By the end of the
presentation they were definitely more familiar with the different types of plantbased protein and were talking about different ways to use them more so than in
the beginning of the talk. I think that the Price is Right game was a great way to
really drive home the money saving benefit of eating plant-based proteins.
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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?
If I were to do it again, I would have created a more effective evaluation tool. I
probably would have created something to have them show their skills making a
simple swap for something that is meat based to using a plant protein and having
them recognize what benefits that would be getting, as well. I was trying to save
time by not doing an activity as I barely finished in 30 minutes as it was. I thought
that having a brief discussion at the end of my presentation would suffice, but I
think I could have designed a quick evaluation tool that would have better reflected
by objectives.
Next time I will make sure that my flipchart stand is functional before I take it from
the intern office. I was assuming I would not face any difficulties with them.
However, this oversight meant that I struggled with my set up and was unable to
say my few words about food safety and sanitation.
I think that this topic was effective and appropriate for the audience. I realized
toward the end that they may not have been asking so many questions because
they were just so unfamiliar with many of the foods that I was discussing. However,
I was okay with this because I think I gave them a good overview of what the plant
proteins are and gave them simplistic tips for how to use them. I was also very
excited to be introducing them to new foods. Receiving so much positive feedback
from the group reassured me that they enjoyed the talk and gained some new
knowledge from it.
6. Recommendations for future Interns:
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): $593.75 (23.75 hours)
Food: 0$

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): $12.50 + $28 for flipchart = $40.50
Copies: $1.60
Food: $14.29
Other supplies and costs: $4.28 (cups and spoons)
Overall costs: $654.42

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

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>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.

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