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: Fad Diets
Event Date: November 10th, 2016
Location: Auditorium B
Intern Name(s): Jaclyn Schermer & Ali Williams
Team Leader: Jaclyn Schermer
Preceptor: Whitney
Person responsible for writing the COP: Jaclyn Schermer
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: 8-20
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, eating to reduce
inflammation, and bone health.
b) What the audience knows-- The audience knows the basics about
some of the fad diets. They may have heard about them or have engaged in
some of them.
c) What the audience wants to know - what is relevant-The audience wants exposure to what the common fad diets are and the
truth about if they are as good as they claim or if they are nutritionally not
adequate.
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, November 10th 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 FAD diets.
Inadequate food and nutrition knowledge deficit related to lack of nutrition
education as evident by coming to this presentation on FAD Diets.
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 October 25th at 10:00am
Jaclyn and Ali met on October 27th at 10:00am
Jaclyn and Ali met on October 30th at 3:00pm
Jaclyn and Ali met on November 3rd at 1:30pm
Jaclyn and Ali met on November 6th at 3:00pm
Jaclyn and Ali met on November 8th at 3:00pm
Jaclyn and Ali met on November 10th at 11:00am

7 day meeting - Whitney, Jaclyn, & Ali: November 3rd, 1:30pm

Evaluation meeting scheduled for: To follow the presentation on

November 10th
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?

We 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.

https://www.ncbi.nlm.nih.gov/pubmed/23398387
http://health.usnews.com/health-news/health-wellness/articles/2014/06/06/the-dangersof-juice-cleanses
http://www.huffingtonpost.com
http://www.ucdmc.ucdavis.edu/welcome/features/2014-2015/06/20150603_paleodiet.html
https://sciencebasedpharmacy.wordpress.com/2009/11/13/your-urine-is-not-a-windowto-your-body-ph-balancing-a-failed-hypothesis/
http://www.health.com/health/gallery/0,,20679227,00.html#organic-avenue-0
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. 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:
Formulate an opinion on popular fad diets at the beginning and the end
of the presentation.

Differentiate 1 pro and 1 con of the 5 different food trends.

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.)
In a separate document
Outline
I.

Intro:

II.

Introduce ourselves
say we are keene state college dietetic interns
Mention where we did our undergraduate study
Ask the audience what they hope to get out of the class, go around the room
Ice breaker

III.

What do you think these diets are.

What have you heard about them.
Talk amongst each other. Feel free to write it down if you want to.
Objectives

IV.

Formulate an opinion on popular fad diets at the beginning and

the end of the presentation.
Differentiate 1 pro and 1 con of the 5 different food trends.

Content
Pass paper out to class.
What do you think a balanced diet looks like?
Paleo
o Def- a diet based on types of foods presumed to have been eaten by the
caveman.
o Say rules
o Show foods that can and can't be eaten by paleo people
o Variations of paleo diet: strict, normal, primal
o What people are saying
o What science says
o Grab paper
o Pros and cons

Shakeology
o Def- meal replacement shake that gives you a daily dose of dense
nutrition.
o Say rules
o Visual video, nutrition facts supplement facts
o What people are saying
o What science says
o Grab paper
o Pros and cons

Whole30
o Def- customized 30 day meal plan that resets your health, habirs, and
relationship with food.
o Say rules
o Show foods that can and cant be eaten
o What people are saying
o What science says
o Grab paper
o Pros and cons

Juice Cleanse
o Def- a fasting method and a detox diet in which a person consumes only
fruit and vegetable juices to obtain nutrition while otherwise abstaining
from food consumption.
o Say rules
o Show foods that can and cant be eaten
o What people are saying

o
o
o

VII:
VIII:

What science says

Grab paper
Pros and cons

Clean eating
o Def- eating the best and healthiest foods in each food group and eating
few to no foods in the unhealthy food groups.
o Say rules
o Show foods that can and cant be eaten
o What people are saying
o What science says
o Grab paper
o Pros and cons

Thoughts of diets now?

6 key factos to look for to determine a fad diet

Call to Action: Research a diet before following

Thank you/Questions

3.

Describe how your presentation addresses different learning styles:

Auditory: Lecturing to seniors, discussion, answering questions

Visual: pictures on slides, flip chart, handouts used during lecture to

write down what they are learning.

Kinesthetic: We had the audience write down their thoughts after each
fad diet explanation in the presentation.

List ways that you included multiple intelligences in your planning.

Pair and share

Encourage self- assessment for intrapersonal intelligence

spacial intelligence by showing a visual on what they shakeology
claims we they are adding into their shakes
Repetition to help form short term memory connections
4.
Explain how your planned evaluation method will show whether your
learning objectives were met.
We plan to have people pair and share pros and cons they feel come from
fad diets as a whole. We want to track this as a conversation rather than a
written evaluation. The seniors seem to really like when we talk things over
instead of do written activities. Also to fulfill objective one the seniors will be

able to complete their handout from the beginning that shows what they
heard about the diet originally and what they learned about the diet.
5.

What problems did you encounter in the development process?

The fad diets didnt have any scientific articles to back up or disapprove the
diets. We had to work on figuring out things in the diet like a puzzle. Also,
shakeology seemed to cover their tracks up easily because we could not find
anything to back up the items that they were claiming. This ended up being
a big focus point for us because the information wasnt just laid out for us we
had to dig and get to the bottom of it.
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 before we were told 8 people were going to attend our presentation.
This was after we printed enough copies for 35 people because we had 30
people sign up for our bone health presentation. Knowing that the last
presentation had a large room, we assumed we would be in the same room
and planned for that. When we arrived we realized we were in a much
smaller space and it would be difficult to walk around. We were able to set
up tables for our audience so that was good.
Prior to the presentation, Ali and I got together and realized that our words
under the slides were all over the place. It was something we didnt catch
prior to the finalizations before our powerpoint. We started early and so
luckily we were able to transition and organize our notes to make more
sense.
2.

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

The presentation ended up taking longer than needed. This created a

challenge because we didnt have enough time for our evaluation at the end
of the presentation. Also, we realized that we had way too much content in
our presentation. Ali and I always do a lot of research to make sure we know
what people are saying and use our own knowledge. So when we are in front
of a group we almost information load because we want to show we know a
lot to be considered a expert, however this is something we realized we
really need to work on in the future.
Our activity at the beginning to get people to think about their thoughts on
fad diets was not easy to use because people didnt participate as much as a
larger group would have. We were able to work through it though.

3.
How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
The audience engaged in the presentation by asking questions and
commenting on each FAD diet. Some audience members added in stories
about food trends they have heard of. The audience seemed surprised by
some of the diets, especially the rules and restrictions as well as the science
behind the diets.
Our preceptor liked the layout of our presentation, however she thought we
had too much information. She would have liked us to have more of a
discussion based presentation. Ideally, we would have given half the amount
of information and we would have had more involvement from the audience.
4.

How well did the audience grasp your objectives?

It seemed as if the audience grasped the concepts well. When they didnt
fully understand something they made sure to ask questions. I am however
not 100% sure because we were unable to get to our evaluation to see how
much understanding the group had with the content by the end of our time
with them.
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 we could do it differently we would add more activities or a demonstration
into the powerpoint to give the seniors a brain break. We were content
heavy and felt at some times we lost the seniors focus. We would want to do
what we could to keep them engaged.
The material was written well for the senior population. However, it seemed
that the topic was a topic that the adult population would be more interested
in than the seniors. The bone health topic for our previous presentation was
great because it was really targeting the senior population. A 30 year old
isnt necessarily worried about osteoporosis like a senior would be. Where a
30 year old mightbe juice fasting but I find it hard to picture a senior juice
fasting.
6.

Recommendations for future Interns:

Do not information load the seniors. There has to be a brain break in order
for them to stay engaged!
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): 28 x 2 = 56 x 25 = $1400 total
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): $1400
Copies: 280 copies x $0.05 = $14
Food: 0
Other supplies and costs: 0

Overall costs: $1,414

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.