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Bioterrorism Teaching in the Community, Questionnaire Example

Pages: 4

Words: 1179

Questionnaire

Planning Before Teaching

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: The teaching will last for two days but it can be extended depended on the learners willing to attend the teachings Location of Teaching: Teaching should be located at public places like the trading centres or the school

 

Supplies, Material, Equipment Needed: The learners should be supplied with writing materials, apparatus to show them how the viruses can be deliberately released. There should be tents for shades and some drinks. Estimated Cost: The estimated cost of the teaching plan is $500

 

Community and Target Aggregate: the teaching is targeted to the entire community members

 

Topic:Bioterrorism/Disaster

Epidemiological Rationale for Topic (statistics related to topic): many terrorists have resorted to bioterrorism because it cannot be detected easily and it can take some hours for the signs to be seen. The released viruses, bacteria and toxins can be developed to be resistant to drugs.

Nursing Diagnosis: to deal with bioterrorism, the released viruses, bacteria, and toxins are diagnosed through various tests to know which of them was used during the deliberate release.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

After communicating the date and venue of the teaching, attendance of the community members will prove that they are ready to learn. Another factor is residents’ participation in asking questions before and even during the teaching. Residents will ask how they can benefit from bioterrorism teaching.

Learning theory that should be utilized during when teaching is constructivism. In this theory, the learners are encouraged to participate in the process of learning. The learners will ask questions and contribute various ideas when learning is taking place. The theory will make the learners understand better the teachings(Jandu 2012, p. 460).

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.

HP 2020 objective is to bring together the community members to understand about bioterrorism and prevent it from happening in future.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

Alma Ata’s health is care for all the people while HP 2020 is trying to assist all the community members. In both of them, they are trying to assist people equally.

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
(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.

1.      The community members should know how the viruses, toxins, and bacteria are released.

 

1. Bioterrorism can be released in form of toxins, viruses, agents, and bacteria 1. Cooperative – the community members and the teacher will rely on one another by contributing what they know about the topic
2.      Signs of how an individual affected by the viruses and bacteria released behaves.

 

2.It takes time to show signs and symptoms 2. Situated learning – the teacher will show them how the viruses and bacteria are deliberately released.
3.      At the end of the teaching, community members should be able to teach other people about bioterrorism.

 

3. It can affect plants, animals, and human beings. 3. Project-based – the teacher will concentrate on what is happening in the field. In this case, deal on how bioterrorism is administered.
4.      To reduce the spread of bioterrorism in the community the residents should understanding negative effects. 4. It needs great awareness in the community for people to understand how to respond to bioterrorism. 4. Inquiry-based- the community members will ask the teacher questions on what they are being taught.

Creativity: How was creativity applied in the teaching methods/strategies?

Creativity will be utilized because the learners will contribute what they know about the topic. When measuring the objectives, the teacher will ask the learners questions relating to what he/she have taught them. The teacher can offer a practical test to the learners to test their level of understanding.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1) The teacher should test the understanding of the community members on how bioterrorism is administered.

2) The teacher should ask the members in attendance to describe the signs of people affected by bioterrorism.

3) The community should be asked to explain to the congregation about bioterrorism to prove that they can teach other people.

4) Bioterrorism will be reduced because community members will have understood the negative effects.

 

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

The teacher can evaluate his/her teaching by asking questions relating to the bioterrorism teachings throughout the teachings. Evaluation will enable the teacher to know the level of understanding of the community members and the points stress for better understanding.

Planned Evaluation of Lesson and Teacher (Process Evaluation): the teacher should start the process of evaluation when he/she is teaching. Another part evaluation can be after the teaching by observing how the community members are applying what they learned about bioterrorism in the lives

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Some of the barriers that the teacher might face during the teaching process are poor attendance and low level of understanding. To improve the number of residents attending the teachings, the teacher can even motivate the learners by offering food or even beverages after the teachings. To handle the problem of understanding, the teacher should repeat the teachings and even use practical lessons.

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?

For a better communication, the teacher should start by highlighting the importance of the teachings to the learners (Olsen 2014, p. 2). The learners will be influenced to attend the teachings. The teacher should apply non-verbal communication techniques like sign language where facial expressions and gestures are used. Non-verbal communication is very important because some learners might be having hearing problems.

References

Olsen, M. (2014). Teaching Bioterrorism Preparedness with Simulation-The Pneumonic Plague Example. J Clin Res Bioeth, 5(164), 2.

Jandu, N. (2012). Microbiology for the masses: teaching concepts and skills for a general audience. Trends in microbiology, 20(10), 459-460.

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