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: Diabetes Support Group
Event Date: May 12, 2016

Topic: Seasonal, Local Eating

Location: Cheshire Medical Center

Intern Name(s): Hannah Wise & Carol Anne Simpson

Team Leader: N/A

Preceptor: Whitney Hightower

Person responsible for writing the COP: Hannah Wise

B. NEEDS ASSESSMENT:
1. Identify site contact
Patti Schuman, RD - leads Diabetes Support Group (pschuman@cheshire-med.com)
2. Identify population
a) Gender: Mixed
b) Age: Mixed (usually ranges from 50-70 years of age)
c) Education level: Mixed
d) Number of participants: 10-15
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
April presentation: Nutrition & Immune Health (taught by Carol Anne and I)
b) What the audience knows:
The audience knows the importance of eating fruits and vegetables and they have
heard benefits of eating locally/seasonally. They are unsure of what all the benefits
are and how they can be affected on an individual basis.

c) What the audience wants to know - what is relevant

Audience is interested in learning about summer salads, smoothies, and ways to
utilize fresh, local produce during the summer months.
d) Evaluate health literacy - and other cultural issues
The audience has a mid-level health literacy. They understand that lifestyle choices
influence our health. They understand relevant DM medications and have a fair
understanding of carbohydrate content of foods as well as how too much/too little
carbohydrate makes them feel.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources
Access to computer, Powerpoint, projector, GoogleSlides

Availability of food prep area

There are no sinks or kitchen space available for food prep. Depending on the recipe
a table could potentially be used to demo recipes. There is also a large counter in
the back that may be used as a food prep area.

AV resources - space available for visual teaching aids

Computer and projector are available

Powerpoint is available, can access google slides
5. Day of week/ time of day for presentation
Thursday May 12th
6:30-7:30pm
6. Duration
a) Attention span

 This age group can have varying attention spans, we will try to take a break every
15-20 minutes from content - although we anticipate that the group will be engaged
and participating in discussion throughout the presentation. We anticipate that they
will be able to concentrate through the entirety of the presentation.
We learned from our first presentation that this group has a tendency to get off
topic easily. We will have to focus more on remaining on track and tying the group
back to the relevant information.
b) Conflict with other activities for population
This presentation is scheduled during the monthly Diabetes Support group meeting,
so their should be no other activity conflicts. Attendance is voluntary.
7. Marketing potential - whose responsibility
Marketing is the responsibility of Cheshire Medical Center
Since we presented to the same group in April, Carol Anne and I were able to
market this class at the previous meeting.
8. Budget
a) Will there be a charge- N/A
b) Funds to cover supplies- $10 through internship, Cheshire to cover the rest
c) Cost of marketing- Responsibility of Cheshire Medical Center
9. Best way/time to reach site contact for future plans
Email, anytime
10. Write a community group focused PES statement based on your
assessment.
Food and nutrition related knowledge deficit related to lack of prior education on
nutrition and immune health as evidenced by request from group to review topic.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1.

Meeting Dates

Dates scheduled for planning and who will attend.

April 28th @ 4:30pm- Initial brainstorming meeting (Hannah & Carol Anne)
May 2nd @ 5:00pm- 7 day preparation (Hannah & Carol Anne)
May 9th @ 3:00pm- Content finalization (Hannah & Carol Anne)
May 10th @ 12:00pm- Recipe testing (Hannah & Carol Anne)May 11th @4:30pm- Final presentation run through (Hannah & Carol Anne)

7 day meeting -May 5th @ 11am- Hannah, Carol Anne, Whitney

Evaluation meeting scheduled for: 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?
Before starting our series of two presentations to this group, Carol Anne observed a
meeting and asked the topic preferences of the group.many group members were
very interested in learning more about the benefits of seasonal, local produce and
how to incorporate it into their daily meals.
In order to prepare, both Carol Anne and I researched benefits of local, seasonal
foods (health, community, environment), ways to take advantage of the farmers
markets, and quick/easy recipes that utilize local produce.
3.

How did you go about the development process? Who was involved?

Carol Anne and I met for a brainstorming meeting. We established a rough outline of
how we wanted to class to flow and then delegated sections of the presentation.
Carol Anne presented on a similar topic to another group of seniors so our
brainstorming session was relatively straightforward.
4. What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.
Mother Earth Living:
Alterman, T. (2012, November). The Benefits of Eating Locally Grown, Seasonal
Food. Retrieved May 03, 2016, from http://www.motherearthliving.com/food-andrecipes/sustainable-food/locally-grown-seasonal-food-zmoz12ndzmel.aspx?PageId=1
NC State Cooperative Extension
Dunning, Rebecca. "Research-Based Support and Extension Outreach for Local Food
Systems." NC Cooperative Extension, Aug. 2013. Web. May 2016.
Sustainabletable.org
"Local & Regional Food Systems." GRACE Communications Foundation. Web. 03
May 2016.
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:
1. Audience will choose one way to incorporate seasonal produce into their everyday routine.
2. Audience will identify at least one benefit of eating seasonal/local produce.
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.)
See attached document
3.

Describe how your presentation addresses different learning styles:

Auditory: We will be providing information through lecture, we will also be

encourage participation, sharing and discussion throughout the presentation.
Visual: We will provide information through powerpoint for the audience. We will
also provide a handout, which will be a good visual.
Kinesthetic: Participants will have the opportunity to be involved in the food demos.
The icebreaker is also an interactive game.
List ways that you included multiple intelligences in your planning:
-

Linguistic - Participants are encouraged to share their experiences ask questions

throughout the presentation.
Spatial/Logical/MathematicalInterpersonal: Sharing with the group, asking questions and participating in
discussion.
Intrapersonal: Audience members will be encourage to think about how the can
include these foods into their daily diets.
Musical: N/A
4. Explain how your planned evaluation method will show whether your
learning objectives were met.
Our evaluation method is a beachball game in which participants answer a
question that corresponds with the color their right thumb lands on when they catch
the ball. The questions align with our class objective, participants responses will let
us know how well our objectives were met.

5. What problems did you encounter in the development process?

We encountered very few problems in the development process of this presentation.
Our topic is pretty straight forward and one that both Carol Anne and I are excited
about. We struggled with decided whether or not to include a food activity. Both of
us feel food activities are beneficial and usually a relief from a content heavy
presentation. However, the food activity we did last presentation (antioxidant salad)
did not go over very well and participants seemed disinterested in participating.
Because of this, Carol Anne and I are going to demo foods and allow for voluntary
participation.
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.
Everything went very smoothly the day of the presentation. The room was being
utilized for back to back presentations so we were unable to get in early to set up.
Luckily, we did not have much to set up this time since we premade our snack
ahead of time. About 10 people attended the class, which seemed slightly smaller
than our first presentation. There were a few familiar faces mixed with some new
ones. The audience was energetic and engaging as always. They were great
participants, asking relevant questions throughout the presentation.
2.

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

The presentation went as planned. Since this was our second presentation to the
same group, the logistics of the presentation went more smoothly. I was also
significantly more confident and comfortable presenting. Since the audience
members were able to get to know us through the previous presentation, they
seemed more comfortable as well. We divided the content up well and the
presentation flowed nicely from one topic to the other. The icebreaker was also
successful in getting people to think about the importance of eating local produce
and to warm the group up to each other. Our evaluation was also more interactive
than our previous presentation. It also gave everyone in the group a chance to
express what they learned without being put on the spot.
3. How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
The audience enjoyed our presentation and expressed their appreciation for our
time. A handful of participants came up to us after the presentation to thank us
individually and to let us know they always look forward to our presentations.
Preceptor feedback: Whitney provided us with excellent feedback. She said she was
so engaged in the presentation that she didnt even remember to take notes, and
this one was of her favorite presentations this year! She said we did a good job of
mixing evidenced based knowledge with fun, conversational content.
4.

How well did the audience grasp your objectives?

The audience grasped our objectives well. Everyone was able to answer the
question they were given at the end of the presentation. Most audience members
left with a better understand of what local and seasonal foods are and effective tips

and strategies for incorporating local produce into their lifestyles. Audience
members greatly appreciated our resource list and the recipes we provided.
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 had more time, I would've liked to go into the environmental impacts of eating
locally. It also would have been nice to demo one of the salads we talked about. We
decided not to do salad because it didnt go over very well in the previous
presentation. But the audience was very intrigued about different kinds of salads
and learning about new seasonal combinations. Our material was also effective for
this audience. Since it is a small intimate group, using the power point with large
words and speaking most of the content works quite well. Our handout was also
effective and the audience members were glad they had a list of seasonal produce,
farmers market resources, and suggestions for further reading.
6.

Recommendations for future Interns:

For future interns, I would recommend keeping the content relatively short for this
group, with many opportunities for discussion. They are a chatty and engaging
group that adds a lot to the presentation. I would also recommend including a
snack, but not a food activity. From our experience, this audience was not too
enthusiastic about participating in making the food. Before we started the
development process of these two presentations, Carol Anne observed one of their
support group meetings and asked what they specifically were interested in. I
recommend continuing to do this in the future in order to gear the presentation
towards their preferences.
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): 15x 2 interns. 30 hours x $25= $750
Food: Own money used.
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): 1 hour x 2 inters= $50
Copies: 15 color copies front and back= $2.40
Food: $9.26
Other supplies and costs: N/A

Overall costs: $811.66

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.