Example of Community Engaged Learning Report & Presentation - - PDF document

Example of Community Engaged Learning Report & Presentation

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DHYG 410

Description: In this report and presentation you will utilize the concept of situational analysis to draw attention to the social determinants of health and societal structures that infmuence both the individual and the organization characteristics of a community partner and special care population that you worked with. The report is designed to document your community experience and demonstrate your understanding of a particular community organization and special care population. We will be looking for your ability to collect credible assessment data through scientifjc literature, grey literature and community organization resources, utilize this information to develop a program and how you implemented and evaluated your activities. This will require you to refmect thoughtfully about your community experiences. The presentation of your report will be your opportunity to inform your peers, faculty members and community guests about the program you developed and to lead a thoughtful discussion on lessons learned and future considerations. Competencies: Directions: The following points provide detailed information about this assignment which is worth 10% of your total grade. To complete the assignment you need to arrange your report to demonstrate the process of care (ADPIE) that you implemented. Students at each community organization will work as a team to complete this assignment. Dental Hygiene Competencies Assessed Include: Knowledge of Discipline X Health Promotion X Professionalism X Disease Prevention X Communication X Oral Health Education X Collaboration X Advocacy X Coordination X Policy Use X Research Use X Clinical Therapy X Leadership X Scientifjc Investigation

Assessment:

• 1. Acquire information, both longitudinal and cross-sectional data about the special

population and the community organization supporting them through multiple sources such as journals, reports and organizational resources.

• 2. Develop a profjle of your special care population regarding their physical, economic, social,

cultural and political environment. Assess both the internal and external environment. The Precede-proceed model frames assessment in the community context in the following way:

• Social assessment
• Epidemiological assessment
• Behaviour and environmental assessment
• Education and ecological assessment
• Administrative and policy assessment

You may also wish to explore the Oral-Health Related Quality of Life Model. This model draws attention to the following: The wording may be slightly difgerent but each of these models draw attention to the social determinants of health and societal structures that infmuence both the individual and the

• rganization characteristics.
• 3. Identify policies infmuencing the oral health and quality of life of your special care

population.

• 4. Look for alignment of data and relationships between data.
• 5. Analyze and refjne the relationships you perceive through the exploration of literature. You

may wish to use some mind mapping / decision trees to identify the relationships. If you conduct an internet search of either of these terms you will fjnd lots of guidance in this area.

• 6. Interpret your fjndings by articulating the relationships you see and the rationale to support

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Example of Community Engaged Learning Report & Presentation

• Health
• Preclinical disease
• Biological/ physiological factors
• Health perceptions
• Symptom status
• Functional staus
• General quality of life
• Environmental infmuences
• Sciocultural infmuences
• Economic infmuences
• Characterists of the individual

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Example of Community Engaged Learning Report & Presentation

• 7. Document your assessment fjndings through the following SWOT headings:
• Strength of their situation concerning oral health and quality of life,
• Weaknesses of their situation regarding oral health and quality of life,
• Opportunities to maintain and improve their oral health and quality of life, and
• Threats and challenges to their oral health and quality of life.

Diagnosis:

• 1. Identify gaps in and problems with current oral health services for your special care population

and community organization. Plan:

• 1. Identify practicable/ workable and sustainable activities and programs that are most likely

to improve your community organization and your special care population’s oral health and quality of life and how.

• 2. Prioritize these opportunities and support the prioritization with rationales.

Implementation:

• 1. Describe the activities (clinical, educational, advocacy, volunteer) that you implemented at

your community organization. Resources such as pamphlets that you designed need to be added as an Appendix. Evaluation:

• 1. Describe the impact of your program. This can be based on the types and numbers of

services provided, client and/or site satisfaction, cost analysis, etc.

• 2. Develop a conclusion for your program that includes lessons learned and recommendations

for the future.

• 3. Give appropriate credit to the work of others through quotations and citations. Refer to the

following website for guidance in this area. How to avoid plagiarism: http://learningcommons.ubc.ca/resource-guides/avoiding- plagiarism/ It is also essential for you to be aware of the consequences of plagiarism so do also visit the site below to ensure you are familiar with the UBC academic policies in this area. The consequences of plagiarism. UBC’s academic policies: https://academic.ubc.ca/ support-resources/ubc-policies-guidelines

• 4. Submit your report to your instructor 1 week prior to your presentation date.
• 5. Develop and deliver a 15-minute professional presentation for your classmates, faculty

members and community guests to identify the highlights of your community experience and your special care population. Refer to the rubric at the end of this fjle for more information about how you will be graded.

Beginning/ Needs knowledge and practice < 60% Approaching/Knowledgeable, needs practice 60-74% Fully Meeting/Competent 75-90% Exceeding/Mastery: Able to set example, teach

• thers

>90%

Knowledge of Discipline and Community/Research Use Knowledge and assessment of community’s quality of life and oral health issues: How do the students present and utilize ADPIE and SWOT frameworks to share community oral health issues in relation to key health models, policies and literature? Demonstrates a defjcit-based perspective of community, information included identifjes issues afgecting oral health and quality of life by using ADPIE and SWOT framework with a mention of key health models, policies and literature Demonstrates an inclination towards asset-based perspective, information included identifjes and describes issues afgecting oral health and quality of life by using ADPIE and SWOT framework with appropriate connections made to key health models, policies and literature Demonstrates an asset-based perspective in utilizing ADPIE and SWOT frameworks to identify, discuss, analyze and evaluate the quality of life and community

• ral health issues in a critical manner with efgective

connections made to key health models, policies and literature in relation to processes of care and students’ community experiences Demonstrates an asset-based perspective in utilizing ADPIE and SWOT frameworks to identify, discuss, analyze, evaluate and address the quality of life and community oral health issues with a synthesis of community issues with key health models, policies and literature and processes of care and students’ community experiences Professionalism Ethical, culturally appropriate community engagement and leadership: What evidences of implementation of culturally safe clinical practices and policy use that could improve community well-being are present in students’ work? Does not include any evidences of and/or willingness for community well-being and actions taken to promote community health and oral health education Indicates willingness to advocate for community well- being without indicating any evidences of actions that were taken to promote community health and oral health education Includes evidences of advocacy for community well- being with logical reasoning for actions taken to promote community health and oral health education as a student team Includes evidences of advocacy for community well- being with logical reasoning for actions taken to promote community health and oral health education with efgorts for active involvement with/of community members Collaboration and coordination Team work and engagement with the community: What evidences of collaboration and coordination among students and community are present in students’ work? Does not mention collaboration and coordination and/

• r include any examples of specifjc situations and

measures used for confmict resolution/improvement of collaboration and coordination among team members and community Stresses the need for collaboration and coordination without any explicit examples of specifjc situations and measures used for confmict resolution/improvement of collaboration and coordination among team members and community Includes explicit evidences of collaboration and coordination among team members and with the community with examples of specifjc situations and measures used for confmict resolution/improvement of collaboration and coordination among team members and community Includes explicit evidences of collaboration and coordination among team members and with the community with explicit examples of specifjc situations and measures used for confmict resolution/improvement

• f collaboration and coordination among with specifjc

emphasis given to the learning that happened through community engagement Communication Writing, presentation style and inclusion of resources: In what ways students present their community engaged learning experiences in written and/or verbal formats? What type of resources are referenced and how the information gathered is utilized to share community health issues and engagement? Language used to present information is diffjcult to understand with many spelling and/or grammatical

• errors. Does not follow formatting guidelines and

reference style. Inclusion of scientifjc and grey literature and community resources needs improvement (Literature used is mostly secondary and information is included as individual points) Language used to present information is clear but the

• rganization could be improved. Minor errors in spelling,

grammar, formatting guidelines and reference style. Emphasizes need for an asset-based understanding

• f community health issues and culturally appropriate

ethical engagement with no explicit evidences of actions. Individual inclusion of key points from appropriate scientifjc and grey literature and community resources Language used is coherent and concise with minor spelling and grammatical errors. Completely follows formatting guidelines and reference style. Clear demonstration of an asset-based understanding of community health issues and culturally appropriate ethical engagement and clinical care processes with the community with appropriate inclusion of relevant scientifjc and grey literature and community resources Writing is persuasive and exemplary with no spelling and grammatical errors. Completely follows formatting guidelines and reference style. Demonstrates critical analysis, synthesis and interpretation of information attained through students’ own community experiences along with synthesized inclusion of relevant scientifjc and grey literature and community resources woven with clear evidences of an asset-based understanding

• f community health issues and culturally appropriate

ethical community engagement and clinical care processes

Example of Community Engaged Learning Report and Presentation Rubric (DHYG 410)

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Co-created with Dr. Leeann Donnelly, Instructor in Dental Hygiene, Faculty of Dentistry