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: Munsonville Ladies Group

Topic: Nutrition and Aging

Event Date: Tues 11/17 2:00 pm

Location: The Chapel By The Lake

Intern Name(s): Katie Glynn and Stephanie Macleay

Team Leader: Katie Glynn

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Katie Glynn

B. NEEDS ASSESSMENT:
1. Identify site contact

Marlene

2. Identify population
a) Gender

Females

b) Age

Seniors 55+ ?

c) Education level

Assuming high school education, out of school for a while

d) Number of participants

12

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
b) What the audience knows
c) What the audience wants to know - what is relevant
d) Evaluate health literacy - and other cultural issues
The topic was predetermined and assigned to us. We did not speak to the group or observe the
setting.

4. Setting - tour of facility

a) Room size and set up (diagram)
b) Presentation resources

Availability of food prep area

AV resources - space available for visual teaching aids

Because we had to plan this presentation before knowing the location and resources, we played it
safe and assumed we would not have any AV resources and planned to do a flipchart presentation.
We also did not know what type of food prep area we would have (if any), so we planned foods that
we can bring and serve either room temperature, or keep warm in a slow-cooker. Room size and set
up are unknown.
5. Day of week/ time of day for presentation

Tuesday at 2:00 pm

6. Duration
a) Attention span

~20 minutes

b) Conflict with other activities for population

No foreseeable conflicts

7. Marketing potential - whose responsibility

This presentation is a private event for the Munsonville Ladies Group. We assume the leader
of this group has let the members know about the presentation.
8. Budget
a) Will there be a charge

No

b) Funds to cover supplies

$12 ($1/per person)

c) Cost of marketing

N/A

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.
Lack of knowledge regarding changing nutrition needs related to a food- and nutrition-related
knowledge deficit as evidenced by the group proactively seeking to learn about nutrition and aging.
C. RESEARCH AND PLANNING (how, who, and when the process of your work):
1.

Meeting Dates

Dates scheduled for planning and who will attend.

(All meetings include both partners)
11/4 First brainstorming meeting (phone)
11/10 Go over materials and send to Stephanie (phone)

11/12 Meet to revise anything needed after 7-day (in person)

11/15 Make flipchart (in person)
11/16 Rehearse presentation (phone)

7 day meeting -

Thursday, 11/12 8:00 am

Evaluation meeting scheduled for: Tuesday, 11/17 3:00 pm

(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?
We were told that the ladies requested a presentation on general nutrition for healthy aging.
To prepare, we put together a program that with a fun icebreaker, a flipchart presentation to educate
them, food samples that apply the information we are presenting, and a fun game at the end to
solidify the knowledge learned and prove they have met the objectives for the day. We researched
information on topics we deemed most important for their population - metabolism changes, nutrient
absorption changes, sensory changes, and ways to boost immunity through nutrition.
3.

How did you go about the development process? Who was involved?
Both Stephanie and I brainstormed what topics to present, what order to present them in,
and the ideas for snacks, game, and icebreaker. We then split up the work to work independently,
putting our ideas in a shared powerpoint as a rough draft for what the pages of the flipchart will
eventually look like after the 7-day meeting.
4.

What resources did you use? Why did you choose them and how did you find them? Relate back
to your assessment section.
We used a basic nutrition textbook (Nutrition Science and Applications, Smolin & Grosvenor,
2010) for information on changes experienced by older adults. We chose this text because it provided
credible, basic nutrition information for the aging adult. We also used a few online sources for
cross-referencing nutrition needs of older adults as well as ideas of spice combinations and nutrient
dense recipes.
D. DEVELOPMENT (what the outcome of your planning and development):
1.

Measurable Learning Objectives:

1. Participants will be able to identify one way how their metabolism & bodily functions are
changing due to age.
2. Participants will be able to identify at least one nutrient that is important for healthy aging.
3. Participants will be able to identify two nutrient dense foods.
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: Speaking throughout presentation, verbal Q & A with Wheel of Fortune game,
verbally expressing plans for call to action

Visual: Flipchart with words and pictures, writing down what they know about nutrients, the
handout

Kinesthetic: Wheel of Fortune game, bean dip sample

List ways that you included multiple intelligences in your planning.

For lower reading levels: Flipchart will have pictures (not just words), wheel of fortune activity
requires no reading

4.

Explain how your planned evaluation method will show whether your learning objectives were
met.
The ladies will be paired up and asked to spin the Wheel of Fortune. Instead of having to
guess a letter and then a sentence like the TV show, they will work with their partner to answer a
fill-in-the-blank question that we will read aloud to them. Each of the six questions asked will have
them identify exactly what we outlined in our objectives - how their metabolism & bodily functions
are changing due to age, nutrients that are important for healthy aging, and two nutrient dense foods.
5.

What problems did you encounter in the development process?

No problems so far!
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.
We arrived at the Chapel and realized we would be giving the presentation right in the sanctuary, in
front of the altar. It was
very
cold in the church, so with Stephanies permission, we kept our coats on
for the presentation. Set up went smoothly, the dip turned out great and it so happened they had a

small kitchen where we could plug in the crock pot and keep it hot. We got started with the
presentation around 2:10. We had 9 ladies come, a bit lower than the expected 12.
2.

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

The presentation went a bit differently than we had planned. This was the first time the internship has
worked with this group of ladies, so we had no idea what to expect. We were not quite sure what the
average age was or the education level, so the content we prepared was based on the level of other
senior groups the internship works with (TOPS, Centennial Seniors). Because of their lack of
knowledge, they had a lot of questions and we kept getting off topic, which caused us to go way over
on our time - the presentation lasted a full hour when it was supposed to be 30 minutes with 15
minutes for questions. Also, the group activity did not go as well as we hoped because of their lack of
knowledge. They did not have much to contribute on each nutrient so going over it ended up feeling
very slow and cumbersome.
The Wheel of Fortune game went well, and I do feel that we were able to answer their (many)
questions as nutrition experts. The bean dip went over well too, they seemed to enjoy something
warm after being in that cold room!
3.

How did the audience react to the presentation? Summarize and comment on preceptor
feedback.
The ladies seemed to really enjoy our presentation. They had a good sense of humor, were very
engaged and curious, asking questions and responding to us as appropriate. They loved the Wheel of
Fortune game and complimented us on the flipchart saying it was very easy to read and much better
than powerpoint presentations. They thanked us multiple times and were very sweet.
Stephanie C. was just as surprised as we were regarding their older age and lower education level. She
assured us that it is not only okay, but sometimes necessary, to adapt on the fly if we realize an
audiences needs are different than what we prepared for. It just then becomes our responsibility to
have the breadth and depth of knowledge in whatever specific area to pull from as needed. Stephanie
also commented that the flow was a bit choppy, which I think was in part due to all of the audience
questions and subsequent tangents but partly because we planned on covering a lot of different
topics. She did think that we excelled in answering questions accurately, defining wellness concepts,
and being overall knowledgeable about the topic, and she thought the Wheel of Fortune was
awesome!
4.

How well did the audience grasp your objectives?

Our evaluation method was our Wheel of Fortune game, where each question asked related to a
specific objective. It was definitely challenging for the ladies to recall the answers that were just
provided to them in our program (which may have to due with age and memory-related issues), but
all of them were able to arrive at the correct answer after a few hints.

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?
I do feel that we were effective in reaching the target audience. I think most of them walked away
with more than one thing they didnt know before coming to the program. If we had even more time,
I would have kept up conversations from questions that they asked instead of returning to our
material so quickly. I would definitely keep a fun game next time and maybe a sweet-yet-healthy food
sample.
6.

Recommendations for future Interns:

Interns who work with this group in the future should note that the age range is about mid 70s to mid
80s and that their education level - at least as it pertains to nutrition - is relatively low, compared to
the other senior groups the internship has worked with so far (TOPS, Centennial Seniors). They would
benefit from more basic nutrition information (i.e. MyPlate, or even just focusing on a single nutrient
or fiber) as opposed to a more broad presentation or the biological/science end of things. They are a
talkative group so plan activities that take advantage of that.
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):
Stephanie
$25 x 31.25 hrs =
$781.25
Katie
$25 x 16.5 hrs =
$412.50
Food:
$0
(no testing)

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): 2 interns @ 1 hour =
$50
Copies:
$0
Food:
$10.18
Other supplies and costs:
$28
for flip chart

Overall costs:
$1281.93

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.