Running head: INSTRUCTIONAL PLAN AND PRESENTATION

Instructional Plan and Presentation

Susan Lance
CUR/516
December 15, 2014
Carrie Lewis

INSTRUCTIONAL PLAN AND PRESENTATION

Instructional Plan and Presentation Outline

I.

Training name and title: Sharp Healthcare department of preventive medicine

II.

Healthy Choices workshop.

Workshop description: Sharp Healthcare is conducting a one-day, three-hour
workshop that will discuss the relationship of the prevalence of disease and a direct
association with ones diet. Dieticians will discuss how a revised diet can be
beneficial for the management of obesity, chronic diseases, and other debilitating
maladies. Patients will learn the benefits of making healthy food choices, and learn
how to differentiate between unhealthy and healthy foods. Lastly, workshop
attendees will be educated on what vitamin and mineral enriched low-fat foods are
essential to a well-balanced diet. And why these foods prevent disease in humans.
Participants will demonstrate how to prepare a healthy meal from the food choices

III.

they made.
Target audience analysis: A brief audience analysis was conducted
A. Analysis- For purposes of gathering data to assess audience characteristics and
needs. Eight of the twenty participants of the Sharp Healthcare Healthy Choices
workshop voluntarily gave interviews. Twenty participants filled out survey and
answered a questioner (Wodkowski & Ginsberg, 2010).
B.
1. Interviews- One-on-one conversations with patients regarding how diet
modification relates to them, obesity and disease.
2. Surveys- Patient surveys that identify current knowledge of nutrition and
interest in the topic
3. Questioners- A handout with ten baseline true and false questions about
healthy and unhealthy foods. Three questions were to be answered in an essay
format per question.

INSTRUCTIONAL PLAN AND PRESENTATION

C. Audience Characteristics-Healthy Choice enrollees are patients at the Sharp

Healthcare facility in San Diego. Participants range in age from 40-70 years old
and the female gender makes up 70% of the class. Most are retirees who have life
threatening illnesses or are clinically obese. Learning styles are auditory and
visual. Patients have volunteered to attend a three-hour workshop to learn
information and gain knowledge on diet modification and how obesity is
associated with disease.
IV.

Module of delivery: (classroom setting) Instructional methods will include three

basic methodologies; performance, analysis, and knowledge (Wodkowski &
Ginsberg, 2010)
A Modules addressed through:
1. Brief Introductory Presentation- A short presentation from instructor and
icebreaker introductions
2. Video on Obesity and Disease-A forty-five minute video on diabetes and heart
disease followed by a question and answer session.
3. Group Study Instruction-Small groups of five will be given a handout on a
case study that is left open to debate, after reading they will discuss and
interact to find a solution. They will share their findings with the class.
4. Role-Play Simulation-Two participant will role play, one as an employee and
the other as a customer where different unhealthy and health foods are placed
on a covered table representing a section of the supermarket. The customer
will then pick six healthy foods from the table on a write each one on a sheet

V.

of paper.
B. Timeline of workshop
1. Three-hour workshop-Saturday 9am-12pm
Three course goals:

INSTRUCTIONAL PLAN AND PRESENTATION

1.

Upon the completion of this workshop, participants will be able to identify

and choose healthy foods from unhealthy foods while shopping or at social

gatherings.
2. Upon the completion of this workshop, participants will be able to make
healthy choices regarding food products and apply that knowledge to plan
a well-balanced daily intake menu. A regimen that helps promote a healthy
lifestyle and minimizes the risk of disease and obesity.
3. Upon completion of this workshop, participants will identify (know) and
explain how diet contributes to disease and obesity and how it is relevant to
their personal lives.

References
Wodkowski, R. J., & Ginsberg, M. G. (2010). Teaching Intensive and Accelerated Courses.
Instruction That Motivates Learning (Rev ed.). Phoenix, AZ: John Wiley & Sons Inc.