A Twenty-Minute Toolbox Talk on Sun Safety: A Teaching Plan for a Landscaping Crew, Objectives First and Checks Built In
Student Name
American College of Education
NUR4073: Health Promotion
Module 5 Assignment
Instructor Name
November 30, 2026
Learners and Setting
The learners are the fourteen members of a residential landscaping crew who work outdoors from March to November in a sunny southern state. The crew, the company and the session are composites written for this assignment. The crew includes workers aged 19 to 58; four speak Spanish as their first language, and the foreman will interpret where needed. Most have light to medium skin that burns before it tans. None has had a skin examination, two report a sunburn in the past week, and the company provides water and shade breaks but no sunscreen or sun-protective clothing.
The session will be delivered as a toolbox talk, the brief safety meeting the company already holds each Monday at 0645 before crews leave the yard, in the covered equipment bay, with everyone standing. The time limit is twenty minutes. Reinau et al. (2013) systematically reviewed studies of outdoor workers and found that sun-protective behavior was largely inadequate, with many workers rarely wearing long sleeves, hats or sunscreen while working in the sun, and that occupational sun-safety education showed growing evidence of improving protective habits. The setting shapes every decision in the plan: a group standing in an equipment bay at dawn needs a lesson that fits in their hands and on their bodies, not on slides.
Objectives
The objectives are written before any content is chosen, using action verbs that can be observed. Anderson and Krathwohl (2001) recast Bloom's taxonomy as six kinds of thinking that climb from recall toward creation, and the objectives below are set at three of those levels so the session asks for more than recall.
By the end of the twenty-minute session, each worker will be able to state the two hours of the day when ultraviolet exposure is strongest on their route, which is a remembering objective. Each worker will be able to demonstrate the amount of sunscreen needed to cover the face, neck, ears and forearms and the point in the day when it must be reapplied, which is an applying objective. And each worker will be able to examine the backs of both hands, forearms and neck of a partner and identify any spot that is new, changing, bleeding or different from the rest, using a pocket card, which is an applying objective with an element of analyzing. Every objective names something a worker will do in front of the nurse, because an objective that cannot be seen cannot be checked.
A fourth outcome is behavioral and is measured later rather than in the session: within four weeks, at least ten of the fourteen workers will report wearing a hat and long sleeves or reapplied sunscreen on most workdays.
Content, Method and Check for Each Objective
For the first objective, the content is the ultraviolet index and the hours when it peaks, usually late morning to mid-afternoon, and how the crew's schedule places them in open lawns during exactly those hours. The method is a two-minute discussion using the crew's actual Monday route. The check is a quick round in which the nurse asks three workers, chosen at random, to name the peak hours; if any answer is wrong, the point is repeated before moving on.
For the second objective, the content is the quantity of sunscreen, roughly a teaspoon for the face and neck and another for each arm, and reapplication every two hours and after heavy sweating. The method is demonstration and return demonstration: the nurse measures the amount into her palm, then each worker takes a sample packet and applies it to one forearm while the nurse and foreman watch. The check is the return demonstration itself, followed by teach-back, asking each worker in their own words when they would reapply today. Ha Dinh et al. (2016) found in a systematic review that the teach-back method improved disease-specific knowledge and self-efficacy in several studies, and it is used here because it makes misunderstanding visible before the session ends.
For the third objective, the content is how to look for skin changes using a simple rule, anything new, changing, bleeding or unlike the other spots, printed on a pocket card in English and Spanish. The method is paired practice: workers pair up and check each other's forearms, hands and necks with the card. The check is that each pair tells the nurse what they looked for and whether they found anything to show a clinician. Weinstock et al. (2007) found in a randomized trial that an intervention teaching thorough skin self-examination substantially increased the proportion of participants performing it at twelve months, which supports teaching the skill rather than only describing it.
Materials, Language and Timing
The materials are chosen for a standing audience at dawn: sample sunscreen packets, one wide-brimmed hat and one long-sleeved sun shirt to pass around, and a waterproof pocket card with three pictures and fewer than forty words on each side, in English on one side and Spanish on the other. There are no slides and no handouts longer than the card. The foreman, who is bilingual, will repeat each key point in Spanish immediately after it is given in English, rather than at the end, so that the four Spanish-speaking workers take part in the demonstrations at the same time as everyone else.
The twenty minutes are budgeted in advance: three minutes for peak hours, seven for the sunscreen demonstration and return demonstration, seven for paired skin checks and three for questions and the tally. If the session runs long, the paired skin check is shortened rather than dropped, because it is the skill least likely to be practiced without guidance. The nurse will arrive at 0630 to set up so the session does not delay the crews' departure, which the foreman identified as the main reason earlier safety talks were rushed.
Evaluation at Two Points
Evaluation happens twice. At the end of the session, the checks built into each section give the nurse a count of how many workers met each objective, recorded on a simple tally sheet: fourteen for naming peak hours, fourteen for the return demonstration and the number of pairs who completed the skin check. Any worker who could not meet an objective receives a one-minute review with the foreman before leaving the yard.
Four weeks later, at another Monday toolbox talk, the nurse will ask workers to report anonymously on a show of cards how many workdays in the past week they wore a hat, wore long sleeves and reapplied sunscreen, and how many had a sunburn. The foreman will also report whether the sunscreen dispensers the company agreed to install on each truck are being refilled, which is an environmental measure of whether the teaching has been supported. If fewer than ten workers report protective behavior on most days, the nurse will ask the crew what got in the way and adjust, rather than repeat the same lesson.
Conclusion
This teaching plan fits a twenty-minute toolbox talk to a crew who spend most of their working hours in strong sun. Writing objectives first, at more than one cognitive level, forced every part of the session to earn its place, and building a check into each section means the nurse will leave the equipment bay knowing which workers learned what. The plan also recognizes that teaching alone does not change behavior in a workplace that makes protection inconvenient, which is why it includes a company commitment to keep sunscreen on every truck. The session is small, but it is designed so that its effect can be measured.
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Ha Dinh, T. T., Bonner, A., Clark, R., Ramsbotham, J., & Hines, S. (2016). The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(1), 210-247. https://doi.org/10.11124/jbisrir-2016-2296
Reinau, D., Weiss, M., Meier, C. R., Diepgen, T. L., & Surber, C. (2013). Outdoor workers' sun-related knowledge, attitudes and protective behaviours: A systematic review of cross-sectional and interventional studies. British Journal of Dermatology, 168(5), 928-940. https://doi.org/10.1111/bjd.12160
Weinstock, M. A., Risica, P. M., Martin, R. A., Rakowski, W., Dube, C., Berwick, M., Goldstein, M. G., Acharyya, S., & Lasater, T. (2007). Melanoma early detection with thorough skin self-examination: The "Check It Out" randomized trial. American Journal of Preventive Medicine, 32(6), 517-524. https://doi.org/10.1016/j.amepre.2007.02.024
How this NUR 4073 Module 5 example is structured
NUR 4073 Module 5 commonly asks for the teaching plan itself, objectives first and checking built in; your classroom's instructions decide the learner, the topic and the template. This example starts with the learners and their situation, because objectives depend on who is learning. It writes three objectives at different cognitive levels, then gives content, method and a check for each objective in the same order, so every part of the session can be traced to what it is meant to achieve. Evaluation follows at two points, the end of the session and four weeks later, which is the difference between measuring a lesson and measuring a change.
NUR4073 Module 5 questions, answered
What does NUR4073 Module 5 usually ask for?
NUR4073 Module 5 commonly asks for a complete teaching plan: learner assessment, measurable objectives, content, teaching methods and evaluation. Many sections expect objectives written before content and a method for checking learning during the session. Your classroom's instructions decide the learner, the topic and whether a specific template must be used.
How do I write measurable learning objectives?
Start with who will do what, by when, using an observable action verb such as state, demonstrate, identify or apply. Avoid verbs like understand or know, which cannot be seen. Place objectives at more than one level of the revised Bloom's taxonomy so the plan asks learners to apply knowledge, not only recall it.
What does checking built in mean in a teaching plan?
It means each part of the session includes a way to confirm learning before moving on, such as a return demonstration, teach-back or a quick question to several learners. Built-in checks catch misunderstandings while the nurse can still correct them, which an end-of-session quiz alone cannot do.
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