Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Grand Canyon University Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  

Whether one passes or fails an academic assignment such as the Grand Canyon University Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  

The introduction for the Grand Canyon University Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  

After the introduction, move into the main part of the Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal  

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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NRS 428 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the

   

   provider.

3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Community Teaching Work Plan Proposal

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 4 hours	Location of Teaching: Social hall/activities center
Supplies, Material, Equipment Needed: Educational materials and stationery: booklets, brochures, pens Technology: laptop, projector, internet connection, source of power	Estimated Cost: $400
Community and Target Aggregate: Young adults (below 25 years)
Topic: Obesity prevention and management

 

Identification of Focus for Community Teaching (Topic Selection):

Lifestyle and nutritional diseases are a menace affecting people, populations, and community health adversely. The focus of the community teaching is obesity, and the primary goal is to educate young adults on prevention and management.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Health statistics demonstrate obesity as a serious public health concern that profoundly affects people’s health. Obesity prevalence has increased over time, indicating that populations are at a higher risk than ever before. The Centers for Disease Control and Prevention (CDC) reported that obesity prevalence increased from 30.5% to 41.9% from 2000-2020 (CDC, 2022). With all populations at risk of obesity, the populace is at risk of obesity-related conditions such as heart disease, stroke, type 2 diabetes, and cancer (Bendor et al., 2020). The prevalence of severe obesity has also increased from 4.7% to 9.2% (CDC, 2022). The increased vulnerability to obesity-related conditions shows that the United States is yet to overcome the challenges of preventable and premature death. The treatment and management cost has also increased since the annual medical cost of obesity reached $173 billion in 2019 (CDC, 2022). Considering that diseases ruin people’s productivity and hamper nations’ growth, prevention should be a priority for health care professionals, stakeholders, and governments.

Nursing Diagnosis:

Individuals, families, and communities should be adequately aware of disease prevention and management strategies. They should also have the right attitude towards health and health-related behaviors to enable them to adopt healthy behaviors. Generally, there is a positive link between infection control and knowledge. Informed communities live safely and healthily hence low risk of infection.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

1. Attention: learners/participants ready to learn should be relaxed and waiting for the session to start.
2. Participation: they should actively answer pre-session questions such as their routine health behaviors, understanding of health and illness, and risky behaviors.
3. Anxiety: participants should be anxious about the lesson, which can be demonstrated by asking questions and interaction with learning materials.

The Health Belief Model (HBM) is a perfect fit for the community teaching exercise since its central tenet is behavior change. According to Luquis and Kensinger (2019), the model was developed to evaluate factors affecting people’s failure to adopt disease prevention strategies or screening tests for early disease detection. It can also be used to understand people’s responses and compliance with medical treatment depending on how they perceive an illness’s threat and the benefits of intervention measures.

The HBM has six constructs. The first construct is perceived susceptibility, which represents a person’s subjective perception of the risk of getting a particular disease (RHIhub, 2022). This construct will be utilized in the community teaching to evaluate the participants’ feelings of personal vulnerability to obesity. The second construct is perceived severity. It involves a person’s feelings on the seriousness of an illness. Such feelings include death and disability and determine people’s fear of obesity. The third construct is perceived benefits involving a person’s perceptions of the options available to reduce the threat of an illness (Luguis & Kensinger, 2019). This construct will be utilized to evaluate strategies that young adults utilize to prevent obesity.

The other three constructs involve perceived barriers, cue to action, and self-efficacy. Perceived barriers include feelings on obstacles to performing a recommended health action (Luguis & Kensinger, 2019). For instance, some people perceive physical exercises as time-consuming and painful. Cue to action involves the stimulus needed to accept a recommended health action. For instance, advice from other people, access to educational resources, mentorship, and support groups can trigger the decision-making process. The last construct, self-efficacy, refers to a person’s confidence in an individual ability to perform a behavior. For instance, individuals confident in following an exercise plan do not need support groups or close observation.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

Various Healthy People 2020’s objectives will be achieved through the community teaching exercise. The first objective is attaining high-quality and longer lives characterized by the absence of preventable disease, injury, disability, and premature death. Obesity is among the leading causes of preventable diseases and death (CDC, 2022). The second objective is to promote quality of life, health development, and healthy behaviors throughout life.

The most effective way of achieving these objectives is to ensure that people are adequately informed about health and diseases and how to practice preventive health. Preventive health reduces visits to health care facilities by reducing the risk of infection. Doing so enhances longevity and improves people’s quality of life.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The guiding principle for Alma Ata’s Health for All Global Initiatives is the effective control and prevention of endemic diseases. Prevention and control reduce the prevalence of preventable diseases such as obesity. The community teaching’s central focus is the same since prevention and control are key to obesity management.

 

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain	Content	Strategies/Methods
Participants (young adults) will identify causes, risk factors, and its implications on health (cognitive domain).	Obesity stems from many causes including sedentary living, lack of physical exercises, and poor diet. Other causes and risk factors include stress and lack of adequate sleep.	The teacher will distribute educational materials and take the participants through focused discussion as they discuss the brochure’s content and exchange ideas.
The attending group will describe the health effects of obesity and the benefits of preventive health (cognitive domain).	Obesity-related conditions include heart disease, stroke, type 2 diabetes, and some cancers (CDC, 2022). Preventing obesity reduces the risk of getting these diseases significantly.	Focused group discussions and a PowerPoint presentation of the health effects of obesity will help to raise awareness and enhance understanding of the topic.
The attending group will commence their journey to healthy living by outlining personal strategies of preventing obesity (affective domain).	Recommended strategies include physical exercises, getting adequate sleep, regulating screen time, and avoiding fatty and sugary foods (National Institutes of Health, 2021). People should also avoid blindly following celebrities who share medically unproven health tips and weight regulation supplements.	There will be an answer-question session and focused group discussion on the most effective strategies for obesity prevention and control. Each participant will chose the most convenient method(s) to adopt.
The attending participants will develop an individualized plan for physical activity (psychomotor domain).	An individualized plan includes listing daily physical activities and allocating ample time for each. It will also include time setting and reminders through apps.	The attending participants will be given ample time to develop an individualized plan and share tips with their colleagues. There will also be a group discussion on the apps that can help with physical exercises freely available on the app store.

 

Creativity: How was creativity applied in the teaching methods/strategies?

Combining teaching strategies allows learners to learn from multiple perspectives. The teaching experience also allows them to develop an individualized physical exercise plan to enhance their creativity.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Answer-question sessions: the participants will answer different questions on the causes, risk factors, health effects, and effective control strategies. They will answer questions at the beginning, in-between, and at the end of the teaching exercise.

Observations during focus group discussions, comprehensiveness of the individualized physical exercise plan, and overall participation will effectively determine learning outcomes.

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

• The participants should give regular updates about their obesity prevention behaviors and areas where they need assistance.
• They will also answer random questions on obesity to assess their comprehension levels.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The most effective strategy is to ask the participants to give honest reviews on the lesson’s content and facilitation. Rating will be in terms of excellent, good, needs improvement, and poor.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Teaching activities encounter many barriers and the community teaching is not immune from some barriers including:

1. Noise and interruptions: these barriers can be addressed by setting the norms at the beginning of the session.
2. Rogue participants: they can be expelled or suspended depending on their intrusion levels
3. Group variation affecting understanding levels: resources and teaching strategies should be mixed. Learning should be learner-centered and individualized as much as possible. Also, participants requiring special attention should not be overlooked.

Therapeutic Communication

The lesson should commence with an interactive session that allows each participant to say something. A song or a mind-boggling question can also help to connect the teacher with the participants and enhance readiness for learning. During the lesson, each participant will be given equal participation chance and all questions from the participants will be answered. At the end of the lesson, a recap of the main points will be done and participants thanked for their time.

 

 

References

Bendor, C. D., Bardugo, A., Pinhas-Hamiel, O., Afek, A., & Twig, G. (2020). Cardiovascular morbidity, diabetes and cancer risk among children and adolescents with severe obesity. Cardiovascular Diabetology, 19(1), 1-14. https://doi.org/10.1186/s12933-020-01052-1

CDC. (2022). Adult obesity facts. https://www.cdc.gov/obesity/data/adult.html

Luquis, R. R., & Kensinger, W. S. (2019). Applying the health belief model to assess prevention services among young adults. International Journal of Health Promotion and Education, 57(1), 37-47. https://doi.org/10.1080/14635240.2018.1549958

National Institutes of Health. (2021). What causes obesity and overweight? https://www.nichd.nih.gov/health/topics/obesity/conditioninfo/cause

RHIhub. (2022). The Health Belief Model. https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief

Nurses are a link between communities and healthcare organizations, who partner in promoting healthy lifestyles and enlightening communities on their health status. These practitioners specialize in developing the most suitable solutions to health issues within a community (Liburd et al., 2020). In addition, they combine their social skills and medical expertise to address issues ranging from lack of knowledge and inadequate access to healthcare among disadvantaged communities.

According to (Choudhary, 2021), increased awareness through education fosters outstanding accomplishments—like improved quality of life—for healthy communities. Community health education highlights the best public health practices and their implications to achieve a common objective of promoting health. Therefore, nurses provide necessary healthcare, alleviate disparities, and eliminate the causes of diseases by educating communities on healthy lifestyles.

The main purpose of primary prevention in community health is to identify and avoid any risk factors that could cause specific injuries or diseases. These measures target healthy individuals and limit their disease exposure (Kisling & Das, 2021). For instance, community hand-washing is a form of primary prevention. This proposal provides a community instruction plan on hand-washing to reduce the spread of illnesses within the community.

Planning Before Teaching

Name and Credentials of Teacher: ­­­­­­­­­­­­­­­­Amadu V. Conneh
Estimated Time Teaching Will Last: 55 minutes or more	Location of Teaching: Sacramento, CA
Supplies, Material, Equipment Needed: Hand sanitizers, Sinks, Water, Germ Juice, Chlorine Tablets, Alcohol-based Hand Rubs, Leaflets, Towels, UV Light, and PowerPoint.	Estimated Cost: $45.00
Community and Target Aggregate: All community members.
Topic: Primary Prevention and Health Promotion of Hygiene through Hand Washing.

 

Identification of Focus for Community Teaching

      This primary prevention and health promotion plan highlights the benefits of hand-washing as one of the effective ways to protect community members against illnesses. As the COVID-19 virus spreads worldwide, all community members should adopt frequent hand hygiene daily (Bank, 2020). Handwashing also prevents the transmission of deadly diseases like typhoid, cholera, and diarrhea.

Epidemiological Rationale for Hand Hygiene

Sustainable Development Goal 6 requires global community access to good hygiene by 2030. Hand hygiene is a crucial element, but the required facilities and behaviors are lacking in many communities. Empirical research shows that washing hands with soap is almost 85% effective in eliminating germs and pathogens. Besides, adequately-dried hands reduce the transmission of germs, unlike inadequately-dried ones (Suen, So, Yeung, Lo, & Lam, 2019). A recent report by UNICEF shows that 2.3 billion people around the globe lack hand-washing resources (UNICEF., 2021). Further, many public places, schools, and health care centers in developing countries lack the proper hand-washing services.

Hand washing is a simple act that saves lives by reducing the spread of diseases. These diseases are mainly caused by surfaces, air, or foodborne germs. Since people frequently touch their surfaces, food, and face, hands play a crucial role in spreading infections. According to (CDC, 2020), only 19% of individuals globally wash their hands after using the toilet. Approximately half a million people die annually from acute respiratory infections and diarrhea  (Organization., 2021). Communities can reduce these deaths and their financial costs through proper hand hygiene.

Proper hand-washing reduces the number of diarrhea infections by 23-40%, illnesses among vulnerable individuals by 58%, respiratory infections by 16-21%, and illnesses among school children by 29-57% (CDC, 2020). Overall, hand-washing prevents approximately 20% of respiratory-related illnesses and deaths.

Since COVID-19, hand washing has become an essential prevention strategy. The unprecedented attention provided a unique opportunity to consider the practice a permanent public health policy. It is a cost-effective strategy that provides massive health benefits (Vandepitte et al., 2021). The access rate to facilities remains relatively low, and governments should support healthcare practitioners in making it a habit among communities (Organization., 2021). Investment in innovation, governance, and education is a clear pathway to ensuring hand hygiene for all.

Nursing Diagnosis

According to diagnosis, when individuals do not clean and dry their hands properly, they are prone to contracting illnesses due to the spread of germs. Washing hands at least six times a day significantly decreases the frequency of influenza, cold, and COVID-19 (CDC B., 2022). Pathogens like Salmonella are active in animal and human waste and commonly result in diarrhea. It is advisable to wash hands after using the toilet, changing diapers, and touching raw meat (CDC, 2020). Germs invade our hands when we contact contaminated items/surfaces. Not only will hand washing keep one safe, but it also prevents the spread of infections to other people.

 

Readiness for Learning: Factors Indicating Readiness to Learn

Learning readiness means how well-equipped the target is to learn—including emotional and experiential readiness. The target population should adjust their actions to show desire and understanding of the benefits of hand washing. Regarding emotional readiness, they must show intentions to improve their hand-washing habits. Another factor to consider is the number of people who join the session and how well they understand the health promotion purpose. Besides, they should stay alert, be willing to contribute, and illustrate the theory content provided by the instructor. Experiential readiness involves asking and answering questions related to the practice of washing hands.

Goal

The main aim of hand hygiene is to encourage and promote quality of life and equal health among communities. Health promotion through education is supported by Healthy People 2020 (HP2020). HP2020 addresses high-priority health issues and provides reliable objectives to promote public health. One of the critical objectives that align with hand hygiene is attaining high-quality and long lives free of diseases, premature deaths, or injuries (HP2020, 2020). Through hand-washing, communities can prevent certain illnesses which can cause premature deaths. Thus, it is essential to meet this objective by providing knowledge on the importance of hand hygiene and the proper techniques.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives?

The Healthy People 2020 and Alma Ata Health Declaration are global programs that closely relate to each other. The two programs share a common target of ensuring better health for all. The Alma Ata declaration focuses on primary health care to achieve equal health opportunities. Notably, the declaration calls for the community’s participation, values, priorities, needs, and vision for health care systems as a guide to achieving better health care (Pandey, 2018). Similarly, HP2020 seeks to ensure health equality, promote quality of life, promote healthy habits, and create conditions that foster better health for all (HP2020, 2020). More importantly, both programs adopt universal health coverage to influence the global healthcare agenda.

Develop Behavioral Objectives, Domains, Content, and Strategies/Methods

Behavioral Objective and Domain	Content	Strategies/Methods
Learners will explain the necessary instances for washing hands.	Wash hands immediately:  after handling shared items, after handling animal waste or garbage, after changing diapers, after using the toilet, coughing/sneezing, before and after handling the sick, after handling animals/pets, before and after cooking, and before eating.	The instructor will supply leaflets containing basic hand-washing information. The instructor will ask participants how they think germs spread.
The instructor will explain and describe the proper steps when using soap to wash hands.	·         Wet your palms with clean (warm or cold) water ·         Apply soap and rub together for 20-30 seconds. This amounts to the time spent singing the Happy Birthday song twice. ·         Wash the front and back of hands, between fingers, and under nails, as shown in the PowerPoint. ·         Rinse hands thoroughly for 20 seconds, using  the rubbing motion ·         Use a clean, dry towel to dry your hands adequately. Do not be vigorous to avoid skin damage ·         Turn off the tap using your elbow or the towel to avoid re-contamination.	The instructor will use a brief PowerPoint presentation to reinforce understanding. The participants will practically conduct a performance following the provided steps. The instructor will spread a germ-simulating gel on participants’ hands They will use a UV light to observe their hands immediately before and after cleaning.
Participants will identify the various perks of hand washing.	Proper and routine hand washing is vital for your health and those around you. It effectively kills germs, prevents sicknesses, and spreads viruses. Health experts advocate for better hand washing habits to fight the COVID-19 pandemic.	The instructor will issue enough leaflets connecting to the PowerPoint details. After explanations, participants will be allowed to provide additional points and examples from real-life routines.
The instructor will discuss infections that can be prevented through proper hand hygiene.	Proper hand washing habits protect us against respiratory infections (COVID-19, influenza, colds) and stomach-related illnesses like typhoid and diarrhea. Hand hygiene combats antibiotic resistance.	Participants will engage in an interactive question and answer session on all preventable diseases to avoid through hand hygiene. They will also refer to the PowerPoint notes and leaflets.

 

Application of Creativity

The session will entail a consistent use of amusing reminders to achieve the right timing for hand washing. Specifically, participants will sing the happy birthday song twice to achieve the recommended 20 seconds of hand washing. Besides, we will use birthday balloons to provide a salient and timely reminder. Another effective reminder will be writing sticky notes and encouraging participants to put them in strategic areas of their homes (Holzwarth, 2020). The notes will contain a short and memorable message, “Wash Your Hands!”

To make the activity even more desirable, we will reward participants who undertake the practice as instructed. Mainly, we will give out fancy liquid soaps to the best performers. I will use short and vibrant slides to outline the content for the PowerPoint presentations. Lastly, participants will have the chance to use a UV light to observe their hands before and after washing them with soap and water.

Planned Evaluation of Objectives

1. Participants will provide a summary of the topic to demonstrate their understanding levels. Participants who summarize the key points have effectively understood the hand washing concept.
2. The instructor will engage in a question and answer session with the participants. Due to their different age levels, the questions will be suited for each level. All questions will relate to the hand washing subjects, and how the participants answer them will determine how they interpret the data.
3. After answering all the relevant questions, participants will practically demonstrate the hand washing process. The instructor will verify if the participants can conduct the exercise without supervision.
4. The instructor will randomly select participants of different ages to guide others through the described hand washing procedure. The instructor can establish if the participants captured the correct hand washing procedure.

 

Planned Evaluation of Goal

            After introducing and demonstrating the hand washing concept and procedures, the instructor can accomplish the cumulative measurement efficacy of their teaching method. A successful session allows all participants to use the available materials and demonstrate how to wash hands effectively. Once the participants effectively summarize the hand hygiene concept, demonstrate proper hand washing skills, and answer any arising questions, I will assess the overall efficacy of my strategy.

Planned Evaluation of Lesson and Teacher

We will use two evaluation forms to assess the process—formative and summative. Formative evaluation monitors the level of participants’ thinking and takes place in the form of role-playing. Participants will pretend to wash their hands by following the proper steps. They will also answer and ask relevant questions to reinforce their understanding of the concept.

Summative evaluation will be conducted through short tests, quizzes, and products. Participants will have all the required hand washing materials. They will walk to the sinks in turns, and the instructor will play the recommended hand washing song. They should demonstrate how to effectively wash hands the entire time the song plays, using water and soap. They must interlace the fingers, thoroughly wash the required parts, dry their hands, turn off the tap, and throw the used towels in the garbage. During the observation, the observer will make short notes to document mastery and give feedback. However, participants will not get help during the demos.

Potential Barriers and Possible Solutions

Although hand hygiene is a crucial primary prevention measure, research shows that community compliance can be challenging. In this exercise, we could face barriers like participants with sensitive skin. The composition of the hand washing product might have adverse effects on some participants. They might experience discomfort or painful burning sensation—especially in cases of cracked or wounded hands. Thus, they may dislike the exercise, considering it toxic and uncomfortable. Others prefer washing with water only, which they perceive as efficient and less aggressive. In such a case, the instructor will encourage to try different products other than the ones provided in the exercise. If possible, we will provide various products in small quantities to consider different skin types.

The second barrier relates to participants inter and intra-personal beliefs, automatisms, and beliefs relating to hand washing. The automatic hand washing aspect could reduce their vigilance and interest, resulting in occasional forgetfulness. These habits mainly affect individuals with the mentality of ‘having a strong immunity and not being ready to adopt the routine. Education is the best solution for this group. The instructor should convince such participants and provide real-life examples of the dangers of a poor hand-washing routine.

Some participants may state organizational factors as a hindrance to consistent hand washing. These factors include; lack of time and huge workloads, which result in forgetfulness. This category entails the issue of less or no access to hand washing products. The instructor should recommend alternative products like hand sanitizers, which are practical to carry around.

Other obstacles include the participants’ unwillingness to cooperate, refusal to follow the required measures, and language barriers between the instructor and participants. The instructor will present evidence-based knowledge to handle the issues of unwilling participants and refusal to follow instructions. The language barrier is a common issue in healthcare interventions. We can overcome the barrier by involving interpreters. It is essential to understand that collaborating with interpreters is an activity that should be considered before the actual training. According to (Krampe, Fabry, & Langer, 2022), healthcare practitioners can utilize innovative educational interventions to learn how to address potential language barriers and professionally work with interpreters.

Therapeutic Communication

            As the key speaker, maintaining the audience’s attention for a long could be one of the biggest tasks. I would not imagine a situation where the audience scrolls through their phones, daydream or chat with their neighbors due to boredom. This situation will make me nervous and unable to deliver the message effectively. Interacting with my audience will ensure better understanding and ensure retention of information for better outcomes. Thus, I will make the presentation more interactive and fun.

The perfect way to start is by asking simple questions (icebreakers) to warm up the participants. Icebreakers will change them from passive to active listeners from the word go. Besides, it will allow me to relax before presenting the essential message. I will ensure that my presentation is brief and easy to follow. I will only provide specific explanations orally during the Q&A sessions.

Moreover, the use of humor ensures a lighter mood and create a good rapport with the audience. People tend to remember the points described using humor. While at it, there is power in eye contact. Good eye contact strengthens stage appearance and helps to deliver content effectively. I will try to connect with each part of the audience and not stare at specific people. A professional speaker strictly avoids awkward instances that could make the audience nervous. My body posture and gestures will determine the influence on the audience. This posture entails standing firm, sounding confident, and creating a connection with the audience. Notably, moving around the stage will command the attention of the audience.

Utilizing precise and inspiring language while adjusting voice tone is vital. My language should match the presentation’s style and tone. Considering the demographic of the audience, I will avoid too complex or unsuitable terms to explain concepts. Further, the use of audio and visual effects will make the presentation not so dull. Music and pictures evoke emotions and help the audience to recall or relate to concepts.

The audience will get a chance to ask questions and give opinions. Besides, putting them in control of the presentations would ensure better understanding. If time allows, I can use storytelling to share experiences as the best way to capture attention and ensure active listening. They will want to hear what happens in reality, making the presentation memorable.

To conclude, guests or audience members will get a short moment to share their remarks and thoughts on the session. This will re-engage the audience. If possible, we will have a crowd photo and end the session in a high mood.

Conclusion

This proposed plan provided a community instruction plan on proper hand-washing to reduce the spread of illnesses within the community. Maintaining proper hand-washing needs focused efforts and strategies. Proper hand washing habits protect us against respiratory infections and stomach-related illnesses like typhoid and diarrhea. Better hand hygiene reduces transmitting infection rates, improving quality of life and health outcomes. Thus, education interventions focused on communities significantly increase knowledge and practices regarding proper hand washing techniques.

 

 

 

 

 

                                                                                                      

 

References

Bank, W. (2020, April 30). COVID-19 Makes Handwashing Facilities and Promotion More Critical Than Ever. https://www.worldbank.org/en/news/feature/2020/04/30/covid-19-makes-handwashing-facilities-and-promotion-more-critical-than-ever.

CDC. (2020, September 10). Hand-washing in Communities: Clean Hands Save Lives.

https://www.cdc.gov/handwashing/why-handwashing.html.

Choudhary, S. (2021). Community Health and Its Importance. Primary Health Care: Open Access, 11(2), pp. 1-2.

Gaube, S., Fischer, P., & Lermer, E. (2021). Hand (y) hygiene insights: Applying three theoretical models to investigate hospital patients’ and visitors’ hand hygiene behavior. PloS one, 16(1), e0245543.

Holzwarth, A. (2020, March 26). 16 Ways To Promote Handwashing With Behavioral Science. https://www.forbes.com/sites/alineholzwarth/2020/03/25/handwashing-with-behavioral-science/?sh=24266a1768d9

HP2020. (2020, December 14). National Center for Health Statistics. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/nchs/healthy_people/hp2020.htm

Kisling, L. A., & Das, J. M. (2021). Prevention strategies. In StatPearls [Internet]. . StatPearls Publishing.

Krampe, F., Fabry, G., & Langer, T. (2022). Overcoming language barriers, enhancing collaboration with interpreters–an interprofessional learning intervention (Interpret2Improve). BMC medical education, 22(1), pp. 1-9.

Liburd, L. C., Hall, J. E., Mpofu, J. J., Williams, S. M., Bouye, K., & Penman-Aguilar, A. (2020). Addressing health equity in public health practice: frameworks, promising strategies, and measurement considerations. Annual review of public health, 41, pp. 417-432.

Organization., W. H. (2021). State of the world’s hand hygiene: a global call to action to prioritize hand hygiene in policy and practice.

Pandey, K. R. (2018). Alma Ata is still relevant, from health for all to universal health coverage. Globalization and health, 14(1), pp. 1-5.

Suen, L. K., So, Z. Y., Yeung, S. K., Lo, K. Y., & Lam, S. C. (2019). Epidemiological investigation on hand hygiene knowledge and behavior: a cross-sectional study on gender disparity. BMC Public Health, 19(1), pp. 1-14.

UNICEF. (2021). State of the World’s Hand Hygiene.

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