NRS 428 Community Teaching Plan Teaching Experience Paper

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Community Teaching Work Plan Proposal

Hygiene is an essential part of healthy living. Every individual ought to adhere to the hygienic practices to prevent diseases and complications that arise from dirty environments. Every person need to maintain high level of hygiene right from childhood to adulthood. There are some cases when hygienic conditions are not taken into consideration among the teachers, students, and parents; a scenario that leads to the continuous spread of pathogens or germs. As a result, there is always the need to initiate different practices of handwashing to educate different individuals on the basic approaches to maintaining hygienic conditions to reduce the spread of diseases causing organisms. Community teaching work plan is a critical approach of sensitizing the community or a group of people on ensuring hygienic conditions (McGetrick et al., 2019). The community teaching work plan is also essential in reducing the spread of infectious diseases. The proposal explores and examines the essence of hand washing to prevent the spread of disease causing organisms within Shaman Oaks High School. Various methods of hygiene will be used to manage the spread of pathogens not only for the students or learners, but also for the parents and teachers associated with the institution.

Planning and Topic

Directions: Creating educational series proposal for the community through the application of one of the outlined topics.

Environmental concerns/issues
Disaster or bioterrorism
Health promotion/primary prevention
Screening for the vulnerable population or secondary preventions

Planning Before Teaching:

Teacher’s credentials including name:
Duration of teaching: 25 to 35 minutes	Location: Shaman Oaks High
Materials, supplies, or equipment required: presentation materials including projector, computer system, screen, pens, sanitizers, soap, as well as detailed paper handouts.	Projected cost: for the consumable materials, the expected cost is projected at $ 60. The computer and the projected will be provided by the Shaman Oaks High School, hence the cost will not be included in the budget.
Community and Target Aggregate: The target population for the program include primary and secondary learners between the age of 10 and 18 years. To qualify for the programs, children learners ought to be enrolled either in primary or secondary schools. Also, a member of the family and the teachers will be enrolled in the program.
Topic: Health Promotion/Primary Prevention: Importance of Hand Washing in Controlling disease causing organisms/infections

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Identification of Focus for Community Teaching:

School children are more prone to diseases or infections due to the activities that they often engage in. They are often involved in risky behaviors that expose them into contact with various forms of diseases. As a result, continuous hand washing activities is one of the effective ways of ensuring the spread of diseases (Sowden et al., 2018). Through hand washing, it becomes easier to prevent infections or diseases such as diarrhea, water-borne diseases, food-borne diseases, common colds, as well as the influenza. Continuous cleaning of hands through the application of sanitizers, safe water, and soap among the school going children, parents and teachers should be mandatory to stop the spread of diseases. According to the Center for Disease Control, there are over 52 million incidences of common cold among the school going children aged below 17 years in the United States. The above case often leads into the over 22 million schools days lost each year. On the other hand, 10% to 20% of Americans often become affected by the influenza; however, children are always the most affected, in other words, they usually remain vulnerable to serious complication resulting from the flu virus. Diarrhea is one of the most common symptoms of the water-borne or food borne diseases that is ranked second most infectious disease after the common cold. The infectious disease often affect children leading to the loss of 25 days of school days every year. The above condition also impact over 100 members of the population each year. Infectious diseases can be easily spread from one individual to the other within the school environment due to the close contacts that people has.

Epidemiological Rationale for Topic

The epidemiological rationale is derived from the idea that hand washing through the application of the detergents greatly reduce the risks associated with the transmission of the infectious diseases that cause diarrhea by close to 50%. According to the Center for Disease Control, every person is required to wash their hand using soap and clean water for about 15 to 25 minutes before handling food after coughing or sneezing or after visiting a toilet or handling animals (Patwardhan, Amin, & Chewning, 2017). Also, an individual can apply alcohol-based sanitizers or gel in case soap and water are not available. Hand washing also reduces continuous transmission of infectious diseases; the application of soaps or detergents kill pathogens. The application of the alcohol-based sanitizers is always effective whenever there is lack of water. Hand sanitizers often reduce the spread of infectious diseases by close to 20%.

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster

2. Environmental Issues

3. Primary Prevention/Health Promotion

4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:

Onubogu Chukwuka

Estimated Time Teaching Will Last:

50 minutes

Location of Teaching: Brattleboro

Boys and girls club windham county Brattleboro

Supplies, Material, Equipment Needed:

A projector, Laptop computer, screen Condoms, Pens, Paper and Index Cards.

Estimated Cost: No cost attached

The school will be providing the projector and the screen and I will be using my personal computer

Community and Target Aggregate:

Teenagers; 9-12thgraders

Topic:

Prevention of Sexually Transmitted Diseases.

Identification of Focus for Community Teaching (Topic Selection):

Sexually Transmitted Diseases and its prevention

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teenagers always get involved in sexual risk behaviors that end up having bad health outcomes. According to CDC , about 40% of teenagers and early adolescent is having sexual intercourse,10% is having more than 3 sexual partners,46 % does not use condom when having sexual intercourse while 14 % of them does not use other means of preventing pregnancy.

The CDC also reports that whereas sexually transmitted diseases (STDs) affect individuals of all ages; STDs take a particularly adverse effect on young people. Youths between the ages of 15-24 contributes a little over one-quarter of the sexually active population, but they are responsible for about 20 million of new sexually transmitted infections that happens in the US every year. (Carmona-Gutierrez,Kainz,& Madeo, 2016)

Nursing Diagnosis:

Knowledge deficit related to the prevention of STD among teenagers evidenced by increase in the incidence of STD among the teenagers in the country

Readiness for Learning: There are various factors that indicate the readiness of the teenagers to learn which include;

· Concerns on the sexual relations with peers.

· Questions regarding the sexual aspect of their bodies.

· The teenagers asking many questions as regards sexually transmitted disease.

Learning Theory to Be Utilized: Explain how the theory will be applied.

Vygotsky’s theory of social development explains that social interaction aids in social development and socialization and social behavior of an individual leads to social consciousness and cognition (David, 2014). Vygotsky believe that the lives of most teenagers are greatly influenced by their peers’ experiences.

Based on the same belief I will use social media like Facebook and Instagram which have entrenched most of the teenagers’ culture so as to facilitate deeper understanding.

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.

STD-1: HP2020 objectives include: Reducing the proportion of adolescents and young adults infected with Chlamydia trachomatis infections. According to Lewis and White (2017), 7.4 percent of females between the ages of 15 and 24 that visited the family planning clinics in the past one year were positive for Chlamydia trachomatis infections in 2008. Also, 12.8% of

In 2017, a total of 1,708,569 chlamydial infections were reported to CDC in 50 states and the District of Columbia. This case count corresponds to a rate of 528.8 cases per 100,000 population ( Lewis & White,2017).

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

HP2020 having the reduction of STDs as one of its objectives, is in line with the main provision of the Alma Ata’s initiative which points to eradicating health disparities in the world. HP2020 recognizes the contribution of social interaction and behavior in contribution to the spread of STDs.

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

Behavioral Objective and Domain	Content	Strategies/Methods
1. The students identify the path for STD transmission with regard to sexual partner networks.	1. Transmission of STDs only occurs when sexual contact is made with an infected person. Regardless of the fact that one may have unprotected sex with only a specific person, it projects to having sexual contact with all the other parties that have had sex with the partner.	1. In the introductory part, the students will see a demonstration of what is a sexual network which will, in turn, illustrate how one can contract an STD from a partner with multiple sexual partners.
2. Students will have the ability to list prevalent STDs alongside their signs, symptoms, and prevention.	2. The treatment, prevention, symptoms, and signs of the most common STDs will be in the PowerPoint Presentation.	2. After the presentation, students will be allowed to settle into groups which will be the basis of the discussion made up of opposing groups which compete to win by answering the most questions of the other group correctly.
3. Students will be able to explain what abstinence is and clearly state their refusal skills.	3. The definition of abstinence together with the refusal skills will be contained in the lecture and in the PowerPoint Presentation.	3. Volunteers among the students will be chosen so as to act a scene in which the refusal skills are required so as to gauge the degree of understanding the skills.
4. Students will be able to demonstrate proper use of the condom and how to handle it before use.	4. The presentation will capture the Dos and DONTS of using the condom, the inspection procedure before use, how to put it on, and how to remove it and dispose of after proper use.	4. A video will be used to demonstrate the details on condom use for both male and female condoms.

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

1. The use of a video to demonstrate procedure promoted the capture of details by the students.

2. The use of role play in the refusal situation helped demonstrate applicability.

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

1. Planning evaluation will be used by a medium of the questionnaire before the plan to determine how much the teens are aware of the topic.

2. Formative Evaluation will be done during the lesson to track whether the learners are grasping the teachings.

3. Summative evaluation will be done after the lesson to get how much the lesson would have impacted the teenagers and their knowledge about STDs transmission and prevention.

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

Planned Evaluation of Lesson and Teacher (Process Evaluation):

This will be done by use of a questionnaire to be filled by the teens and the question will include: (They shall be responded to by use of a scale of 1 to 5)

· How elaborate was the teacher?

· How effective was the class?

· How friendly was the teacher?

· How active and captivating was the class?

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

· Disruptive learners: some learners may be noisemakers or may move frequently up and down. This will be countered by the use of brief breaks to discontinue the monotony.

· Embarrassment of some shy students. The students will be informed that the topic is a natural and inevitable part of which has to be brought in a light for clarity and avoidance of future problems.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

In order to therapeutically communicate to the learners, I will introduce myself and the topic to be discussed. I will distribute a questionnaire to have base line knowledge of the participants after which I will play a brief introductory video about the topic which will be in form of a scene that depicts what is an STD and how easily it can be acquired by an individual with multiple sexual partners who create a network.

The use of questions during the session will be essential to maintain the attentiveness of the students. I will maintain eye contact so as to keep updated on the feeling of the audience and to note any concern from the learners. At the end of the teaching I will entertain a question and answer session to clear up any gray areas.

Most essential nonverbal cues that I will employ include facial expression, gestures, and demonstrations so as to paint the image of the topic in question into the learner’s mind.

References

David, L. (2014) “Social Development Theory (Vygotsky),” in Learning Theories, Retrieved from , https://www.learning-theories.com/vygotskys-social-learning-theory.html.

Healthypeople.gov. 2016. Healthy People 2020 Objectives. Retrieved from

https://www.healthypeople.gov/2020/topics-objectives/topic/family-planning/objectives

Lewis, J., & White, P. J. (2017). Estimating Local Chlamydia Incidence and Prevalence Using Surveillance Data. Epidemiology (Cambridge, Mass.), 28(4), 492–502. doi:10.1097/EDE.0000000000000655

Carmona-Gutierrez, D., Kainz, K., & Madeo, F. (2016). Sexually transmitted infections: old foes on the rise. Microbial cell (Graz, Austria), 3(9), 361–362. doi:10.15698/mic2016.09.522

Sexual Risk Behaviors Can Lead to HIV, STDs, & Teen Pregnancy | Adolescent and School Health | CDC. (2019). Retrieved 24 July 2019, from https://www.cdc.gov/healthyyouth/sexual behaviors/index.htm

Nurses’ primary responsibility is to ensure people live healthily. They achieve this goal by engaging in health promotion programs, education and awareness initiatives, and early treatment of diseases, among other professional responsibilities. At the community level, preventive measures, vulnerabilities, and prevalence of diseases vary depending on social determinants of health (SDOH). In response, community teaching is a practical strategy for enabling individuals and communities to live productively and healthily. It seeks to make people more knowledgeable to avoid risky behaviors, seek timely medication, and adopt preventive health measures. The purpose of this paper is to describe the teaching experience after conducting community teaching.

Summary of Teaching Plan

The community teaching focused on young adults below twenty-five years. Regardless of where people live, young people are among the highly vulnerable populations due to their inadequate knowledge of health matters and increased likelihood of engaging in risky behaviors (Nutter et al., 2019). Generally, they are more likely to experiment with life than other age groups, putting them at more risk related to alcoholism, gaming, sexual behaviors, and substance abuse. Due to the high vulnerability of young adults, community health nurses should ensure that they are adequately aware of the consequences of their behaviors, healthy living strategies, and preventive health benefits. Community education is also a suitable strategy for changing young people’s attitudes toward health and health-related behaviors.

The community teaching exercise had several objectives in the cognitive, affective, and psychomotor domain. In the cognitive domain, the participants were to identify obesity’s causes, risk factors, and its implications on health after the session. The other objective in the cognitive domain was to improve the participants’ knowledge of the damaging effects of obesity. As a result, they were to effortlessly describe the health effects of obesity and the benefits of preventive health. In the affective domain, the participants were to commence their journey to healthy living by describing personal strategies for obesity prevention. In the psychomotor domain, the participants developed an individualized physical activity plan and dietary interventions to prevent obesity.

Since the teaching goal is to pass information, the delivery methods should suit the participants. The methods should perfectly match the attending group’s knowledge level, age, and adaptation to different learning environments. As a result, the teaching was primarily a presentation in the community health center’s social hall. A presentation is a suitable delivery method when teaching a large group. The teaching center also accommodated many participants hence educating a large group.

Epidemiological Rationale for Topic

Health care professionals should regularly assess the population’s health to determine areas requiring immediate interventions. Health statistics show the severity of a situation, which justifies instant responses. Broadly, lifestyle and nutritional diseases adversely affect individuals and communities. They are a leading cause of preventable deaths and an overall reduction in community productivity. Other adverse effects include increasing health costs and the number of people with chronic illnesses.

Health statistics demonstrate the severity of obesity as a public health concern. As a risk to young adults’ health and productivity, obesity’s prevalence has increased over time, which indicates that the current populace is at a higher risk than ever before. According to the Centers for Disease Control and Prevention (CDC), obesity prevalence increased from 30.5% in 2000 to 41.9% in 2020 (CDC, 2022). An increase of over 10% prevalence in two decades illustrates that the current health programs have not succeeded in controlling the menace. It also predicts that the prevalence is likely to increase as time advances.

The increasing prevalence of obesity predicts several dangers. Bendor et al. (2020) explained that an increase in obesity rates triggers a proportional increase in obesity-related conditions such as heart disease, stroke, type 2 diabetes, and cancer. Such diseases are challenging to manage for individuals, their families, and health care providers. CDC (2022) reported that the treatment and management cost of obesity has increased, considering that the annual medical cost of obesity reached $173 billion in 2019. Considering the damaging effects of obesity on productivity, health, well-being, and health management, prevention should be a priority area. Hence, community teaching focusing in preventive health would help to achieve this goal.

Evaluation of Teaching Experience

Nurses should establish healthy relationships with patients and communities at all practice levels. They should engage in community visits, screening programs, community education, and other strategies for strengthening relationships. The community teaching session provided an excellent opportunity for nurse-community interaction. In such a session, participants describe their lifestyles, health behaviors, attitudes, and other elements that health care professionals can use to determine appropriate interventions. The close interaction further improves the confidence people have in care providers. It can also change people’s attitudes and mindsets, enabling them to seek health assistance when needed.

Besides strengthening the nurse-community bond, the community teaching exercise also offered an excellent opportunity for implementing learning theories. The Health Belief Model (HBM) was implemented during the community teaching exercise. Luquis and Kensinger (2019) described HBM as a model developed to examine the factors affecting people’s failure to utilize disease prevention strategies for early disease detection. Health care providers can also use HBM to understand people’s response and compliance with medical treatment depending on their perception of illnesses’ threats and how various intervention measures benefit them. Guided by HBM’s guiding principles, the community teaching exercise focused on exploring people’s perceptions and current interventions and how to improve them to enhance compliance, prevention, and early disease detection.

The community teaching exercise also offered a perfect opportunity for a community health nurse to promote healthy living and community productivity. At all levels, health care professionals need satisfaction, motivation, and support. Engaging in practices that enable them achieve better health results is among the leading sources of satisfaction and intrinsic motivation. Accordingly, teaching communities to enable people transform behaviors and understand health and diseases gives inner satisfaction. It is also among the forces that push nurses and other health care professionals to choose the demanding and challenging career.

Community Response to Teaching

After preparing the teaching plan and inviting the targeted audience, the next step is an engaging session. Despite the preparation, study site, teaching strategies, or resources, outcomes depend on the community’s response. Overall, the response was positive and could be demonstrated by various factors. The first indicator was the encouraging attendance that surpassed the target. The second indicator was active participation. Participants asked questions, exchanged information, and readily engaged in learning activities such as group discussions and case analysis as requested. The third indicator was the extent to which the participants shared information. They willingly shared their lifestyles and health plans to learn and motivate each other.

There were also various after-session indicators of a positive community response. For instance, the participants asked questions on areas that required further information or clarity. Doing so showed interest in the information and determination to utilize what was taught. The participants also formed support groups to motivate and guide each other. Support groups are also excellent channels for sharing information and monitoring each other. The young adults also shared their contacts, dietary plans, and physical activity plans, further demonstrating their commitment to behavior change.

Areas of Strengths and Areas of Improvement

The community teaching exercise had many positives/areas of strength. Besides active participation, multiple learning strategies were utilized. They included a PowerPoint presentation, sharing educational materials, group discussions, and question-answer sessions. To facilitate inclusive instruction, teachers should use diverse teaching strategies to effectively respond to learners’ diversity (Parrish, 2019). Despite belonging to the same age group, the participants differed in terms of race, religion, social classes, and education levels. All these factors affect how they receive, understand, and perceive information. Therefore, it is crucial to mix learning strategies as much as possible. The other area of strength was setting ground rules. Like any other teaching exercise with diverse learners, it is possible to encounter rogue participants. Ground rules helped to control such participants and promote active participation. Engagement was also among the positives of the teaching exercise. It ensured that the exercise was learner-centered as much as possible. Everybody got an equal chance to participate, seek individual support, and ask questions.

Despite these strengths, the teaching exercise also had some weaknesses. For instance, it was not free from noise and interruptions. Although minimal, noise and interruptions are significant learning barriers that cannot be overlooked. The other weakness was inadequate time. The allocated time was four hours. However, the participants asked many questions that required answers and illustrations. This affected other activities such as group discussions and the presentation that got lesser time than initially planned. A flexible teaching exercise can help to address this challenge in the future.

Conclusion

Communities require people that are adequately conversant with health, diseases, and all health-related matters such as immunization and screening. Community health nurses should use their skills and experience to help communities live healthily and productively by helping them to prevent and respond to health issues. The community teaching exercise focused on helping young adults prevent and manage obesity. Young adults are highly vulnerable to obesity since they engage in risky behaviors such as eating fatty and sugary foods and increased screen time. The exercise was highly positive; the participants formed support groups and exchanged vital information and dietary plans, which showed determination to adopt healthy lifestyles.

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

Nutter, S., Ireland, A., Alberga, A. S., Brun, I., Lefebvre, D., Hayden, K. A., & Russell-Mayhew, S. (2019). Weight bias in educational settings: A systematic review. Current Obesity Reports, 8(2), 185-200. https://doi.org/10.1007/s13679-019-00330-8

Parrish, N. (2019). Ensuring that instruction is inclusive for diverse learners. Edutopia. https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

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