Community Teaching Plan Assignment
Community Teaching Plan Assignment
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The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
The community assessment revealed several social determinants of health in Leander City. One of them is educational status. Educational status affect awareness about health needs and practices and utilization of healthcare services. Highly educated persons in the community were found to live healthier lives compared to those with low educational levels (Gottlieb et al., 2019). The other factor is employment status. Employment influences affordability and access to healthcare. The employed often afford their needed care due to them having medical insurance coverage that expand their access to healthcare. Income is another social determinant of health in the community. High income in the community translates into access to high quality care in the community. Individuals from low socioeconomic backgrounds were found to experience challenges in accessing their needed care due to cost barriers (Cromer et al., 2019). The other social determinant identified in the community is health insurance coverage. People with health insurance coverage accessed the care they needed with ease due to the elimination of cost barriers in healthcare.
As noted initially, the majority of the population in Leander City comprises the Whites (77.0%). The proportion of other ethnicities is varied. For example, Black comprise 8.0%, American Indian 0.0%, Asian alone 4.7%, Native Hawaiian 0.1%, two or more races 6.4%, Hispanic 24.2%, and White alone, not Latino or Hispanic 59.1%. The citizenry of the city shows that 94.9% of the population are US citizens. This rate is higher than 93.4% of the national average. The population analysis shows that the leading population’s background are Mexico, India, and El Salvador. Therefore, the leading ethnicity of foreign born individuals in the city have Mexican origin followed by India and El Salvador (data.usa.io, n.d).
People in Leander City exhibit different types of social interactions. The first one is exchange interaction. Exchange interaction is a type of social interaction that stabilizes the social structure. The community members interact with the aim of gaining from their actions. They anticipate either tangible or intangible rewards from their interaction. Reciprocity guides their actions. Competition is a type of social interaction that contributes to social change. The community members oppose each other with the aim of achieving a specific goal. It forms the basis of social classes witness in Leander City. The other type of social interaction seen in the community is conflict interaction. Conflict interaction seeks to control others by force. Conflict interaction is evident through the mechanisms that the government implement stricter policies for the public health. An example can be seen in those implemented during the Covid19 pandemic. The last type of social interaction evident in the community is cooperation. Cooperation is a type of social interaction where community members work together with the aim of achieving a common goal.
The community assessment identified a number of barriers and challenges that people in Leander City experience in accessing the care that they need. One of them is limited appointment hours. Most hospitals in the region require that patients book appointments for their visits for physician assessment. However, the population faces the challenge of limited appointment slots and hours from their service providers. The limited appointment slots and hours is attributed to the shortage of physicians in the region. As a result, they incur significant costs travelling to other hospitals in the region to access the care that they need. The other barrier identified from the community assessment is financial barriers. Some of the community members cannot afford the high cost of healthcare services in the region. The high cost makes it hard for them to access the care they need. Factors such as low insurance coverage and unaffordability of premium insurance has made it hard for the majority of the population to access the care they need. The last barrier is lack of awareness. The assessment showed low level of awareness among the population on the available care services they can access in the region. As a result, healthcare utilization rate is low (Cromer et al., 2019).
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Select one of the following as the focus for the teaching plan:
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
- Environmental Issues
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.
- After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
- Request feedback (strengths and opportunities for improvement) from the provider.
- Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Registered Nurse to Bachelor of Science in Nursing
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
- Environmental Issues
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
|Name and Credentials of Teacher:|
|Estimated Time Teaching Will Last:
|Location of Teaching:
Outpatient facilities of health facilities
|Supplies, Material, Equipment Needed;
Manila charts, markers, pens, fliers, posters, refreshments
|Community and Target Aggregate:
All age groups of the community attending outpatient services in various health facilities.
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection):
In the recent past, there has been a shift from precision medicine to preventive medicine as emphasized in the establishment of community medicine discipline. This discipline largely involves educating the general public on effective disease prevention measures (Cooper, 2018). Therefore there should be a well-structured curriculum on how the process should be undertaken. The community teaching on primary disease prevention and health promotion will involve certified health care providers as the facilitators and will target community members from all age groups, ethnicity, religion and cultural beliefs.
Epidemiological Rationale for Topic (Statistics Related to Topic):
The epidemiological rationale for selecting to focus on primary disease prevention and health promotion is due to increased occurrence on novel diseases whose disease course and process are not well understood thus the best way to mitigate the adverse effects to the community is to prevent there occurrence. This is evidenced by the current global pandemic of coronavirus disease of 2019, COVID-19. Since it was first reported in china, measures have been put in place to compart its spread since little knowledge about its disease process is known (Fauci, 2020). This could also be applied for other commonly occurring disease co-morbidities in the community whose occurrence can prevented. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Teaching Plan Criteria
The teaching plan for educating the community on Primary prevention and health promotion will include the following approaches;
- Establishing the objectives of the program
- Obtaining funding for the program
- Selecting the facilitators of the program
- Selecting the target audience
- Selecting convenient locations to conduct the exercise
- Creating awareness around the intended program among the target community
- Conducting the exercise
- Evaluating the outcome of the exercise if they meet the objectives of the exercise.
The funding for the community teaching exercise should cover for the remuneration of the facilitators and other human workforce that will be required for the exercise, campaign material in preparation for the exercise and also the teaching material and refreshments for the participants during the program. The potential sponsors of the exercise are government organizations, non-governmental organizations or other willing profit and non-profit organizations.
Facilitators of the community teaching exercise will be selected on merit. The facilitators will have to be certified medical personnel. The selection will cut across all the medical disciplines; medical officers, nursing officers, public health officers and other disciplines. The facilitators will oversee various stations of the exercise and aid in implementing the objectives of the exercise to realize the intended goal of the exercise.
The target audience of the community teaching on primary prevention and health promotion will be the persons who are willing to learn about the activity. It will target persons from all age brackets regardless of their ethnicity, religious and cultural beliefs. The exercise will aim to involve the entire community and create ambassadors who will help propel the message within the community even after the exercise is over.
The various stations for the exercise will include social halls, hospital grounds, and peripheral health facilities. The various locations for the training will be overseen by the selected facilitators. The marked locations will be open between the hours of 0800HRS to 1600HRS and they will have 3 sessions per day on the same topic. The first session will run from 0800hrs to 1000hrs, the second session will run from 1030hrs to 1230hrs, and the third session will run between 1400hrs to 1600hrs.
Nursing diagnosis is the clinical judgment made in response to a health condition. The nursing diagnosis will be drawn from the results realized after the exercise. Evaluation of medical records from screening clinics, medical check-up clinics and follow-up clinics will play a major role making the nursing diagnosis.
Readiness for Learning:
The readiness for learning among the target aggregate will be assessed by the level of interest the persons will show on initial contact while handing out the campaign material. This will be quantified by how inquisitive one will be about the intended exercise. Experimental readiness to learn will be assessed factoring in the individual’s cultural background, past experiences with such learning, and level of aspiration one has in regards to primary prevention and health promotion.
The objectives of the community teaching on primary prevention and health promotion are centered around the Health People 2020 (HP2020) objectives. The HP2020 was established in the year 2020 with a goal of attaining high quality and long lives free from preventable diseases, injury, disability and premature death; to promote health equity and eliminate disparity in health care provision and improve health in all groups; to create physical and social environments that enhance good health for everyone; and to promote healthy development, quality of life and enhance healthy behaviors across all the life stages. This particular teaching exercise will focus on the first HP2020 objective which is, preventing preventable diseases, injuries, disabilities and premature deaths.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The Alma Ata Declaration that was established in 1978 emphasizes on health for all to increase life expectancy through preventing preventable diseases and early disease detection and modification. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
(be specific)Example – The Food Pyramid has five food groups which are….Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
To assess the level of awareness on primary prevention/health promotion
The level of awareness will be evaluated be asking about the preventive measure the people know like; diet modification, and exercising to reduce the occurrence of hypertension
|1. The level of initial awareness on primary prevention/health promotion will be assessed through administering questionnaires and interviewing the people of the community as interactive sessions.|
To educate the community on primary prevention/health promotion
The public will be educated on ways to prevent diseases such as increase their level of physical life and reducing sedentary lifestyle to reduce chances of developing hypertension, diet modification to reduce fatty food intake to reduce occurrence of obesity, reducing alcohol intake to prevent liver diseases and cease smoking to prevent respiratory diseases.
The process of educating the public will involve use of flyers, handout and carrying physical class set-up sessions to teach the community members on the preventive measures they can employ to prevent disease occurrence and progression.
To assess the outcome of the community teaching on primary prevention/health promotion
After conducting the exercise, there is an expected positive shift of health seeking behavior and reduction in occurrence of preventable diseases like hypertension, diabetes and other cardiovascular conditions.
Evaluation of the outcome of the exercise will be done through analyzing medical files from various clinics including the screening clinics, medical check-up clinics and medical follow-up clinics.
To promote healthy behavior within the community.
Promoting health healthy behavior like responsible alcohol intake, taking a balanced diet and engaging in regular physical activity to serve as a measure of primary disease prevention.
This will be achieved through highlighting the benefits of such healthy behavior on an individual level giving examples of persons who have adopted such lifestyle
Creating awareness around the exercise prior to undertaking the exercise will be important has it will increase the number of people who will show up for the exercise. The campaign for the intended exercise will include printing out posters, fliers and handout that will be distributed within the community by social workers. The information on the fliers, posters and handouts will highlight the objectives of the exercise and the locations where the training will be carried out with stipulated times and dates for the said events. The flyers and handout will be distributed at the outpatient departments of various health facilities, and social centers like market places and entertainment areas. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Planned Evaluation of Objectives (Outcome Evaluation):
The outcome evaluation of the exercise will me assess through the subsequent changes in;
- Health seeking behavior
- Medical check-up clinics
- Medical follow-up clinics
- Medical Screening and diagnostic trends
The health seeking behavior of the community will be assessed through evaluating the disease stage of initial presentation of the patient to the clinician (Romanes, 2019). The earlier the present the better the prognosis for the patient because preventive measure to stop disease progression can be implemented.
Planned Evaluation of Goal:
The number of people showing up for regular medical check-ups and subsequent medical follow-up clinics would be an effectiveness way of assessing the effectiveness of the exercise as it directly reflects the response of the community to the exercise.
The number of people seeking Prophylactic and diagnostic screening for propensity of disease occurrence is an important tool to evaluate for community awareness of primary disease prevention and health promotion.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
The process evaluation will be done through assessing the daily turn-out of people to the exercise. At the end of the exercise, the participants will be given a test to assess their level of understanding of primary prevention/health promotion and awarded certificates of participation.
The extent barriers to the community teaching are;
- lack of sufficient funding for the exercise
- unwilling human resource to carry out the exercise due to poor remuneration from the program.
- Lack of a standardized structured curriculum to carry out the community teaching.
The therapeutic communication on this exercise will be done on a face-to-face level. The presentation will involve use of charts, diagrams and inclusion of persons who will serve as life example of people who have embraced primary prevention/health promotion. The sessions will be interactive sessions with the presenters posing random questions to the audience to assess for active listening. In conclusion for the presentation, distribution of handout with more information pertaining to the exercise will be nonverbal communication employed to enable continuity of the learning process.
Fauci, A. S., Lane, H. C., & Redfield, R. R. (2020). Covid-19—navigating the uncharted. The New England Journal of Medicine, 328(), 1268-1268. DOI: 10.1056/NEJMe2002387
Psaty, B. M., Dekkers, O. M., & Cooper, R. S. (2018). Comparison of 2 treatment models: precision medicine and preventive medicine. JAMA, 320(8), 751-752. 10.1001/jama.2018.8377. PMID: 30054607.
Topacio, D. P., Romanes, M. A. J. D., Salazar, R. P., & Legaspi, M. J. P. Assessment of Health-Seeking Behavior and its Determinants Among the DepEd Teaching Personnel in a Public Schools District. Provincial Government of Cavite through the Special Education Fund, 50. SalikSuri Research Journal, 1(1), https://www.researchgate.net/publication/344604014
|Course Code||Class Code||Assignment Title||Total Points|
|NRS-428VN||NRS-428VN-O503||Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal||100.0|
|Criteria||Percentage||Unsatisfactory (0.00%)||Less Than Satisfactory (80.00%)||Satisfactory (88.00%)||Good (92.00%)||Excellent (100.00%)||Comments||Points Earned|
|Planning and Topic||30.0%||The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.||The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.||The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal||The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.||The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.|
|Effectiveness of Teaching Plan Criteria||40.0%||Two or more of the assignment criteria are omitted.||More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.||One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.||All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.||All assignment criteria are thoroughly completed. Rational and detail is provided throughout.|
|Therapeutic Communication (C4.2)||10.0%||Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.||The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal||The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.||The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.||The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.|
|Organization and Effectiveness||15.0%|
|Organization of Proposal, Paragraph Development, and Transitions||10.0%||Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.||Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.||Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.||A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.||Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.|
|Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)||5.0%||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.||Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.||Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal||Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.||Writer is clearly in command of standard, written, academic English.|
|Paper Format (use of appropriate style for the major and assignment)||2.0%||Template is not used appropriately or documentation format is rarely followed correctly.||Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.||Template is used, and formatting is correct, although some minor errors may be present.||Template is fully used; There are virtually no errors in formatting style.||All format elements are correct.|
|Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)||3.0%||Sources are not documented.||Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal||Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.||Sources are documented, as appropriate to assignment and style, and format is mostly correct.||Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.|
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. TPLACE THIS ORDER OR A SIMILAR ORDER WITH SUPERIOR NURSING PAPERS TODAY AND GET AN AMAZING DISCOUNT