Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
- Bioterrorism/Disaster
- 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: 30 to 40 minutes | Location of Teaching: |
| Supplies, Materials, and Equipment Needed: Pamphlets, Handouts, Computer or laptop, and a projector for PowerPoint presentation. | Estimated Cost: $70 |
| Community and Target Aggregate: Diabetic patients and their families | |
| Topic: Primary Prevention/Health Promotion: Prevention and Management of Diabetes Mellitus | |
Identification of Focus for Community Teaching (Topic Selection):
The teaching work plan focuses on primary prevention/health promotion for patients with diabetes mellitus. Primary prevention aims at averting injuries and diseases. It is accomplished by engaging in healthy behaviours and minimizing exposure to environmental hazards. On the other hand, health promotion enables the public to control their health adequately. Health promotion applies to the healthy population and those diagnosed with specific conditions.
Epidemiological Rationale for Topic (Statistics Related to Topic):
According to the CDC (2022), more than 37 million people in the USA have diabetes mellitus (DM). About 28 million individuals have been diagnosed with the disease, whereas about nine million remain undiagnosed (CDC, 2022). Furthermore, more than 95 million individuals are prediabetic (CDC, 2022). Patients diagnosed with DM are comorbid with various conditions. Notably, about 69 per cent of this population has hypertension, whereas about 44 per cent has hypercholesterolemia (CDC, 2022). About 39 per cent of the patients have a chronic renal injury, whereas about 12 per cent have a visual impairment (CDC, 2022). DM has an ethnic predilection, with the highest prevalence being recorded among African Americans and Latinos (CDC, 2022).
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Deficient knowledge about healthy behaviours as evidenced by risky behaviours such as cigarette smoking, physical inactivity, and poor medication adherence.
Readiness for Learning: Identify the factors that indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Physical readiness will be demonstrated by the ability to access the venue for teaching. Emotional readiness will be confirmed through high motivation to learn and adopt changes and active participation in the discussion. Conversely, experiential readiness will be shown by the target aggregate sharing their past experiences with DM and aspiring to have better control over the disease.
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.
Focus area: Diabetes
Objective number: D-1 (HealthyPeople.gov, 2022).
“Reduce the annual number of new cases of diagnosed diabetes in the population.”
This objective is relevant to the teaching plan. Health prevention and health promotion will equip patients and their families (the public) with pertinent information about healthy behaviours. As such, the incidence of DM will be reduced among the general public.
Objective number: D-5 (HealthyPeople.gov, 2022).
“Improve glycemic control among persons with diabetes.”
Health prevention and health promotion will equip patients and their families (the public) with pertinent information about healthy behaviours. By so doing, they will have better control over DM and achieve tight glycemic control.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
According to Alma Ata, primary healthcare would enable more people to access healthcare services. Objective D-1 relates to this initiative by ensuring that more people engage in healthy behaviours that minimize the incidence of DM. Similarly, objective D-5 relates to this initiative by improving patient outcomes and safety.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
| Behavioural Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) |
Content (be specific) Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are…. |
Strategies/Methods
(label and describe) Example – Interactive poster presentation of the Food Pyramid. After explaining 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 the names of foods on the poster and discussing what food group still needs to be eaten throughout the day. |
| 1. Diabetic patients and their families will identify at least four risk factors for DM by the end of the learning session. (Cognitive Domain)
|
1. Various risk factors have been implicated in DM. They include overweight, obesity, family history, physical inactivity, cardiovascular conditions such as hypertension, and age above 45 years. | 1. Interactive PowerPoint presentation. After the presentation, learners will be allowed to share their experiences with the disease. |
| 2. Diabetic patients and their families will describe at least three strategies for adequately preventing and managing the disease. (Cognitive Domain)
|
2. DM can be managed via various approaches such as lifestyle modification (physical activity, dietary modification such as limiting sugary foods and eating more fruits and vegetables), medication adherence, and managing comorbidities adequately (Howland & Wakefield, 2022). | 2. Interactive PowerPoint presentation. Handouts and pamphlets will be distributed after the presentation. Learners will be allowed to share their experiences with the disease. |
| 3. Diabetic patients and their families will appreciate their role in managing and preventing the disease. (Affective Domain) | 3. Patients play a crucial role in preventing and managing DM by adopting healthy behaviours and adhering to the treatment plan. Families play a significant role by monitoring patients closely and enforcing adherence to the treatment plan. | 3. Interactive discussions will be used. Patients and their families will be required to express their perspectives and opinions. |
| 4. Diabetic patients and their families will demonstrate medication (insulin) administration techniques and general examination to check for potential complications. | 4. Patients and their families are crucial in administering medication such as insulin. The sites for injection should be rotated (Martinez et al., 2019). Additionally, insulin is administered subcutaneously (Howland & Wakefield, 2022). | 4. Interactive sessions where patients will be required to simulate medication administration techniques. |
Creativity: How was creativity applied in the teaching methods/strategies?
Creativity was applied by requiring patients and their families to simulate medication administration techniques. This will form the basis of correcting some patients and teaching others.
Planned Evaluation of Objectives (Outcome Evaluation): Describe your measures for each objective and how.
- Patients’ ability to recall will be measured through oral and written tests.
- Oral and written tests will measure ‘patients’ understanding of the disease.
- Patients’ perceptions about the disease process will be evaluated through oral questions.
- Patients’ motor skills will be evaluated by requiring them to demonstrate specific techniques.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
The effectiveness of the teaching plan will be evaluated through written and oral tests. The evaluation will be done at the end of the learning session. The review will assess the learners’ cognitive, affective, and psychomotor domains.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Feedback from the learners (patients and their families) will be used to evaluate the lesson and teacher. This will address various aspects such as the objectives, content, teaching strategies and methods.
Barriers: What potential obstacles may arise during teaching, and how will those be handled?
- Distractions (phone calls, unnecessary interruptions, noisy environment): encourage learners to focus by keeping away their phones for a dedicated duration, such as an hour.
- Undesirable past experiences: cultivate a positive culture and environment by motivating learners
- Poor mindsets: cultivate a positive culture and environment by motivating learners
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest of your audience? Describe the activity you will 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?
I will begin the presentation by sharing a personal story to capture my audience’s attention. I will embrace proper turn-taking, paraphrasing, and summarizing to demonstrate active listening. Furthermore, I will embrace active listening by applying appropriate verbal and non-verbal techniques such as maintaining an upright body posture, eye contact, and appropriate facial expressions. I will conclude the presentation by summarizing essential points and providing a relevant visual image.
References
CDC. (2022). National Diabetes Statistics Report. https://www.cdc.gov/diabetes/data/statistics-report/index.html
HealthyPeople.gov. (2022). Diabetes. https://wayback.archive-it.org/5774/20220414153841/https://www.healthypeople.gov/2020/topics-objectives/topic/diabetes/objectives
Howland, C., & Wakefield, B. (2022). diabetes mellitus : An integrative review. 44(1), 92–110. https://doi.org/10.1002/nur.22077.Assessing
Martinez, L. C., Sherling, D., & Holley, A. (2019). The Screening and Prevention of Diabetes Mellitus. Primary Care – Clinics in Office Practice, 46(1), 41–52. https://doi.org/10.1016/j.pop.2018.10.006
Muhajirah, M. (2020). Basic Learning Theory:(Behaviorism, Cognitivism, Constructivism, and Humanism). International Journal of Asian Education, 1(1), 37–42. https://media.neliti.com/media/publications/319060-basic-of-learning-theory-behaviorism-cog-05a8f817.pdf
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Assessment Description
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 practising 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.
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
Bioterrorism/Disaster
Environmental Issues
Complete this assignment using the “Community Teaching Work Plan Proposal” resource. 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.
You must cite at least three sources to complete this assignment. Sources must be published within the last five years, appropriate for the assignment criteria, and relevant to nursing practice.