NRS-427V-RS Community Teaching Work Plan Proposal
Community Teaching Work Plan Proposal
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:
Estimated Time Teaching Will Last: Location of Teaching:
Supplies, Material, Equipment Needed: Estimated Cost:
Community and Target Aggregate:
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
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.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral 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….
Unhealthy foods containing a lot of sugar or fat are…. Strategies/Methods
(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.
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Creativity: How was creativity applied in the teaching methods/strategies?
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
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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):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Week 5. Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.
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 the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan 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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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 Turnitin. Please refer to the directions in the Student Success Center.
-I picked Primary Prevention/Health Promotion in Miami Florida
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Writing Guide:
Developing an educational series proposal for a community teaching work plan is a crucial step in addressing public health issues. Let’s delve into the details of creating a comprehensive proposal for a community teaching work plan.
Name and Credentials of Teacher:
As an academic scholar, tutor, and writer providing college and university study content materials and thesis writing guidelines in the USA, UK, and Australia, you are well-equipped to take on the role of the teacher for this community teaching work plan.
Estimated Time Teaching Will Last:
The estimated time for teaching will depend on the specific topic and the depth of the educational series. Typically, community teaching sessions can range from one-time events to a series of sessions conducted over several weeks.
Location of Teaching:
The location of the teaching will largely depend on the target aggregate and the resources available. It could be conducted in community centers, schools, healthcare facilities, or any other suitable venues within the community.
Supplies, Material, Equipment Needed:
The supplies, materials, and equipment required will vary based on the chosen topic. For instance, if the topic is environmental issues, visual aids, educational pamphlets, and possibly demonstration materials might be needed.
Estimated Cost:
The estimated cost will depend on the resources required for the teaching. It’s essential to create a detailed list of supplies, materials, and equipment needed to estimate the overall cost accurately.
Community and Target Aggregate:
Identifying the specific community and target aggregate is crucial for tailoring the educational series to the needs and characteristics of the audience. For example, if the target aggregate is school children, the teaching approach will differ from that for an elderly population.
Topic:
Selecting a topic is a critical decision. The chosen topic should be relevant to the community’s needs and should address a significant public health concern. For instance, environmental issues such as air pollution or water contamination could be a pertinent topic for many communities.
Epidemiological Rationale for Topic:
Utilizing statistics related to the chosen topic is essential for providing an epidemiological rationale. For example, if the topic is environmental issues, statistics on pollution levels, health impacts, and demographic data related to the community can be used to justify the choice of the topic.
Nursing Diagnosis:
Identifying a nursing diagnosis related to the chosen topic is crucial. For instance, if the topic is primary prevention/health promotion, a nursing diagnosis could be “Ineffective Health Maintenance related to lack of knowledge about preventive health practices.”
Readiness for Learning:
Factors indicating the readiness to learn for the target aggregate should be carefully assessed. Emotional readiness can be gauged by understanding the community’s concerns and interests, while experiential readiness can be evaluated based on the community’s previous exposure to similar educational initiatives.
Learning Theory to Be Utilized:
Selecting an appropriate learning theory is essential for effective teaching. The chosen theory should align with the characteristics of the target aggregate and the educational objectives. For instance, if the target aggregate is adults, the Andragogy theory, which emphasizes self-directed learning, could be applied.
Goal: Healthy People 2020 (HP2020) Objective(s):
Utilizing the Healthy People 2020 objectives as the goal for the teaching provides a clear framework for addressing public health issues. Selecting an appropriate HP2020 objective and providing a rationale for its relevance to the community’s needs is essential.
HP2020 Objective Relating to Alma Ata’s Health for All Global Initiatives:
Linking the chosen HP2020 objective to Alma Ata’s Health for All Global Initiatives is crucial for understanding the broader global health context. This connection can provide insights into the historical and international significance of the chosen objective.
Behavioral Objectives, Content, and Strategies/Methods:
Developing clear behavioral objectives, specifying the cognitive, affective, or psychomotor domains, and outlining the content and strategies/methods are essential components of the teaching plan. For instance, if the topic is bioterrorism/disaster, behavioral objectives could include recognizing potential bioterrorism threats, understanding emergency response protocols, and demonstrating basic first aid skills.
Creativity in Teaching Methods/Strategies:
Applying creativity in teaching methods and strategies is essential for engaging the audience and enhancing the effectiveness of the educational series. For example, incorporating interactive simulations, case studies, or group activities can add an element of creativity to the teaching approach.
Planned Evaluation of Objectives (Outcome Evaluation):
Describing what will be measured for each objective and how is crucial for assessing the impact of the educational series. For instance, if the objective is to increase awareness of environmental issues, measuring changes in knowledge levels through pre- and post-tests can be an effective evaluation method.
Planned Evaluation of Goal:
Describing how and when the overall effectiveness of the teaching plan will be evaluated is essential for assessing the achievement of the overarching goal. This evaluation could involve post-teaching surveys, follow-up assessments, or tracking relevant health indicators in the community.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Developing a plan for evaluating the lesson and the teacher is crucial for continuous improvement. This evaluation could involve feedback from participants, self-assessment by the teacher, and observations of the teaching process.
Barriers:
Identifying potential barriers that may arise during teaching and outlining strategies to address them is essential for effective planning. Barriers could include language barriers, lack of engagement, or logistical challenges, and addressing these proactively can enhance the success of the educational series.
Communication:
Beginning the presentation with an engaging introduction to “hook” the audience and ending with a memorable conclusion to “go out with a bang” are essential for effective communication. Nonverbal communication techniques such as maintaining eye contact, using gestures, and employing visual aids can enhance the overall communication effectiveness.
In conclusion, developing a comprehensive educational series proposal for a community teaching work plan involves careful planning, clear objectives, and effective strategies for engaging the target aggregate. By addressing the specific needs of the community and aligning the teaching plan with relevant public health objectives, the educational series can make a meaningful impact on the health and well-being of the community.
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Community Teaching Work Plan Proposal
Name and Credentials of Teacher:
James, Academic Scholar, Tutor, and Writer
Estimated Time Teaching Will Last:
The teaching sessions will be conducted over a period of six weeks, with each session lasting approximately 90 minutes.
Location of Teaching:
The teaching sessions will take place at community centers and local health clinics in Miami, Florida.
Supplies, Material, Equipment Needed:
Visual aids, educational pamphlets, interactive tools, and access to a suitable venue for the sessions.
Estimated Cost:
The estimated cost for the teaching plan is approximately $1500, covering the expenses for materials, venue rental, and other logistical needs.
Community and Target Aggregate:
The target aggregate will include adults aged 25-65 from diverse socioeconomic backgrounds in Miami, Florida.
Topic:
The focus of the teaching plan will be on promoting healthy lifestyle choices and disease prevention through primary prevention strategies.
Epidemiological Rationale for Topic:
Utilizing statistics related to chronic diseases, lifestyle-related health issues, and demographic data in Miami, Florida to justify the need for primary prevention and health promotion initiatives.
Nursing Diagnosis:
The nursing diagnosis will be “Risk for Lifestyle-Related Diseases related to lack of awareness about preventive health practices.”
Readiness for Learning:
Factors indicating the readiness to learn for the target aggregate will be assessed based on the community’s health concerns, interests, and previous exposure to health education initiatives.
Learning Theory to Be Utilized:
The Health Belief Model will be applied to emphasize the perceived susceptibility, severity, benefits, and barriers to adopting healthy behaviors.
Goal: Healthy People 2020 (HP2020) Objective(s):
The teaching plan will align with HP2020 objective OA-5, which focuses on increasing the proportion of adults who engage in regular physical activity.
HP2020 Objective Relating to Alma Ata’s Health for All Global Initiatives:
The selected HP2020 objective aligns with Alma Ata’s Health for All Global Initiatives by emphasizing the importance of promoting physical activity and preventing lifestyle-related diseases.
Behavioral Objectives, Content, and Strategies/Methods:
Behavioral Objective: By the end of the sessions, participants will be able to identify at least three lifestyle modifications to reduce their risk of chronic diseases.
Content: The sessions will cover topics such as nutrition, physical activity, stress management, and preventive health screenings.
Strategies/Methods: Interactive workshops, group discussions, and hands-on activities will be employed to engage participants.
Creativity in Teaching Methods/Strategies:
Creativity will be applied through the use of real-life case studies, interactive demonstrations, and group challenges to reinforce learning.
Planned Evaluation of Objectives (Outcome Evaluation):
Pre- and post-assessments will be conducted to measure changes in knowledge, attitudes, and intentions related to adopting healthy behaviors.
Planned Evaluation of Goal:
The overall effectiveness of the teaching plan will be evaluated through follow-up surveys and tracking participants’ engagement in physical activity over a three-month period.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Feedback from participants, self-assessment, and observations will be used to evaluate the lesson and teaching process.
Barriers:
Potential barriers such as language diversity, cultural differences, and time constraints will be addressed through the use of multilingual materials, culturally sensitive content, and flexible scheduling.
Communication:
