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Community Teaching Work Plan Proposal

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Community Teaching Work Plan Proposal

PowerPoint slides and information from the World Health Organisation (WHO) portal were employed in this presentation. The nursing diagnosis is a willingness to learn. Learning includes the cognitive, affective and psychomotor domains (Nies & McEwen, 2011). It is, however, paramount to evaluate the enthusiasm to learn about the target audience. Apart from the disposition to learn, it is critical to assess the age group of audience, academic level, intervention structure, reading and writing capability, mental level and developmental level.

Any physical restrictions such as audibility, graphical and coordination should equally be considered. Variables that include readiness to learn are culture, emotional attributes, support structures and so forth. Family structure, monetary and social status are other variables. Nonetheless, it is critical to evaluate language barrier before drafting the teaching plan. When it comes to the learning model, bandura’s social learning theory was employed.

Learning can transpire through direct observation or instruction presented in a social backdrop. The presentation’s target audiences were policy makers and security personnel. The simple language was used for easier comprehension of the audience.

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Community Teaching Work Plan

Summary of Teaching Plan

While the aspect of teaching the community on potential attacks is a serious issue in our nation, demonstrating to them the importance of security interventions, was a significant cause. The probability that a nation can experience bioterrorism/disaster is somewhat factual. In the recent past, for instance, Americans experienced the effects of September 11, wars and animosity (Harkness & DeMarco, 2012).

These are indicators that present people the fundamental basis to learn safety strategies. The presentation was the toughest of issues I had to conduct. Public speaking is not my strong point; nevertheless, I considered it my responsibility as a nurse to educate the community on tactics that could help them solve emerging problems. In most cases, PowerPoint presentations are useful tools when it comes to disseminating knowledge to individuals that do not understand complex issues. So, during the presentation, the audience would appear instinctive and interested.

The same applies to me. When a presentation touches not just on my safety but others as well, I would be more than keen to pay attention. The presentation took approximately 20 minutes, which involved explaining and discussion. In general, I was confident regarding teaching and giving detailed examples on this particular issue. This group also was keen and considered this information relevant.

Community Teaching Work Plan

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Epidemiological Rational

Epidemiology is the study of the occurrence of diseases in different individuals. In addition, epidemiology involves the importance of having the plan to prevent such diseases. It is not exceptional for ordinary individuals to be unaware of epidemiology. Nevertheless, it is our duty to study not only the causes but also the impacts of detrimental as well as the sickening field of health.

Some fields of the study are not natural, and as such, easier to learn and prevent. While it is significantly incredible to control dangerous pathogens, what becomes apparent is that the cure for some physical illness has not been discovered. As such, the ability to take out a whole community has considerable impacts. This is not a thought; rather it is an endemic and probabilities are certain. Besides the 9/11 terrorist attacks, one month later there was anthrax outbreak (Markowitz & Rosner, 2004).

Also, there are also cases of smallpox, among other contagious diseases. For that reason, it is of great importance for the community to be educated about these diseases and ways of preventing them. Much as one may wonder the way of teaching or fathom the results, the solution revolves around trying. For me, nursing is not just a profession but a way of life. In short, teaching the community about epidemiology was rewarding because I executed my duties and saved lives of others.

Community Teaching Work Plan

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Evaluation of Teaching Experience

By and large, the teaching experience was a rewarding and positive experience. Throughout my nursing career, I have never been compassionate teaching the community, and the skills acquired from this experience helped me throughout my career. While the subject was challenging regarding teaching, understanding information was considerably tough. In reality, it was hard to believe that this was not imaginary; this scenario can occur later on in life.

Personally, I detest and greed people have against others is inconceivable. When I completed the task, I was compelled to share what I learned with others to assist them in preventing these attacks. The majority of people who participated in my presentation were ignorant regarding the occurrence of these events or were even aware that they have already occurred. My response was simple.

I was not aware that this was a genuine issue or took place in the past. Before beginning this project, teaching the community was not my interest as such I cannot believe that some other people would like this subject and consider as a component of their lives unless they have no other choice. The reaction I obtained from this group was a mixture of various positive and inquisitive. Nonetheless, there some reactions that contributed to other useful information.

Community Teaching Work Plan

Community Response to Teaching

In the beginning, individuals who attended my presentation on bioterrorism awareness appeared reluctant. But when I began my assessment about the issue they were at ease and ready to get along. It was intricate to get these people to recognize the relevance of the issue. The community had been threatened with destructive attacks, however; it was certainly possible. As I wrapped up the presentations, various issues were raised including the time, the manner and the reason such attacks can happen.

For sure, I tried my best to respond to these questions, although I could not explain that area in the discussion. I merely intended to explain to the community the knowledge regarding these deadly communicable illnesses rather than the reasons they occur or the time they could happen. This demonstrates that teaching this group stimulated them to think out of the box (Harkness & DeMarco, 2012).

A few people, who offered insights on this issue, covered some of the disputed issues since they were former and currently they retired veterans. The queries addressed by these individuals just stated that human beings do not understand and cannot know until an event takes place. In the case of an occurrence, the country has to be prepared, not just for the deadly disease but also terrorist attacks. The group that attended learning was rather compelled following the views of the retired veterans who shared some of the things he did during the war.

Maybe this group will carry on with daily lives, I do not find it strange, but some gained understanding regarding bioterrorism as well as a different perspective. A remarkable lifestyle change is necessary because it help the group to be ready for any possible event. Of course, this was not my objective; rather my intention was informing the public to protect themselves and others.

Community Teaching Work Plan

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Areas of Strength and Improvement

This was more than just another task that I wanted to accomplish but rather a challenge. I will always attempt to do my very best in any condition; this was an issue I never imagined I would have to deal with. I must admit that any PowerPoint presentation would be to realize this assignment with positive results and benefit to those around. Owing to the number of persons that were in attendance, I believe I was able to realize most of those objectives. While my group speaking capabilities were not that perfect, I had the confidence to put my point across in a coherent manner.

My PowerPoint was simple to comprehend with just the right data to justify every aspect in the presentation. Again, my competence to present before strangers on a subject that I was not conversant with previously caught me surprised. Certainly, I had some doubts about my capability, and the real battle to overcome was in the mind. At the outset, for instance, I was never audible enough, implicitly people seated in the back could not hear me.

Community Teaching Work Plan

This is to say, I would have started the presentation with vigor to be heard by almost everyone in attendance. I would understand being told to speak up loud. I guess the tension stemmed from self-consciousness or the usual timid disposition that presented. Nonetheless, as the presentation went on, I gained the self-confidence and was even willing to do better.

The answers section is another area that I needed to have done thorough preparation. Some questions took a tall order for me, and I, therefore, relied on other individuals. Towards the end, I recognized that meticulous preparation would have equipped me entirely. Honestly speaking the experience was one of a lifetime and it was obvious for a few probing minds to question my competence. Generally speaking, I have the confidence the whole presentation was a hit. While I set out wobbling and terrified, I gained the confidence in the long-run. As I wrapped up, I recognized that preparation should become a way of life.

Community Teaching Work Plan

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References

Harkness, G. A., & DeMarco, R. (2012). Community and public health nursing: evidence for practice. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Markowitz, G., & Rosner, D. (2004). Emergency Preparedness, Bioterrorism, and the States: The First Two Years after September 11. Retrieved from Milbank Memorial Fund: http://www.milbank.org/uploads/documents/SEPT110406/SEPT110406.html

Nies, M. A., & McEwen, M. (2011). Community health nursing: Promoting the health of populations (5th ed). Philadelphia: W. B. Saunders.

Community Teaching Work Plan

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Community Teaching Work Plan Proposal

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Community Teaching Work Plan Proposal

Directions: Develop an educational Community Teaching Work Plan Proposal 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: 2 Hrs	Location of Teaching: Community Social Hall
Supplies, Material, Equipment Needed: Charts, projector, PowerPoint presentation, Safety gloves and equipments	Estimated Cost: $1,000
Community and Target Aggregate: 500 People
Topic: Primary Prevention/Health Promotion

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Community Teaching Work Plan Proposal

Epidemiological Rationale for Topic (statistics related to topic):

Primary prevention/Health promotion is important in the reduction of the impact of chronic or deadly diseases on an individual in the community, in institutions and at the society level. Initiatives that develop and undertake the implementation of prevention programs at the primary level have not been evaluated with key scientific rigor (Lobb et al., 2013).

Health promotion helps in building structures that are supportive that help in empowering personal resources by maintaining health in its broad sense. The selection of the target group is based on the degree to which they are affected and the feasibility of reaching them effectively plus chances of achieving a profound and effects that are sustainable.

Nursing Diagnosis: an actual diagnosis will help in indicating how the community faces challenges concerning primary prevention for example, the deprivation of sleep. Undertaking a risk diagnosis helps in obtaining views on vulnerable conditions and the contributing factor for example, risk for shock.

In health, promotion diagnoses judge about the motivation of the community to actualize human life and desires to increase wellbeing for example their readiness to enhanced nutrition. The diagnoses are clustered if they occur together and addressed through similar interventions for example, a relocation stress syndrome.

Readiness for Learning: Factors that would indicate the readiness to learn for the target group.

The patients are able and tend to be motivated to process the new skills through exploration of new attitudes and behaviors. Also, there is a willingness of the patient or persons to engage in the teaching-learning process that comprise of the emotional readiness. The persons are not generally aware of the problem but, they are ready to act (Ali & Katz 2015). They think about the change but they have not yet taken any action

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

The most preferred theory for the learning population is cognitive learning theory. The primary prevention phenomena will be analyzed into simpler components and studying the basic components of health promotion. This helps the target group in understanding a complex health phenomenon easily. The persons can organize and transform into a pattern what is being taught. It offers the three intellectual systems of an enactive, iconic and symbolic image of the training.

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Community Teaching Work Plan Proposal

Goal: Using Healthy People 2020 (HPP2020) Objective

The objective of promoting the quality of life and healthy development plus healthy life behaviors across all the stages of life is important in my teaching. The importance is that the community can be able to get exposed to health promotion through primary prevention on practicing healthy life practices. This also serves in educating on healthy practices in life to ensure that there is an epidemic or disease free society.

Relationship between the HP2020 and Alma Ata’s Health for all Global Initiatives

Alma Ata’s health for all global initiative included health workers with an aim of training them as one team to help in responding to the expressed health needs of the community. It also develops the ability of communities to participate through education and concerns itself with community participation and inter-sectored actions to make effective the existence of vertical integration in dealing with disease burden and shortages of workforce. The objective of promoting quality of life relates to this objective because they mainly aim at improving the human life and existence (Rusch et al., 2015).

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

Behavioral Objective and Domain	Content (be specific)	Strategies/Methods (label and describe) .
1. The learners will be able to construct treatment and preventive plans for diabetic patients to contain avoiding certain food (cognitive)	1. Avoid food that contains much sugar and continuously do body exercises to remain healthy	1. Present diagrams through the projector of specified and prescribed food to help in the primary prevention of diseases. Allow the learners to ask and present opinions on their varied diets
2. The learners will be able to demonstrate their commitment to promoting the presentation of the case by asking for feedback on the presentation (affective domain)	2. Ways of offering first aid in case of the affected patient or dealing with the desease	2. Practical presentation on the recovery positions and do a mock test to determine the learners’ ability to assist during critical occasions
3. The learners will be able to calibrate on using a first aid kit before performing the actual process of helping patients and undertaking primary prevention (psychomotor domain)	3. Ensure the first aid kit is well equipped with essential drugs that help in basic diseases that affect the community	3. Prescribe on drugs through demonstration that are essential in first aid and give access to the local medical centers within their locality by providing emergency assistance numbers
4. The learners will have to demonstrate on how to reduce the impacts and curb water pollution in their community (cognitive domain)	4. Put in measures such as, drinking clean and safe water	4. Practical presentations on basic healthy living such as, water treatment and ensuring hygiene when handling foodstuffs

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

There was fluency, flexibility and uniqueness followed indicated by the following of the teaching instruments. Creativity was ensured through the involvement of the learners to give their views on the primary prevention (Ali & Katz 2015). Including the use of health models and use of past experiences brought in the concept of creativity. The various domains of the behavioral objectives greatly influenced the learner responses.

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Community Teaching Work Plan Proposal

Planned Evaluation of Objectives (Outcome Evaluation): Ways to measure each objective

In the cognitive objective of developing treatment and preventive plans will be measured through their readiness to help in orally presenting a new patient’s case

The learners will be able to orally present a case of a patient in a manner that is logical while observing chronology in the development of the current disease. (specific)

The learners can be able to prepare appropriate new patient workups (general)

The learners will be able to summarize the pertinent positive and negative findings while undertaking a differential diagnosis and plans for testing and treatment further (cognitive)

Planned Evaluation of Goal: Overall Effectiveness of the teaching plan.

Feedback can be collected from the learners concerning the clarity of the stated primary prevention or health promotion. Peer evaluation can also be undertaken through the teaching mutual or one way evaluation of teaching observation.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Evaluate on the things that went well in the learning process and why they went well. Evaluation is also done on the problems encountered and why. What could I have done differently? What I learned from the experience and how it could help me in future.

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Community Teaching Work Plan Proposal

Barriers: Potential Barriers during teaching

The learners might not have enough confidence in the teacher but this can be handled through the avoidance of prejudice and acting professionally. The learners could possibly lack motivation but explaining the terms broadly encourages them. Also, the learners could possibly lack attention or enough time. The teaching can be scheduled in hours when the learners are free to attend.

Communication: The presentation process from “Hook” to the end of the presentation and non-verbal techniques

The use of facial expressions and signs helps in stressing the concepts of primary prevention. The presentation can begin with question and answer sessions and end with flashbacks on the topic and presentation from some of the learners on their understanding of the presentation.

References

Lobb, R., Petermann, L., Manafo, E., Keen, D., & Kerner, J. (2013). Networking and knowledge exchange to promote the formation of transdisciplinary coalitions and levels of agreement among transdisciplinary peer reviewers. Journal of Public Health Management and Practice, 19(1), E9-E20.

Rusch, D., Frazier, S. L., & Atkins, M. (2015). Building capacity within community-based organizations: New directions for mental health promotion for Latino immigrant families in urban poverty. Administration and Policy in Mental Health and Mental Health Services Research, 42(1), 1-5.

Ali, A., & Katz, D. L. (2015). Disease Prevention and Health Promotion: How Integrative Medicine Fits. American journal of preventive medicine, 49(5), S230-S240.

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