Community Teaching Work Plan Proposal
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.
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.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
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.
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
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.
Community Teaching Work Plan Proposal
Planning Before Teaching:
|Name and Credentials of Teacher:
|Estimated Time Teaching Will Last:
|Location of Teaching:
Community Health Centre
|Supplies, Material, Equipment Needed:
Posters, Pamphlets, Laptop, LCD projector
|Community and Target Aggregate: All age groups
|Topic: Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection):
Primary prevention entails engaging people in healthy behaviors to prevent disease occurrence. The emphasis on a shift from disease treatment to preventive care has been on the rise in the recent past. The focus is to enlighten people on disease prevention approaches such as healthy lifestyle, proper hygiene, genetic testing, and type and frequency of immunization to reduce the risk of infections, thus reducing the cost of care, the severity of illnesses, disease burden in the community and promote better care outcomes (Doyle, Ward & Early, 2018). The approach will involve multidisciplinary certified health care providers as the facilitators and target community members from all age groups.
Epidemiological Rationale for Topic (Statistics Related to Topic):
The increased occurrence of novel diseases globally has prompted the selection of this topic. Since the disease process and pathophysiology of the novel diseases are poorly understood, there are no already developed effective treatment therapies. Therefore, a prevention and health promotion approach will prevent their occurrence, thus minimizing their adverse effects on the community (Javanparast et al., 2018). The effectiveness of this approach is evident in the case of the Covid 19 pandemic. Since no effective therapies have developed for this disease yet, major interventions globally have focused on prevention through health education on preventing the spread and contracting the disease. As a result, the approach has significantly curtailed the spread of the Coronavirus. Therefore, this approach could also be applied for other commonly occurring disease co-morbidities in the community whose occurrence can prevent.
Teaching Plan Criteria
The process of preparing and administering the teaching plan will entail several steps:
- Program Topic selection: this will be based on the epidemiology data to select the most significant health issue in the community.
- Goal setting: This will be based on the target outcomes of the health promotion program
- Obtaining funding: funding will be essential to remunerate facilitators and purchase teaching materials. Potential sponsors include governmental organizations nongovernmental organizations.
- Selection of program facilitators- facilitators will include a multidisciplinary healthcare team selected on merit. They will prepare and deliver the education to the audience.
- Selection of the target audience- the target audience will be all community members willing to learn because everyone is at risk of novel diseases.
- Selecting convenient venue – the selected venue will be hospital grounds, and three one-hour sessions a day will be planned.
- Creating program awareness in the target community
- Implementation of the program
- Evaluating the program outcome
Nursing diagnosis is the clinical judgment of the outcome of an assessment. The nursing diagnosis will be drawn from the results of the program. The outcomes will entail adopting healthy behaviors by the target population after the program. The nurse will obtain the data from an evaluation of medical records to assess for an increase in health behaviors, disease screening, and immunization, and follow-up care practices in clinics
Readiness for Learning:
The readiness of the target audience to learn will be continually assessed to determine the attainment of the program objectives. Factors that will indicate readiness to learn include voluntary showing up in the program venue and on time, eagerness portrayed while handling education materials, and the audiences regarding the program’s content. Experimental readiness will be assessed by evaluating the audience’s values and cultural beliefs regarding disease prevention and health promotion and level of education to determine their ability to understand the content.
The program will utilize the salutogenic learning theory. The theory is relevant to the program as it emphasizes health promotion by focusing on health rather than disease. The theory will be applicable in creating educational content that focuses on preventing the disease rather than treating diseases.
The objectives of this community teaching program are based on the Healthy People 2020 objectives. The Healthy people 2020 initiative’s objectives related to this program include promoting high quality and long lives free from preventable diseases, premature death, quality of life, and enhancing healthy behaviors. The program will promote these objectives by preventing preventable diseases and the associated adverse events such as poor quality of life and early deaths.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The Alma Ata Declaration emphasizes health to increase life expectancy by preventing preventable diseases and early disease detection and modification. The healthy people 2020 objectives addressed in this program relate to the Alma Ata initiative because they share a common goal of promoting health through disease prevention and screening for early detection (Berge et al.,2018).
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
|1.By the end of the program, the audience will name at least one level of disease prevention intervention
|1. The levels of disease prevention covered in the program are primordial, primary, secondary and tertiary prevention.||1. This will be assessed through interviews and questionnaires.|
|2. By the end of the program, the audience will name at least one benefit of the disease prevention program.
|2. The benefits of disease prevention covered in the program include eliminating health disparities, improving quality of life, promoting better care outcomes and preventing premature deaths.||2. This will be assessed through interviews and questionnaires.|
|3. By the end of the program, the audience at least one outcome of the program will be visible.
|3. The expected outcomes include increase in number of people seeking preventive care such as disease screening and better behavioral choices.||3. This will be assessed by inspecting patient records to assess an immediate increase in screening.|
|1. By the end of the program, the audience will name at least one healthy behavior.
|4. The healthy behaviors recommended in the program include healthy eating, disease screening, regular exercise, enough sleep and proper hygiene.||4. This will be assessed through interviews and questionnaires.|
Creativity was applied to improve the audience’s turnout and improve the audience’s reception of the program content. Before implementing the program, program awareness in the community was created through advertising in social media outlets and distributing handouts, flyers, and posters. As a result, the program campaign will highlight the objectives and location of the health promotion program. In addition, providers from the local community will be used to deliver the medication to prevent language and cultural barriers during the interaction and improve reception of the content by the audience.