Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Benchmark – Community Teaching Plan: 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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
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
Community Teaching Work Plan Proposal Example
Hypertension, Primary Prevention, and Health Promotion
With the changing disease dynamics, in which a rising proportion of diseases are attributed to poor lifestyle choices, preventive and health promotion activities are beneficial in halting a disease process, either before it develops or during its progression. Primary disease prevention refers to the efforts to forestall an illness or injury from occurring, and it is accomplished by avoiding exposure to hazards that cause the disease/injury and changing unhealthy habits that may predispose one to a disease/injury (CDC, 2022).
Examples of primary preventive methods include but are not limited to, education on healthy and safe living behaviors such as physical fitness, vaccination against infectious illnesses, and policy enforcement to prohibit the use of hazardous items (CDC, 2022). Because hypertension is the most prevalent risk factor for cardiovascular events, considerable efforts must be made to develop preventative interventions.
Thus, hypertension control relies primarily on primary prevention and health promotion efforts, notably lifestyle choices. As a result, with a glimpse of the influence of primary prevention on illnesses, the goal of the subsequent section of this paper is to propose a community teaching plan for the primary prevention of hypertension, with the church as the target audience.
Planning for Teaching
|Topic||Hypertension: Primary Prevention and Health Promotion|
|Name of the Teacher|
|Credentials of the Teacher|
|Location of Teaching||Woodbridge Church, Virginia|
|Estimated Time||Four sessions, 45 minutes each|
|Supplies, Materials, and Equipment needed.||Laptop, projector, notebooks
Brochures and other print materials containing information on hypertension and primary prevention strategies.
|Community and Target Audience||Congregants at Woodbridge Church in Virginia, as well as residents of the broader Woodbridge census-designated place in Virginia|
Epidemiological Rationale for Topic
Hypertension continues to debilitate many patients worldwide. The continued rise in the prevalence of hypertension is attributed to increased participation in unhealthy lifestyle habits such as physical inactivity, poor diet, alcohol consumption, and cigarette smoking. The lifestyle habits that contribute to the prevalence of hypertension serve as the foundation for primary prevention strategies. In 2010, 1.38 billion people, or 31.1% of the world’s adult population, had hypertension, defined as systolic blood pressure of ≥140 mm Hg and diastolic blood pressure of ≥90 mm Hg (Mills et al., 2020).
According to the World Health Organization (2021), approximately 1.28 adults aged 30-79 years have hypertension worldwide. However, the prevalence varies across the globe, with factors such as geographical region, economic strength, and gender influencing the difference. High-income regions have a low prevalence of hypertension (28.5%), whereas low-to-middle-income countries have a disproportionately higher prevalence (31.5%) (Mills et al., 2020). When it comes to age, men have a slightly higher prevalence of hypertension (31.9%) than women (30.1%) (Mills et al., 2020).
Despite efforts to reduce the prevalence of the condition, 46% of adults with hypertension are still unaware that they have it (WHO, 2021). Furthermore, only about half (42%) of adults with hypertension are diagnosed and treated, and approximately one in every five adults (21%) has it under control (WHO, 2021). The statistics show a flagrant gap in hypertension awareness, detection, and management, justifying the need for a community teaching plan proposal.
The morbidity, mortality, and economic consequences of hypertension are severe. Hypertension is responsible for a substantial number of cardiovascular events and premature deaths. In 2015, the estimated total number of fatalities due to systolic blood pressure of ≥110-115 mm Hg was 10.7 million, accounting for 19.2% of all deaths globally (Mills et al., 2020).
Furthermore, the total number of fatalities related to systolic blood pressure ≥140 mm Hg was 7.8 million, accounting for 14.0% of all deaths worldwide (Mills et al., 2020). Ischemic heart disease, ischemic stroke, and hemorrhagic stroke were the particular causes of hypertension-related mortality. Studies have shown that in patients aged 40-69 years, a difference in usual systolic blood pressure of 20 mmHg or usual diastolic blood pressure of 10 mmHg is associated with a more than twofold difference in the rate of stroke deaths and a twofold difference in the rate of death due to IHD and other CVD causes (Mills et al., 2020).
Besides the risk and mortality associated with cardiovascular illness, hypertension is a substantial independent risk factor for chronic kidney disease (CKD) and end-stage renal disease (ESRD), both of which hasten a patient’s debilitation and overall risk of death.
The enormous expense of treating hypertension individuals, as well as the consequences that result, adds to the burden and enhances the urgency of managing the illness. Kirkland et al. (2018) discovered that the unadjusted mean annual medical expenditure attributable to patients with hypertension was $9089 in a 12-year longitudinal study from 2003 to 2014 and that individuals with hypertension had $1920 higher annual adjusted incremental expenditure, 2.5 times the inpatient cost, nearly double the outpatient cost, and nearly triple the prescription medication expenditure. Furthermore, the healthcare expenses associated with hypertension treatment in the United States are $131 billion (Kirkland et al., 2018). The figures indicating the morbidity, mortality, and financial burden of hypertension calls for increased preventative and treatment measures.
Knowledge deficit related to a lack of information about the disease process and prevention.
Following the gap in hypertension awareness, identification, and treatment found at Woodbridge Church in Virginia, it is critical to establish a plan, such as the one proposed, to raise their understanding of the condition and its prevention. The community teaching intends to raise awareness, which will result in a large number of individuals attending for screening and so obtaining treatment for hypertension.
Readiness for Learning
The church leaders must be informed to seek the opportunity and permission to conduct community teaching in a church setting. Their approval of the proposal is the first sign that the church is ready for primary prevention and health promotion teachings about hypertension. The Woodbridge church in Virginia has over 2,500 members who engage in different gospel initiatives on various days of the week, which may be used for community teaching. Furthermore, the worshippers indicate a desire to adhere to biblical teachings on directions and wisdom on how to live a decent life based on their firm Christian heritage.
Among the biblical teachings are Corinthians 6:19-20, which states that the body is a temple of God; Romans 12:1, in which Paul the Apostle exhorts brothers to present their bodies as a living sacrifice, holy and acceptable to God; and Proverbs 23:20-21, in which people are warned not to be drunkards and gluttons because the drunkards and gluttons will squalor in poverty and be clothed in rags (Brewer et al., 2020). The congregants indicated a desire to engage in biblical health teachings, were receptive and expressed interest in offering one of their gospel projects called ‘A Strong Foundation,’ which happens twice a week, for community health teaching.
Learning Theory to be Utilized
Vygotsky’s theory of social learning is widely used in teaching and learning. According to Vygotsky, the sociocultural environment influences learning. As a result, learning is not a universal process but rather differs among cultures (Yousef & Mahameed, 2022). According to Vygotsky, the zone of proximal development and learning begins in childhood, when children perceive the adults they are learning from and co-construct their knowledge.
As a result, the child’s social environment impacts their knowledge, thinking, and conduct. Thus, a person’s socioeconomic status influences fundamental mental processes such as attention, sensation, perception, and memory. In certain cultures, memory is enhanced by note-taking, mind mapping, or the use of mnemonics, while storytelling is employed in others (Yousef & Mahameed, 2022). The community teaching plan will, therefore, build on the results of Vygotsky’s social learning theory, bolstering the audiences’ learning via the use of diverse print materials such as brochures and newsletters.
Furthermore, when adults become wary of hypertension and its prevention strategies, they respond by increasing participation in health promotion activities such as attending hypertension screening programs, engaging in physical activities, eating healthy foods, and limiting risk behaviors such as alcohol consumption, which the younger generation observes and reciprocates.
Vygotsky also described the scaffolding idea. Scaffolding refers to the instructional approaches used by educators to guide students toward better comprehension and independence in the learning process (Yousef & Mahameed, 2022). The strategies are simplified so that learners may internalize the topics and reinforce their comprehension. Scaffolding tactics that may be used include the creation of simple Venn diagrams to demonstrate hypertension risk factors, the use of graphics to indicate prevalence, images of healthy meals, and physical exercise to reinforce understanding of healthy lifestyle habits.
Goal of Teaching
- To promote quality of life, healthy development, and healthy behaviors across all life stages
Rationale: Healthy behaviors, such as physical activity, eating healthy foods, and avoiding alcohol and cigarette smoking, lower the incidence of preventable diseases, allowing individuals to live longer lives free of maladies, injuries, disabilities, and premature death (CDC, 2022)
How Does the HP2020 Objective Relate to Alma Ata’s Health for Global Initiatives?
The 1978 Alma-Ata Declaration highlighted primary healthcare as the key to achieving the aim of Health for All. The following are the key issues that emerged from the declaration: health is a fundamental human right, and attainment of the highest possible level is a global social goal, the existing gross inequality in people’s health status between developed and developing countries is politically, socially, and economically unacceptable, primary healthcare is essential healthcare based on pragmatic, scientifically sound, and economically acceptable methods, and that an acceptable level of health for all people worldwide can be attained through a fuller and better use of worlds resources (Lindbloom, 2022).
The excerpt indicating that primary healthcare can be achieved through practical, scientifically sound, and economically acceptable methods and technology that are widely available to individuals and communities aligns with the HP2020 goal of improved quality of life, healthy development, and healthy behaviors across all lifespans. In line with the Alma-Ata Declaration, the goal calls on the combined efforts of healthcare professionals, patients, and the community as a whole to achieve the health goals.
Behavioral Objectives (Including Domains), Content, and Strategies/Methods
|Behavioral Objective and Domain||Content||Strategies/Methods|
|Community health volunteer/educator will project a presentation to the audience (affective domain)||Definition of hypertension, risk factors, symptoms, and where to seek care||Simple and clear information will be presented in slide form. After the presentation, there will be an opportunity for questions and answers.|
|Community members will actively participate in blood pressure measurements (psychomotor domain)||Identification of a blood pressure machine and its parts, positioning of the patient, accurate placement of the cuff, and accurate reading||Demonstrations|
|Congregants will be informed of various hypertension primary preventive strategies (cognitive domain)||Themes include physical activity, healthy eating, salt intake, alcohol, cigarettes, and stress management.||Brochures on a healthy diet, as well as AHA recommendations on a variety of cardiovascular range of physical exercises
Other print publications on the health implications of alcohol and smokes
|A case study of a hypertensive patient will be read aloud, and congregants will be prompted to mention the patient’s health problems.||Case study reading
Identification of the patient’s concerns in the case study
Justification for the patient’s medical condition
Understanding how to assist the patient (where to refer, where to seek help)
Hypertension content will be delivered utilizing a PowerPoint presentation in clear, abstract, and basic language. Brochures on different hypertension topics will also be distributed. Furthermore, the attendees will see blood pressure measurement videos and participate in a real-time simulation of how to take blood pressure. Moreover, after the session, the congregation will join in a discussion to ask and answer questions, unravel a case scenario, and make further recommendations on additional support necessary for the patient in the case study.
Planned Evaluation of Objectives
Implementing a structured questionnaire for each objective aids in assessing what the participants have gained from the program. End-of-session questions such as “What blood pressure cut-offs are crucial in the diagnosis of hypertension?” or “Name the risk factors of hypertension” will be useful in evaluating the first objective. To evaluate the second objective, determine how many attendees were present, how many engaged in blood pressure screening, and how many of those who participated had hypertensive blood pressure ranges. The third goal is to educate participants about preventative techniques and to assess this, a questionnaire will be used to gauge attendees’ awareness of the different strategies. To assess the final objective, it is necessary to ascertain how many participants successfully unraveled the case scenario.
Planned Evaluation of the Effectiveness of the Teaching Plan
A questionnaire is required to determine how many individuals had heard of or attended a hypertension awareness program. Furthermore, the number of community members who show up for hypertension screening and treatment is pertinent to determining if the objective was met. One of the critical questions to ask in the questionnaire to establish the number of community members who actively participate in physical exercise is, “How many individuals engage in at least 150 minutes of physical activity per week?”.
Planned Evaluation of Lesson and Teacher
The program participants will be given an evaluation form for the instructor and the lesson. Attendees will indicate their satisfaction or dissatisfaction with the recent program on primary preventive techniques for hypertension.
People who are dogmatic and firm believers who seek God’s intervention while ill may be resistant to the subject of health education in a hospital environment. Participants whose family or friends have suffered the repercussions of hypertension, whether it is a cardiovascular condition or even death, may be unwilling to speak openly throughout the program. Language hurdles are also significant, particularly for non-English speakers or those who are not proficient in English. Furthermore, the elderly, whose cognitive capabilities have severely deteriorated, may have difficulties processing the information presented. Moreover, those with poor vision or hearing may struggle to keep up with the program, resulting in minimal gains that may not improve their quality of life.
The presentation will begin with a startling statistic, such as 31.1% of the worldwide adult population having hypertension, printed in bold, italics, and color to grab the audience’s attention. The notes will be provided in point form, concise and straightforward, to catch the attention of the attendees during the presentation. Furthermore, the usage of graphics, images, and videos will allow the audience to maintain their interest.
Another crucial approach for capturing the audience’s attention is to ask questions throughout the session. I will also ensure that I am audible enough so that the audience actively listens and does not get bored. Nonverbal indicators that will improve presentation delivery include pointing at the presentation or at the audience to ask a question and looking directly into the audience. Finally, I will summarize the presentation by highlighting the key topics.
As the most prevalent cardiovascular risk factor, hypertension imposes significant morbidity, death, and economic burden. People continue to participate in health-risky activities that raise their risk of hypertension due to a lack of information about the illness process and its risk factors. As a result, raising hypertension awareness will result in more hypertensive individuals being identified and treated. With the hope that this proposal will be accepted, I share my community teaching plan topic, target audience, and goals.
Brewer, L. C., Kumbamu, A., Smith, C., Jenkins, S., Jones, C., Hayes, S. N., Burke, L., Cooper, L. A., & Patten, C. A. (2020). A cardiovascular health and wellness mobile health intervention among church-going African Americans: Formative evaluation of the FAITH! App. JMIR Formative Research, 4(11), e21450. https://doi.org/10.2196/21450
Centers for Disease Control and Prevention. (2022, September 8). Promoting health for adults. Cdc.gov. https://www.cdc.gov/chronicdisease/resources/publications/factsheets/promoting-health-for-adults.htm
Kirkland, E. B., Heincelman, M., Bishu, K. G., Schumann, S. O., Schreiner, A., Axon, R. N., Mauldin, P. D., & Moran, W. P. (2018). Trends in healthcare expenditures among US adults with hypertension: National estimates, 2003-2014. Journal of the American Heart Association, 7(11). https://doi.org/10.1161/JAHA.118.008731
Lindbloom, A. (2022). Healthcare as a fundamental human right: The Alma Ata’s role in shaping health policy in three North American countries. https://baylor-ir.tdl.org/handle/2104/11851
Mills, K. T., Stefanescu, A., & He, J. (2020). The global epidemiology of hypertension. Nature Reviews. Nephrology, 16(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2
World Health Organization. (2021). Hypertension. Who.int. https://www.who.int/news-room/fact-sheets/detail/hypertension
Yousef, N. T., & Mahameed, M. I. (2022). Reading Yeats’s ‘A Prayer for My Daughter’ in light of Lev Vygotsky’s sociocultural theory of learning. Theory and Practice in Language Studies, 12(2), 241–247. https://doi.org/10.17507/tpls.1202.04
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 DomainmExample – 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.|