Community Teaching Plan Proposal
Community Teaching Plan Proposal
Planning Before Teaching:
| Name and Credentials of Teacher::<Enter your name and credentials>
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| Estimated Time Teaching Will Last:
Approximately 45-50 minutes. |
Location of Teaching: :<Enter location>
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| Supplies, Material, Equipment Needed: Whiteboard and whiteboard marker, condoms, pen and paper, a projector and projector screen, and a laptop.
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Estimated Cost: A maximum of 80 dollars to buy condoms and pen and paper. The laptop is owned by the teacher while the screen and whiteboard are owned by the institution.
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| Community and Target Aggregate: Teenagers aged grades 9 and 10.
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| Topic: Primary Prevention/Health Promotion
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Identification of Focus for Community Teaching
Prevention of Sexually Transmitted Diseases
Epidemiological Rationale for Topic
There is a high tendency of teenagers to take part in active sexual behaviors which results in deteriorating sexual health. Available statistical data on CDC is disturbing (Tumina, Yona & Waluyo, 2021). The most striking facts include;
- Almost 19 million new STDs exist among people between 15-24 years
- 46% of the total population engage in active sex.
- 39% do not use protection during sex.
- 77% do not utilize birth control.
- 8,300 people between 13-24 years in more than 40 states are HIV positive.
Nursing Diagnosis:
The high risk of STD infection has been highly associated with ignorance about STD prevention measures as it is evidenced by teens taking part in active sexually related behaviors.
Readiness for Learning:
- High sexual affinity towards the opposite sex.
- High degree of curiosity concerning sexual bodies.
- Too many enquiries about their body and sex
- Active sexual relationships with others. Community Teaching Plan Proposal
The learning theory that will be applied is ‘Social Development Theory’. The theory contends that any form of social progress precedes development and cognition and awareness are the end products in any socialization behavior. I strongly believe that the author’s biggest influence in their lives is peers. Teens find it hard to run away from their peers. Throughout the teaching process, demonstration and encouraging interactions will be utilized with the hope that the teens will learn more from others. Using the example of Facebook will be ideal because too many youths have been engrained in it. Such examples will enhance the understanding of the proposal’s content.
Goal:
1) Minimize the number of teenagers and young adults with Chlamydia trachomatis.
2) Reduce the rate at which gonorrhea is being spread.
3) Significantly minimize community transmission of syphilis at both primary and secondary transmission stages.
4) Reduce the total number of women having HPV.
5) Minimize the total number of young adults who are suffering from genital herpes.
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How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
HP2020 and Alma’s Ata’s Global Initiative are related because they all serve to combat HIV/AIDS and control and prevention of endemic diseases. The fundamental goal of Alma is the elimination of existing health disparities in the United States and the world (Ullah, Muhammad, & Bakhsh, 2020). HP 2020 admits that such disparities are in existence in the US and it recognizes that the transmission and spread of STD are primarily based on behavioral, economic, and social factors of people.
Develop Behavioral Objectives
| Behavioral Objective and Domain
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Content
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Strategies/Methods
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| 1. Learners will be able to detect and understand the path followed during the transmission of STDs in people with multiple sex partners
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1.STDs are majorly transmitted through unprotected sexual contact with infected people. One person can intend to have protected sex with one person and unprotected with others. The risks are still there and very high. | 1. During the introductory part of the class, an infographic summarizing how different people can be infected will be employed. A video and visual diagram will also be paramount. |
| 2. Learners should outline at least two STDs and the major ways through which they are transmitted.
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2. Lecture notes and slides will outline important information on the same. They will list symptoms of these diseases. | 2. Learners will form groups after the lecture so that they will be able to discuss the facts they have been taken through. They will be allowed to factiously interpret these facts. |
| 3. Learners to define what abstinence is and discuss at least two skills involved in abstinence.
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3. Abstinence is the act of refusing to take part in active sexual intercourse. This will limit the exchange of genital fluids (Chee, et al., 2021). Refusal skills include; avoiding any tempting situation, saying NO firmly, and use of refusal body language. Community Teaching Plan Proposal | 3. The lesson will comprise of refusal skills that will be projected on the board. A role-play scenario will be provided as well. |
| 1. Learners to successfully inspect proper procedures and techniques when putting on a condom.
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4. Any condom to be used should be new. The condom should be sealed in the packet. Put on the condom only after the penis is erect and lastly. One condom should be used once. | 4. A video demonstrating proper inspection of the condom and the procedure that is to be followed when putting it on. |
Creativity
- Transmission theory will be explained using a visual aid and infographic diagrams.
- The power slides will reverse teachers’ roles when learners will be engaged in question-and-answer games.
- The use of videos will allow learners to understand the materials well even without memorization details.
Planned Evaluation of Objectives
- Open dialogue: Chances are there that the abstinence lesson will not be easy for several students. On this note, open dialogue and question-and-answer sessions will yield answers that will determine the mode of learning to be used.
- Pre-test and post-test of the knowledge that they have gathered. I will ask the learners a few questions about STDs before commencing the lesson to see the kind of knowledge they have in place.
- Questionnaire: How well was the visual representation in detecting and explaining the spread of STDs? Was the simulation good in enhancing understanding?
- Pre and Post condom use assessment: Before showing them the video, I will ask the learners about the right ways of using a condom. After watching the video with them, I will ask them if there is something different they can do about the use of condoms.
Planned Evaluation of Goal
- The school and community counselor to be interviewed at the end of the year
- Inquire the number of students who turned up for counseling after the teaching.
- A regular visit to the local STDs clinic and gather information about the impact since the seminar.
- Ask the institutional nurse about the number of students who have come for medical advice regarding STDs.
Planned Evaluation of Lesson and Teacher
- Allowing the teens to fill in a questionnaire about the instructor. The questionnaire will have questions like how effective was the presentation? How impactful was the speaker? How would you rate the instructor? How can the instructor enhance the presentation?
- I would leave a space for comments from the learners.
- Barriers
- Presence of disruptive and absent-minded students.
- Possibility of different levels of education, level and understanding, and education levels.
- Feeling of embarrassment when presenting this sensitive issue.
Therapeutic Communication
Introduction
During the introduction, I will commence with a demonstration of the topic and what learners should expect in the whole presentation. I will call a student whom together we shall present. I will ask the other students to sit next to a person they are not familiar with and shake hands. This will allow them to share any private information. an explanation will go hand with physical movements amongst couples. Once shaking is over, I will prank the students that I realized I have obtained STI through shaking hands. I will allow them to discuss the same matter. Community Teaching Plan Proposal
Ending
I will stress the major ways through which an STI can be obtained. This will be done using short videos. This is because the short videos have the capacity of hitting the message home with peace. Kids are good visual learners in general.
References
Chee, P. V., Ho, G. Y., Liew, Z. S., Wong, S., & Loo, E. (2021). The Effectiveness of a Pro-Abstinence Sex Education Curriculum in Singapore. retrieved from https://commons.erau.edu/ww-research-methods-rsch202/14/
Tumina, M. S., Yona, S., & Waluyo, A. (2021). The experiences of women from Atoin Meto tribe who performed Sifon ritual in the context of HIV/AIDS transmission. Journal of Public Health Research, 10(s1). Retrieved from https://jphres.org/index.php/jphres/article/view/2337
Ullah, H. Muhammad, & Bakhsh, HP (2020). Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan. Global Educational Studies Review, 3, 175-190. Retrieved from https://www.gesrjournal.com/papers/uKlbFDHKku.pdf
ASSIGNMENT 1
Community Teaching Plan: Teaching Experience Paper
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 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: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
- Summary of teaching plan
- Epidemiological rationale for topic
- Evaluation of teaching experience
- Community response to teaching
- Areas of strengths and areas of improvement
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 APA 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 Resources if you need assistance. Community Teaching Plan Proposal
SEE RUBRIC BELOW:
Community Teaching Plan: Teaching Experience Paper – Rubric
Collapse All Community Teaching Plan: Teaching Experience Paper – Rubric
Comprehensive Summary of Teaching Plan
15 points
Criteria Description
Comprehensive Summary of Teaching Plan
5. Excellent
15 points
Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.
4. Good
12.75 points
Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.
3. Satisfactory
11.25 points
Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.
2. Less Than Satisfactory
9.75 points
Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear.
1. Unsatisfactory
0 points
Summary of community teaching plan is omitted.
Epidemiological Rationale for Topic
15 points
Criteria Description
Epidemiological Rationale for Topic
5. Excellent
15 points
Strong epidemiological rationale is provided and demonstrates support for the topic presented.
4. Good
12.75 points
Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.
3. Satisfactory
11.25 points
Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.
2. Less Than Satisfactory
9.75 points
Epidemiological rationale is unclear or incorrect.
1. Unsatisfactory
0 points
Epidemiological rationale for the topic is omitted.
Evaluation of Teaching Experience
20 points
Criteria Description
Evaluation of Teaching Experience
5. Excellent
20 points
A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.
4. Good
17 points
Evaluation of the teaching experience is generally presented. Some detail is needed for clarity.
3. Satisfactory
15 points
Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.
2. Less Than Satisfactory
13 points
Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience.
1. Unsatisfactory
0 points
Evaluation of teaching experience is omitted or incomplete.
Community Response to Teaching Provided
15 points
Criteria Description
Community Response to Teaching Provided
5. Excellent
15 points
A detailed description of community response to teaching is presented.
4. Good
12.75 points
A description of community response to teaching is generally presented. Some information is needed for support or clarity.
3. Satisfactory
11.25 points
A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.
2. Less Than Satisfactory
9.75 points
Community response to teaching is partially summarized. More information is needed.
1. Unsatisfactory
0 points
Community response to teaching is omitted.
Areas of Strength and Improvement
15 points
Criteria Description
Areas of Strength and Improvement
5. Excellent
15 points
Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.
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4. Good
12.75 points
Areas of strength and improvement are discussed.
3. Satisfactory
11.25 points
Areas of strength and improvement are generally discussed.
2. Less Than Satisfactory
9.75 points
Areas of strength and improvement are partially discussed.
1. Unsatisfactory
0 points
Areas of strength and improvement are omitted.
Thesis Development and Purpose
5 points
Criteria Description
Thesis Development and Purpose
5. Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. Good
4.25 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. Satisfactory
3.75 points
Thesis is apparent and appropriate to purpose.
2. Less Than Satisfactory
3.25 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5 points
Criteria Description
Argument Logic and Construction
5. Excellent
5 points
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. Good
4.25 points
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. Satisfactory
3.75 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. Less Than Satisfactory
3.25 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. Good
4.25 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. Satisfactory
3.75 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. Less Than Satisfactory
3.25 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. Excellent
2 points
All format elements are correct.
4. Good
1.7 points
Appropriate template is fully used. There are virtually no errors in formatting style.
3. Satisfactory
1.5 points
Appropriate template is used. Formatting is correct, although some minor errors may be present.
2. Less Than Satisfactory
1.3 points
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
1. Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
2.55 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
2.25 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less Than Satisfactory
1.95 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
