Community Teaching Plan Presentation and Essay

Running head: COMMUNITY TEACHING WORK PLAN PROPOSAL 1

COMMUNITY TEACHING WORK PLAN PROPOSAL 2

Community Teaching Work Plan Proposal

Angelique Christoffel

NRS 428VN

Concepts in Community and Public Health

Serina Madden

July 26, 2020

Introduction

In communities everywhere, people have been taking for granted health information that has been presented and put in place to ensure safety and prevention. However, these health promoting mechanisms are fundamental since they allow the community to have some light about a particular disease or condition and see how to prevent it (Córdova et al., 2018). Healthcare providers need to ensure that the community receives quality healthcare education so that its residents are not affected by a pandemic or other dangerous diseases. This paper will focus on health promotion and on developing a community teaching work proposal to ensure that STIs are prevented.

Planning Before Teaching:

Name and Credentials of Teacher: Shalini Patel, DON, MSN, RN
Estimated Time Teaching Will Last: 1 hour	Location of Teaching: UHS Behavioral Health Services and System
Supplies, Material, Equipment Needed: Projector, condoms, bananas, paper, laptop, screen, and beach balls.	Estimated cost: $25
Community and Target Aggregate: grades 7-;12 participants attending mental health outpatient services program as participants.
Topic: Prevention of Sexually Transmitted Infections (STIs)

Identification of Focus for Community Teaching: This teaching aims to educate the participants on how to prevent STIs, prevent teen pregnancies and how to practice safe sex. It also aims to educate them on the dangerous infections caused by STIs.  

Epidemiological Rationale for Topic: Statistics show that in a year, more than one million STIs are acquired in the whole world. According to the center for disease and control prevention, most of the cases of STIs are amongst adolescents (Perry et al., 2020). Research has proven that young people engage in behaviors that may put their lives at risk of contracting the STIs unknowingly. Therefore, making it crucial that this population receives proper teaching about abstinence and safe sex. 

Teaching Plan Criteria

Nursing Diagnosis: The nursing diagnosis related to this population is that adolescents engage in risk seeking behaviors. Such behaviors put them at risk for injury. This increase in the number of adolescents engaging in risky behavior is high due to unawareness or misconceptions about infections. 

Readiness for Learning: This specific population can demonstrate readiness to learn seeing that sex is an intriguing topic to most adolescents in that age group. Eagerness to know about the topic displays interest and willingness to learn about sex education.

Learning Theory to Be Used: In this teaching, we focus on how adolescents are being affected by their surrounding environment such as other peers’ behaviors. Following the CDC's research, most adolescent experience infidelity by their mates, which leads to unprotected sex, hence STIs infections.

Healthy People 2020 (HP2020) Goal: The main goal for healthy people 2020 that is applied in this teaching is to reduce the proportion of adolescents and young adults with chlamydia trachomatis infections. According to the research carried out by healthy people 2020 in 2015, the percentage stood at 9%, and their main objective is to reduce this number to 7% (People, 2020).

How Does HP2020 Objective Relate to Alma Ata's Health for All Global Initiatives: Since Alma Ata mainly underlined the importance of primary healthcare, its goals, and healthy people 2020 are more or less that same. Their main aim is to stop the dispersal of diseases, and mainly they are fighting against HIV/AIDS (Bhutta et al. 2018). Similarly, healthy people, 2020 are also on the fight against STIs infections, making them the same in terms of goals.

Behavioral Objectives

Behavioral Objective and Domain	Content	Strategies/Methods
1. Explain how STIs can be spread.	1. STIs are mainly transmitted by having contact with a body fluid that is already infected; this can happen through sexual intercourse through the vagina, anal or oral. Secondly, having contact with already infected skin, the mucous membrane may also spread it.	1. The explanation so long as the “read back” technique may be used to ensure that the information is earmarked.
2. Explain the various forms and symptoms of STIs.	2. Chlamydia, painful urination, pain in the lower abdomen, and much more. Gonorrhea; thick discharge from penis or Virginia (Mahat et al., 2018). Syphilis; rashes or sores on the body, including private parts. And many more infections.	2. A slideshow of photos of the different infections, their signs and symptoms will be displayed for the participants to see.
3. I am learning how to use a condom.	3. The participants are taught how to use condoms by demonstrating the process using the banana and the condom. They are told to make it a culture of checking the expiry date of the condoms too.	4. A display of a film showing the participants how to use condoms. Real condoms and the bananas will be distributed so that they can practice what they see.
4. Talking about the statistics of the STIs.	4. Notifying the participants on the effect of STIs on the adolescent and young adults. Giving them about the real statistics currently.	4. Projecting the information on the board and asking them to read and ask questions.

 

Creativity: Some techniques of creativity that were applied are there were both physical, tangible, visual, and audio techniques were employed in the teaching to ensure that the message is home, and everybody understands it. 

Planned Evaluation of Objectives:

1. A form with questions will be distributed out to evaluate what level of understanding the participants have.

2. Participants will be asked to reiterate anything they learned from the presentation.

3. They will also be asked to demonstrate the appropriate way of using condoms using bananas and condoms.

4. The educator will ask the participants random questions involving the teaching, and they are encouraged to asked questions too.

Planned Evaluation of Goal: There will be a follow-up plan to ensure that the participants still recall what they were taught. There will also be a tracking systems in the facility clinic to monitor if participants are using condoms provided by the clinic and to see if they are asking questions in regard to sex education.

Planned Evaluation of Lesson and Teacher: The evaluation process can be based on the form of questions distributed to the learners and knowing if they learned something or not. The teacher can use this as a test.

Barriers: Some of the potential obstacles that may arise are the disturbance and noise from the participants. This will be handled by assuring that facilitators in the room assist with setting boundaries and limits in the teaching environment.

Therapeutic Communication: Therapeutically, to start with, the educator will throw the beach ball in the mass and ask the participants to hit it back and forth to one another. The educator will explain that the balls are like the STIs, and anyone who touches the ball is infected. Every student will be given a condom and a banana for the demonstration. The use of eye contact will be one form of non-verbal cues used for presentation. The presentation will be concluded with a documentary showing how STIs affect human beings.

 

References

Bhutta, Z. A., Atun, R., Ladher, N., & Abbasi, K. (2018). Alma Ata and primary healthcare: back to the future.

Córdova, D., Lua, F. M., Ovadje, L., Fessler, K., Bauermeister, J. A., Salas-Wright, C. P., ... & Leadership Council, Y. (2018). Adolescent experiences of clinician-patient HIV/STI communication in primary care. Health communication, 33(9), 1177-1183.

Mahat, G., & Scoloveno, M. A. (2018). Effectiveness of adolescent peer education programs on reducing HIV/STI risk: A mixed review. Research and Theory for Nursing Practice, 32(2), 168-198.

People, H. (2020). Healthy People 2020 summary of objectives. Adolescent health (on-line). http://www. healthy people. gov/2020/topicsobjectives2020/pdfs/Adolescent Health. pdf. Accessed February 20, 2013.

Perry, J., Salter, A., Dirren, M., & Kildea, K. (2020). Let us Talk About It: A Proposal, STI Prevention Program, Designed for Jefferson County, Oregon.