Benchmark - Community Teaching Plan: Community Presentation
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PROPOSALfordexter.docxRunning Head: COMMUNITY TEACHING WORK PLAN PROPOSAL
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COMMUNITY TEACHING WORK PLAN PROPOSAL
Community Teaching Work Plan Proposal
Grand Canyon University: NRS-428VN-0502
Identification of Focus for Community Teaching (Primary Prevention/Health Promotion)
The aim of this community teaching schedule is sexual health. This healthcare prevention/promotion focuses on assisting the community members in improving their sexual health, comprehending the risks of engaging in sexual activities, and the measures that will enable them to prevent STDs.
Epidemiological Rationale
STDs are a common health issue affecting sexually active youths and adults as well. There is an estimate of 20 million new cases yearly (Sieving, 2019). According to CDC, youths, mainly 15-24 years old, get half of all the new STIs. Moreover, one out of four sexually active teenage females has an STI. Contrasted with the older adults, youths aged 15-24 years old have a higher risk of getting STIs for a pattern of behavioral, cultural, and biological reasons.
Nursing Diagnosis
The rate at which young adults engage in sexual activities within the community is alarming. STDs are associated with engaging in unprotected sex with either one or multiple sexual partners, alcohol abuse, and drugs (Sieving, 2019). Hence, there is a necessity to educate the youths within the community on STIs' preventive measures. This teaching proposal aims at teaching behavioral changes that are necessary to prevent STIs and promote sexual health.
Readiness for Learning
Learning readiness refers to how likely a person is to pursue information and engage in behavioral improvement. Individuals are moving through multiple phases in order to embrace or sustain a new wellness habit. In the pre-contemplative stage, a person is usually not conscious of an issue or is not prepared to respond. At the contemplative stage, the individual is thinking about an improvement, but he is not yet performing. At the stage of action, the individual is taking a behavioral adjustment and is following it. In the maintenance process, the individual maintains a new behavior as a result of the reinforcement. By the last stage, the attitude is part of an individual 's routine and is no longer perceived as a transition that requires attention or reinforcement. Educational strategies perform better if they complement a person's state of readiness. Emotional and experiential readiness of the target group is vital for ensuring the effectiveness of the teaching program. There are several factors that influence the patient's willingness to learn. Anything that affects physical or psychological comfort, such as discomfort, exhaustion, anxiety or fear, may impair the capacity and desire of an individual to learn. Also, the mental health of the group is an essential factor to consider. The level of interest is also necessary to determine readiness.
Learning Theory to Be Utilized
This work will utilize the social learning theory. It will be applied by demonstrating positive and healthy sexuality-associated behavior to young adults. They will learn watching the behaviors of the work. Then by examining the positive and negative effects that result from the job we will evaluate the learning stage.
Goal
The goals of Healthy People 2020 are; to achieve higher quality, longer, free from preventable illness life, disability, accident and premature death; to achieve health equality, to eradicate inequality and to enhance the wellbeing of all groups; to create a social and physical atmosphere that encourages good health for all; and to encourage quality of life, economic growth and positive conduct around the globe. This program utilized as the teaching goal aims to promote healthy sexual behaviors, reinforce community aptitude, and increase access to quality care services for preventing STDs and other complications. The objective relates to “Alma Ata’s Health for All Global initiatives” by improving youths’ health by involving their participation.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods
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Behavioral Objective and Domain |
Content
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Strategies/Methods
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1. Participants will define and name at least five STDs.
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1. The tutor will explain STDs, give the causes, and provide five examples. |
1. A poster with the definition, and the causes of each STD will be used. |
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2. The participants will name the factors that are associated with STDs
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2. The tutor will explain the factors that are associated with STDs. |
2. A poster having the factors will be displayed. |
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3. Participants will demonstrate the approaches used to prevent STDs
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3. The tutor will present the standard techniques that can be utilized to promote sexual health. |
3. An interactive chart presentation of the prevention approaches for STDs will be used. |
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4. Participants will develop a behavior change plan for promoting sexual health.
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4. The facilitator will develop a behavior change plan for the participants to see. |
4. A poster containing the behavior changes will be displayed for all the participants. |
Creativity
Choosing the interactive approaches for the participants, finding inspiration in the young people to help them to prevent future infections, asking for advice to my family and coworkers and learning through collaboration.
Planned Evaluation of Objectives
1. Assessing the precision of the definition of STDs the participants developed, they will be able to talk about the definition with evidence-base practice.
2. Reviewing the participants’ capability to mention the factors of STDs.
3. Assessing the participants' knowledge of the preventive measures of STDs, they will provide examples.
4. Evaluating the participants’ plan to change their behaviors to promote their sexual health with examples.
Planned Evaluation of Goal
The evaluation of the teaching plan's general effectiveness will be immediately after the tutorial by examining the extent to which the participants understood the behavioral changes.
Planned Evaluation of Lesson and Teacher
During the tutorial, the tutor will ask questions to determine the participants’ level of understanding.
Barriers: Participants may occasionally lose focus. The issue will be addressed by actively engaging the participants. Lack of enough motivation will be handled by utilizing an identification system that meets the class’s objectives.
Therapeutic Communication
The presentation will start by capturing the participants' interest with an awful fact about STDs, using questions and answers and voice tone changes to exhibit active listening. We can conclude the presentation by requesting the participants to embrace behavioral changes. The non-verbal cues to be used will be facial expression, eyes contact all the time to ensure we do not lose the public’s attention, body language like hands and good posture, appropriated dressing codes for the occasion, and gestures to adopt a therapeutic communication.
References
https://www.euromedinfo.eu/patient-education-learning-readiness.html/
Sieving, R. E., O’Brien, J. R. G., Saftner, M. A., & Argo, T. A. (2019). Sexually Transmitted
Diseases Among US Adolescents and Young Adults: Patterns, Clinical Considerations, and Prevention. Nursing Clinics, 54(2), 207-225.
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