Community Teaching Plan Community Teaching Work Plan Proposal

Community Teaching Work Plan Proposal

Directions: Develop an educational series proposal for your community using one of the following four topics:

Bioterrorism/Disaster

Environmental Issues

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Estimated Time Teaching Will Last:20-30 minutes Location of Teaching:
Supplies, Material, Equipment Needed:Pamphlets, light snack Estimated Cost:$20

Epidemiological Rationale for Topic (statistics related to topic): Children that breathe second hand smoke can have some significant health detriments. The statistics data provided from the Centers for Disease Control (CDC) are disturbing:

Tobacco smoke contains more than 7,000 chemicals, including hundreds that are toxic and about 70 that can cause cancer. In 1964 about 2,500,000 non-smokers have passed away from health problems caused by exposure to secondhand smoke. During 2011–2012, about 58 million nonsmokers in the United States were exposed to secondhand smoke. Cotinine levels have declined in all racial and ethnic groups, but cotinine levels continue to be higher among non-Hispanic Black Americans than non-Hispanic White Americans and Mexican Americans. During 2011–2012:

Nearly half (46.8%) of Black nonsmokers in the United States were exposed to secondhand smoke.

About 22 of every 100 (21.8%) non-Hispanic White nonsmokers were exposed to secondhand smoke.

Nearly a quarter (23.9%) of Mexican American nonsmokers were exposed to secondhand smoke.

Nursing Diagnosis:

Knowledge deficit

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Factors that would indicate the readiness to learn for the target aggregate include: feelings discussed about secondhand smoke, asks appropriate questions, open body language, engages in conversation, and verbalize understanding.

Learning Theory to Be Utilized: Explain how the theory will be applied.

I will be utilizing the Teach Back Theory. It shall be applied by providing the teaching and then ask the clients to explain the material that I have just covered. Based on the responses, I can determine how much and how well the client(s) understands and recalls what I’ve taught. If the client’s have trouble explaining or recalling the material, I’ll need to repeat, clarify, or modify the information—and then reassess the client’s comprehension and recall. I may need to repeat this cycle several times.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

The Healthy People 2020 (HP2020) objective that I selected is as follows:

TU-11.1Reduce the proportion of children aged 3 to 11 years exposed to secondhand smoke.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? The HP2020 Objective Relates to the Alma Ata’s Health for All Global Initiatives by improving all of the public’s health and strengthen the United States national security through local and global disease detection, response, prevention, and control strategies.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) Content (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…. Strategies/Methods(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.
1. The parent’s of the daycare children will verbalize 2 ways children are exposed to secondhand smoke.(Cognitive Domain) 1. Children are exposed by secondhand smoke: being around people that smoke, smoke in clothes, smoking inside the home, smoking in the care even with the window rolled down. 1. Use the teach back method. The teacher will repeat, clarify, deliver information using simple terms and modify information.
2.The parent’s will verbalize 2 ways to prevent secondhand smoke exposure to their children.(Cognitive Domain, affective Domain) 2. According to the CDC, children can be stopped from secondhand smoke by – not smoking, quitting smoking, smoke free school and businesses. No smoking around children. 2. Information delivery using teach back method. Students may ask to repeat information, ask questions and clarify when needed. The teacher shall be continuously assessing the needs of the students.
3. The student’s shall name one agency that can assist in quitting smoking.(Cognitive Domain) 3. Names and contact information of quitting smoking agencies shall be given to all students. 3. Information for this will be given both verbally and written in the pamphlet using bold lettering.
4.Student’s will ask questions when needing clarification, answers, or repition.(Cognitive, Affective) 4. Student’s get a better feel for information when they feel welcomed to ask question, clarification, obtain answers or repetition of information. 4. The teacher shall have a welcoming appearance and personality. Also, teach in a relaxing environment and will answer questions with a smile and promptly.

Creativity: How was creativity applied in the teaching methods/strategies?

Second hand smoking prevention with children interests me greatly and I am a great storyteller. The learning environment was in the living room of the day care center. We all sat on comfortable couches; the environment was informal and familiar to the entire parent’s. Also, I had a light healthy snack for the parents and ice water. The teaching will be from 20 minutes to about 30 minutes in length. During the teaching of the dangers of second hand smoke on children I talked less and facilitated more. Personally, I like to use four different styles, each of which matches one of the four states of the human nervous system (fight, flight, freeze, orient). I introduce debates and spirited dialog for those who need to fight; I employ the imagination for those whose tendency is for flight; I cover material slowly, and with precision, for those who freeze; and I connect everything together so as to provide a framework for those who orient.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Daycare parents will attend the session: dangers of second hand smoke on children

The daycare parent’s will verbalize understanding.

The daycare parent’s will ask appropriate questions.

I will keep the teaching session between 20 minutes to 30 minutes.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan: Evaluation and assessment shall be performed continusouly and throughout the teaching period. Critiques from the students are always welcomed.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The daycare parents were honest and upfront with how they felt the information was delivered and the flow of the teaching. Areas to be worked on in the future: It was unanimous that the parent’s would of preferred a quieter and not so casual setting for their learning purposes. I will keep that in mind for future teaching sessions.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Some of the potential barriers that may arise is not get a good turnout of parent’s to attend. In order to get the most daycare parent’s I have put a note in the children’s backpack notifying them of what I am doing and will start promptly when they get their child(ren) after work. The other barrier that may arise during the teaching is to have the teaching session be that there is a loss of interest. To overcome this barrier I will teach as a “story teller” and allow the teaching to be informal and conversational. Also, I have strategies in place to deliver the knowledge regarding the dangers of secondhand smoke to children using a variety of teaching methods that will appeal to the masses.

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

I will start off my conversation by asking a series of 6 questions and if any parent answers yes to even 1 question then their child(ren) is/are not safe from tobacco smoke, then I will pass out my direct and colorful pamphlet. Basically I will be story telling from the pamphlet, allow the parents to participate and lead the conversation on the dangers of second hand smoking.

The presentation will end by stating,”STOP poisoning innocent breathes. Children need to breathe more than you need to smoke.” Also, I will graciously thank the parent’s for taking time out of their busy day to help me in furthering my nursing education and allowing me to teach regarding the dangers of second hand smoke to children.

Some of the nonverbal communication techniques that I will employ are to have open body language, make appropriate eye contact, listen, allow time for conversation, and make small talk with the parent’s when appropriate. Also, I will be dressed clean, tidy and casually: jeans, nice shirt, flat shoes, natural makeup and my hair pulled up in a ponytail.