Community Teaching Work Plan: Proposal

Complete the "Community Teaching Work Plan Proposal." This will help you organize your plan and create an outline for the written assignment.

1.After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.

2.Request feedback (strengths and opportunities for improvement) from the provider.

3.Complete the "Community Teaching Experience" form.

 

Primary Prevention/Health Promotion 

Health promotion or disease prevention focuses on the act of keeping people well and good. They both have some strategies which aim towards some proactive measures to health care (McKenzie, Neiger & Thackeray, 2013). Those strategies are called primary prevention activities. Health promotion is the act of motivating people for healthy lifestyle and to become a good self –manager.

Planning Before Teaching

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:	Location of Teaching:
Supplies, Material, Equipment Needed:	Estimated Cost:
Community and Target Aggregate:
Topic:

Epidemiological Rationale

Policies, programs and other organized initiatives regarding health promotion have to be empowering, participatory and holistic. The programs regarding health prevention enables communities and individual to control their environmental, socioeconomic and personal factors that keeps their impact in their health (Pender, Murdaugh & Parsons, 2011). Health promotion fosters spiritual, physical and mental health.

Nursing Diagnosis

Nursing diagnosis relates to health seeking and self care activities. Those activities include

accepting the responsibility of self-care, identification of progress and the elimination of the negative health care practice, initiating the program needed for stress reduction, being active for seeking knowledge regarding disease process or medical treatment (Stanhope & Lancaster, 2000).

Readiness for Learning

Readiness for learning is very much important. Nurses have to connect with the patients emotionally and practically for understanding their problem. Learning with other professionals and students will make the learners more efficient member of social care or health care team. Group learning will help the learners to understand the limitations of the profession. Discussion of the problems within a social-care team will be fruitful. 

Learning Theory to Be Utilized

The salutogenic theory may be utilized for the program regarding health promotion. The theory is designed for enhancing the health promoting program. It focuses on the health of the person not the disease of the person. Before the application of the theory, the theory must be understood by the students very clearly.

Goal

The goals of the health care promotion according to  HP 2020 are—

Increase the number of persons having medical insurance.

Increase the number of persons having dental insurance.

Increase the number of persons connected to a primary care provider.

Increase the number of practicing medical employees and so on.

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

Behavioural Objective and Domain	Content	Strategies/Methods
1.   The third students would name one healthy food in each of the five food group	1. The food pyramid has five groups which are vegetables, seafood, Pizzas, Artificial sweeteners, cakes. Unhealthy foods contain lot of fat and sugar causes health problems.  Healthy foods are Vegetable and sea food.	1. Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, students place pictures of foods on the correct spot on the pyramid. Also, analyzing what a child had for lunch by putting names of foods on the poster and nutrient food group needs to be eaten throughout day
2. The students should study the source of major diseases	2. The four diseases are Cholera, Diphtheria, Malaria, and Measles. Cholera and Diphtheria caused by bacterial infection. Malaria caused by mosquitoes and Measles caused by virus.	2. The Chart explains the cause of the disease and their symptoms. Analyzing the health of the child and needs to improve it. Students should place pictures of disease on the chart.
3.   The student should study the importance of sports in life.	3. The four sports are Cricket, football, carom and Chess. Indoor games are carom and chess and outdoor games are cricket and football.	3. The chart explains the importance and difference of indoor and outdoor games. Analyzing the sports that are played by the children. students should place pictures of the games on the chart.

Creativity

Teaching strategies for the creativity should be applied to the teaching units and to the students before the end of the each semester. The creativity activities includes fluency, uniqueness and flexibility were to be followed to implement the application of nursing process too l(Dudek, 2006). A creative thinking course for the nursing should be constructed in order to cultivate the thinking abilities in their future clinical practice to promote health and prevent disease.

Planned Evaluation of Objectives

The objectives of studying the food habits of the student can be identified by observing their day to day meals and their effect on health.

The objective of studying the major disease and identifying the source and symptoms of the diseases. Then identifying their impact on health of the students and taking step for it.

The objective of studying the importance of sport and evaluating student’s habit of paying outdoor games.    

Planned Evaluation of Goal

The teaching plan can be evaluated during learning of patient progress before and after teaching. The students are fully cantered with the nursing skills, knowledge and attitude associated with the nursing practice (Miracle, 2003).  Teaching effectiveness increases the need of nursing practice in the clinical governance and helps to grow in the medical field.

Planned Evaluation of Lesson and Teacher

Evaluation is the last phase of teaching process and ongoing appraisal of learning of the patient process during the teaching. The main aim of the evaluation is to identify that the patient has learned what they have taught (Pender, Murdaugh & Parsons, 2011).    

Barriers

The barriers arises during the teaching varies from individuals understanding. It is important to identify and gap between the current practice and recommended practice while delivering the knowledge of promotion of health and the prevention of diseases (Dudek, 2006). The fundamental issues of identity, philosophical approach and professional values should be addressed in the teaching process.    

Communication

The first step of teaching process is to identify the needs and problem of the patient. This indicates the solid knowledge about the disease process and the treatment of that disease (Miracle, 2003). The end process is to serve the guide for the treatment. The non verbal techniques such eye contact with the students to gain trust and positive impression.

Strengths and opportunities for improvement of teaching plan

Teaching is the rich pursuit for the nurses to share the clinical expertise and entering in the profession of nurse with advanced preparation. Teaching provides the opportunity to influence the student success and shaping the next generation of the nurses (Pender, Murdaugh & Parsons, 2011). The practice improves managing of patient care agencies and units and serving advanced practice role. 

Community Teaching Experience Form

Personal Information

Name:

Home Address:

City, State:

Work address:

City, State:

Home Phone:

Email address:

Current Position

Present Title:                                                            Since:

Employer:

Employer Address:

City, State:

Present annual salary:

Educational Background

Name/Location Of Institution	Year	Degree	Marks

Teaching Experience   

Position	City and state	Specific Years Employed

Explanation of any gap in Employment:

References

Dudek, S. (2006). Nutrition essentials for nursing practice. Philadelphia: Lippincott Williams & Wilkins.

Miracle, V. (2003). The latest in cardiac nursing. Nursing Management (Springhouse), 34, 14. doi:10.1097/00006247-200300001-00004

Pender, N., Murdaugh, C., & Parsons, M. (2011). Health promotion in nursing practice. Upper Saddle River, N.J.: Pearson.

McKenzie, J., Neiger, B., & Thackeray, R. (2013). Planning, implementing, and evaluating health promotion programs. Boston: Pearson.

Pender, N., Murdaugh, C., & Parsons, M. (2011). Health promotion in nursing practice. Upper Saddle River, N.J.: Pearson.

Stanhope, M., & Lancaster, J. (2000). Community & public health nursing. St. Louis: Mosby.