Running Head: COMMUNITY TEACHING WORK PLAN PROPOSAL
1
Community Teaching Work Plan Proposal
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
Location of Teaching
30 minutes
Supplies, Material, Equipment Needed:
Estimated Cost:
Booklets and Snacks Provided
$ 30.00
Community and Target Aggregate:
Adults (20-35 years old)
Topic:
Risks and Prevention of hypertension
Epidemiological Rationale for Topic (statistics related to the topic):
The statistical data has been collected from the Center for Disease Prevention.
Hypertension is a very serious condition that greatly causes rises in risks of kidney, heart, brain
along with other diseases. Worldwide, the number of people estimated to have hypertension is
1.13 billion. According to the statistics given, the majority of people having hypertension are
living in middle and low-income nations. Statistics show that in 2015, the one with hypertension
COMMUNITY TEACHING WORK PLAN PROPOSAL
2
is 1 in 5 women along with 1 in 4 men. Less than 1 in 5 people having hypertension. Usually,
their problem is under control. Premature death is worldwide has been caused by hypertension.
According to the statistics given, the worldwide objective for non-communicable diseases is
lessening the occurrence of hypertension in 2025 by 25%.
Nursing Diagnosis:
Imbalanced nutrition: Intake of nutrients surpasses metabolic requirements. The risk
factors for hypertension, along with control of blood pressure, are obesity, hyperlipidemia, and
endocrine disorders (Leung, 2017).
Readiness for Learning:
Those in the age groups between 20 and 35 years will have their feelings as well as
emotions expressed in the prevention of the occurrence of hypertension. There will various
suitable questions that will be asked regarding the hypertension risk factors to them. The group
will participate in the conversation, and they will be able to express verbal and non-verbal
expressions in understanding the topic
Learning Theory to Be Utilized:
The learning theory to be used by this program is the Teach-Back Theory. This allows
facilitating the gap of communication to reduce among the patients along with the instructor.
With Teach-Back Theory I will be utilizing materials along with methods that are addressed in a
language that is simple for all to understand easily. The material provided will not be utilizing
terminology that is higher. What will be read in material pamphlets will be repeated by patients
as I summarize their understanding of the material provided (Dinh, 2016). This will be linked
with the strategy of direct educational combined tin the changing contact degrees utilizing
COMMUNITY TEACHING WORK PLAN PROPOSAL
3
repetition, body language, and eye contact. The strategy will be repetitive until the patient has
suitable knowledge of what is addressed given the outcome of the theory.
Goal:
In relations to the Healthy People 2020 (2016), people who are above 18 years become at
higher risks for developing hypertension. Many have explained their techniques of exercising
that they have done over the years.
The population of individuals above 18 years will be incorporated with no self-report stating
occurrence of hypertension to fasting glucose, which is equivalent to 100 although lower
than135mg/dl. People above 18 years are likely to have higher risks of developing hypertension
that has stated they have decreased the calories along with fat in their diets.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global
Initiatives (See page 116 in the textbook)?
Alma Ata’s global initiatives identified that there is a hindrance to the health problems
that cannot be assumed or isolated in one nation. The greater the health differences persevere in
other nations, the harm may be done to every nation involved.
Health must be initiated worldwide, but not in one country that is affected by the health effects.
Due to the reason that the occurrence of hypertension is stated in one of the ten health
interventions, there educational hindrances concerning this issue of health worldwide relating to
the control along with disease prevention (Whelton, 2012).
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
COMMUNITY TEACHING WORK PLAN PROPOSAL
Behavioral Objective
4
Content
Strategies/Methods
The students will give out
The students will be
The cooperative
the name of the healthy
Presented will food pyramid presentation with every
and Domain
food of their choice in every comprising of all 5 groups
group presented.
food group that represents 5
foods that are healthy and in unhealthy along with 5
every group, there will be
healthy foods should be
another 5 unhealthy foods
presented in a structure of
for the student to select the
the animated pyramid.
best healthy mixtures from
every group.
1.
1.
Students will be able to
1.
The pamphlet offered to the
determine the healthy foods
Addressing to students that
students will show the
that will assist them in
unhealthy foods include fast
effects that hypertension
reducing their chances of
foods and most of the time
has on the body. Other
developing hypertension
people consume more
challenges will also be
risks.
carbohydrates than what is
shown.
required.
COMMUNITY TEACHING WORK PLAN PROPOSAL
5
2.
2.
2.
Through the exercise is
The exercising behaviors
The pamphlet given will
given, the students will be
along habits will assist in
present the appropriate
in apposition to properly
lessening risks related to
times required in attaining
determine appropriate
heart disease along with
the exercising objectives.
techniques of lessening
obesity
risks of developing
hypertension in the exercise
given.
3.
3.
3.
They will allow students to
Addressing the techniques
The pamphlet handed out to
determine people already
of monitoring the blood
the students will contain
diagnosed with
sugar levels along with
information on how blood
hypertension.
ways of checking the levels
levels may be checked,
regularly and properly.
checking the levels of sugar
and ways of having proper
hygiene.
COMMUNITY TEACHING WORK PLAN PROPOSAL
6
4.
4.
4.
This will allow the student
Throughout the introduction After the introduction,
to determine at least two
and rundown of
volunteers were providing
symptoms of hypertension.
manifestations of
some side effects.
hypertension along with
catching up with important
consideration doctor.
Creativity:
The teaching method of creativity will be applied during the impacts of visuals along
with skills of listening. Students will be given direct along with indirect drop-down menus to
select from both healthy and unhealthy foods.
Planned Evaluation of Objective
1) Enhancing health outcomes by selecting healthier foods.
2) Addressing students on ways of changing their lifestyle in treating along with preventing
further occurrence of hypertension.
3) Addressing on better ways to treat blood along with sugar levels to detect the hypertension
risks earlier (Whelton, 2012).
COMMUNITY TEACHING WORK PLAN PROPOSAL
7
4) Addressing on the techniques of determining the signs and symptoms in relations to the
hypertension disease
Planned Evaluation of Goal:
After the three months of the session ends, follow up with the students to check if they
have learned the suitable techniques addressed to them during the presentation along with
pamphlets provide during meeting sessions.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
At the end of the sessions, I will give out the evaluations to adults created through the
questions that were presented to them. Also, at the end of the presentation method. Few of the
items presented to the students will be based on the following:
· What methods would you change to make the presentation better?
· Were the materials along with the presentation simple for you to comprehend?
· How would you rate the presentation utilized in the session?
Every question will include either a numerical or direct response.
Barriers:
If there are any feelings or emotions portrayed to be insufficient, or if a student presents
the behaviors to reluctant to change their lifestyles for better well-being. If the cognitive
deficient are present in portraying the barriers that are possible in discouraging their behavior
changes.
Communication therapeutically with patients
COMMUNITY TEACHING WORK PLAN PROPOSAL
8
I would start the session by introducing myself along with meeting objectives concerning
the two knowledge be gained by students. I will present healthy and unhealthy snacks to be eaten
by participants. Then, I will ask every individual why they selected a particular snack when the
session ends to collect some information regarding behavior choices. I will also ask them to
present what contributes to hypertension in the group method. When participants are listening to
other responses given by other participants, it enables them to start thinking critically regarding
their behaviors that may contribute to higher risks of developing hypertension.
References
COMMUNITY TEACHING WORK PLAN PROPOSAL
9
Leung, A. A., Daskalopoulou, S. S., Dasgupta, K., McBrien, K., Butalia, S., Zarnke, K. B., ... &
Gelfer, M. (2017). Hypertension Canada's 2017 guidelines for diagnosis, risk assessment,
prevention,
and
treatment
of
hypertension
in
adults. Canadian
Journal
of
Cardiology, 33(5), 557-576.
Whelton, P. K., He, J., Appel, L. J., Cutler, J. A., Havas, S., Kotchen, T. A., ... & Karimbakas, J.
(2012). Primary prevention of hypertension: clinical and public health advisory from The
National High Blood Pressure Education Program. Jama, 288(15), 1882-1888.
Dinh, T. T. H., Bonner, A., Clark, R., Ramsbotham, J., & Hines, S. (2016). The effectiveness of
the teach-back method on adherence and self-management in health education for people
with chronic disease: a systematic review. JBI database of systematic reviews and
implementation reports, 14(1), 210-247.
COMMUNITY TEACHING WORK PLAN PROPOSAL
10
Course Code
NRS-428VN
Class Code
NRS-428VN-O504
Criteria
Content
Percentage
80.0%
Comprehensive Summary of Teaching Plan
15.0%
Epidemiological Rationale for Topic
15.0%
Evaluation of Teaching Experience
20.0%
Community Response to Teaching Provided
15.0%
Areas of Strength and Improvement
15.0%
Organization, Effectiveness, and Format
20.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Paper Format (use of appropriate style for the
major and assignment)
2.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Assignment Title
Community Teaching Plan: Teaching Experience Paper
Unsatisfactory (0.00%)
Summary of community teaching plan is omitted.
Epidemiological rationale for the topic is omitted.
Evaluation of teaching experience is omitted or incomplete.
Community response to teaching is omitted.
Areas of strength and improvement are omitted.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately, or documentation format
is rarely followed correctly.
Sources are not documented.
Total Points
100.0
Less Than Satisfactory (65.00%)
Summary of community teaching plan is incomplete. Overall,
the teaching plan is unclear.
Epidemiological rationale is unclear or incorrect.
Evaluation of teaching experience is unclear or
underdeveloped. The narrative is not written in a manner
that evaluates the experience.
Community response to teaching is partially summarized.
More information is needed.
Areas of strength and improvement are partially discussed.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
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.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (75.00%)
Summary of community teaching plan is offered, but some
elements are vague. Some rationale or evidence is needed for
clarity and support.
Epidemiological rationale is summarized and provides some
support for the topic. More information or evidence is
needed for support.
Evaluation of teaching experience is summarized. Some
aspects are vague. More detail is needed to fully illustrate an
assessment of the experience.
A summary of the community response to teaching is
presented. Some areas are unclear. More information is
needed for support or clarity.
Areas of strength and improvement are generally discussed.
Thesis is apparent and appropriate to purpose.
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.
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.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (85.00%)
Community teaching plan is clear with a detailed summary of
each component. Minor rationale is needed for clarity or
support.
Epidemiological rationale is provided and provides general
support for the topic. Some detail is needed for clarity.
Evaluation of the teaching experience is generally presented.
Some detail is needed for clarity.
A description of community response to teaching is generally
presented. Some information is needed for support or clarity.
Areas of strength and improvement are discussed.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progression. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
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.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
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.
Strong epidemiological rationale is provided and
demonstrates support for the topic presented.
A comprehensive evaluation of teaching experience is
presented. Insight into self-appraisal in regard to teaching is
demonstrated.
A detailed description of community response to teaching is
presented.
Areas of strength and improvement are thoroughly discussed.
The author demonstrates insight into personal strengths and
areas where improvement would be beneficial.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Comments
Clear and convincing argument presents a persuasive claim in
a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
RUNNING HEAD: PREVENTION AND HEALTH PROMOTION OF HYPERTENSION
Primary prevention and health promotion of hypertension in the community
Student name
Institution
Date
PREVENTION AND HEALTH PROMOTION OF HYPERTENSION
2
Primary prevention and health promotion of hypertension in the community
The prevention and health promotion of hypertension are the main public health issues
globally. If an increase in blood pressure with age may be prevented, much of hypertension could
be prevented. When hypertension is controlled poorly, it contributes to several health problems
that kidney disease, stress, high salt diet, obesity, thyroid disorders, smoking, lack of exercise, and
sleep apnea (Program, 2020). The occurrence of hypertension increases globally. Some studies
show that lifestyle-changing is among the factors related to the occurrence of hypertension.
Hypertension is considered to be the main issue of health worldwide. Some studies show that the
majority of people having hypertension are living in middle and low-income nations. Premature
death is worldwide has been caused by hypertension. The health care nurses are trying hard to
promote good health for preventing hypertension. This paper explains the health promotion in the
community primary health care setting regarding community nursing and a health care priority of
hypertension. It also gives the risk factors related to hypertension and nursing diagnosis.
Risk factors
The community should be addressed regarding the risk factors related to hypertension.
There are various factors that increase the risk of hypertension. The first factor is age. People who
are 60 years and above are likely to get hypertension. Another factor is ethnicity. There are some
ethnic groups that are more likely to get hypertension compared to another ethnic groups. For
instance, African Americans are more prone to a higher risk of hypertension compared to other
ethnic group. Consumption of tobacco and alcohol is another factor (Whelton, 2012). Consuming
alcohol and tobacco in large quantities increases the risk of hypertension. Existing health
conditions are another factor (Whelton, 2012). Having health conditions like diabetes, high levels
of cholesterol, kidney disease, and cardiovascular disease may lead to hypertension. Sex is also a
PREVENTION AND HEALTH PROMOTION OF HYPERTENSION
3
risk factor for hypertension. According to studies, males are likely to develop a higher risk for
hypertension compared to females.
Nursing Diagnosis
The community should be given adequate information regarding the nursing diagnosis for
hypertension. One of the nursing diagnosis is activity Intolerance. This is where insufficient
physiological energy to complete the needed daily activities. This should be done by evaluating
the degree to patient activity intolerance along with when it happens. The patient should be
monitored on the response to activities such as heart rate. Another nursing diagnosis is Ineffective
Coping (Douglas, 2020). This is the incapability of forming a valid stressors appraisal, insufficient
choices of practiced responses, incapability of utilizing the availability of the resources. The
intervention required is working with the patient in developing a care plan, as well as encouraging
participation in the plan. Another nursing diagnosis is imbalanced Nutrition (Douglas, 2020).
Intake of nutrients surpasses metabolic requirements. The risk factors for hypertension, along with
control of blood pressure, are obesity, hyperlipidemia, and endocrine disorders. The patient should
be given information regarding the connection between obesity and hypertension.
Primary prevention of hypertension
The community should be addressed in various ways of preventing hypertension. One of
the ways in maintaining a healthy diet. The community should be given adequate information on
ways to maintain and losing weight. Another way is eating a balanced diet. The community should
be given a range of foods that healthy and can help in keeping blood pressure under control.
Another way is cutting back on salt (McCoy & Pat, 2020). The community should be advised on
reducing sodium intake and not to add in the meals extra salt. Another way is exercising regularly.
The community should be advised to engage in physical activity. Another way is reducing alcohol.
PREVENTION AND HEALTH PROMOTION OF HYPERTENSION
4
Too much consumption of alcohol may lead to high blood pressure. Another way is monitoring
blood pressure. The community should be advised on having their blood pressure measured often.
Conclusion
In conclusion, Healthy People 2010 has recognized the community as a major partner for
achieving health goals along with outcomes. Partnerships with a group of a community like
religious, civil, and philanthropic give local orientation that is focused on the needs of health for a
diverse population. Community service organizations may promote the prevention of hypertension
by giving educational messages along with lifestyle supporting services. Also, by starting
screening for cardiovascular risk factors as well as referral programs.
PREVENTION AND HEALTH PROMOTION OF HYPERTENSION
5
References
Douglas, M. (2020). Hypertension Nursing Diagnosis: 6 Care Plans for Any Patient. Retrieved
12 April 2020, from https://blog.prepscholar.com/hypertension-nursing-diagnosis-care
plan
The program, N. (2020). Prevention of Hypertension: Public Health Challenges. Retrieved 12
April 2020, from
https://www.ncbi.nlm.nih.gov/books/NBK9637/
McCoy, K., & Pat F. Bass III, M. (2020). 6 Ways to Prevent Hypertension | Everyday Health.
Retrieved 12 April 2020,
from https://www.everydayhealth.com/hypertension/preventing.aspx
Whelton, P. K., He, J., Appel, L. J., Cutler, J. A., Havas, S., Kotchen, T. A., ... & Karimbakas, J.
(2012). Primary prevention of hypertension: clinical and public health advisory from The
National High Blood Pressure Education Program. Jama, 288(15), 1882-1888.
Douglas, M. (2020). Hypertension Nursing Diagnosis: 6 Care Plans for Any Patient. Retrieved
12 April 2020, from https://blog.prepscholar.com/hypertension-nursing-diagnosis-care
plan
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the
following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
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:
Identification of Focus for Community Teaching (Topic Selection):
Epidemiological Rationale for Topic (Statistics Related to Topic):
© 2019. Grand Canyon University. All Rights Reserved.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population
selected. This assignment uses a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the
target aggregate. Include emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
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.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
2
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and Domain
Content
(be specific)
Strategies/Methods
(label and describe)
Example – Third-grade students
will name one healthy food
choice in each of the five food
groups by the end of the
presentation. (Cognitive Domain)
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….
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.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
Creativity: How was creativity applied in the teaching methods/strategies?
3
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for
each objective and how.
1.
2.
3.
4.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall
effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be
handled?
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest of your audience? Describe the
type of activity will you use with your audience to exhibit active listening? Describe how you
applied active listening in tailoring your presentation to your audience? How will you conclude
your presentation? What nonverbal communication techniques will you employ?
4
4:09
AA
Ims-ugrad.gcu.edu
Path
Community Teaching Plan:
Teaching Experience Paper
Course Materials
Topic 1: Community/Public Health
Nursing
Topic 2: Epidemiology and
Communicable Diseases
Topic 3: Tools for Community
Health Nursing Practice
Topic 4: Policy and Environmental
Issues
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:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
1. Community response to teaching
5. Areas of strengths and areas of improvement
Topic 5: Emergency Preparedness
and Disaster Management
Study Materials
Tasks
Community Teaching
Experience Approval Form
Benchmark - Community
Teaching Plan: Community
Presentation
Community Teaching Plan:
Teaching Experience Paper
Prepare this assignment according to the APA guidelines found in the
APA Style Guide, located in the Student Success Center. An abstract is
not required.
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. Refer to the
LopesWrite Technical Support articles for assistance.
Topic 5 DO 1
Topic 5 DQ 2
Clinical Practice Hours
Teaching Project
Attempt Start Date: 20-Apr-2020 at 12:00:00
AM
DE RUBRIC
Due Date: 26-Apr-2020 at 11:59:59 PM
Maximum Points: 100.0
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