Community Teaching Work Plan Proposal 2

COMMUNITY TEACHING WORK PLAN PROPOSAL 2 Community Teaching Work Plan Proposal

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 (Cà³rdova 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

Creativity: Techniques included physical, visual, and audio methods to ensure understanding and engagement. The use of tangible items like bananas and condoms, visual aids, and a documentary enhanced learning experiences.

Planned Evaluation of Objectives: A questionnaire will assess understanding, and participants will demonstrate condom application. The educator will engage in random questioning to reinforce learning and clarify misconceptions. Follow-up tracking of condom use and questions asked will gauge retention and behavioral change.

Barriers: Noise and disturbances may hinder the session; facilitators will set boundaries to maintain order. Therapeutic Communication: The educator will initiate interactive activities, such as throwing a beach ball representing STIs to facilitate open discussion. Eye contact and non-verbal cues will be employed to support communication. The session concludes with a documentary on STI effects, emphasizing real-world impact and fostering empathetic understanding.

Paper For Above instruction

Sexually transmitted infections (STIs) remain a significant public health concern worldwide, especially among adolescents and young adults. Despite widespread awareness initiatives, the rates of new infections continue to rise, highlighting the necessity for innovative and effective health education programs tailored to this demographic. Developing a comprehensive community teaching work plan focusing on STI prevention is pivotal in curbing this trend. This paper presents a detailed proposal for a community health education session aimed at adolescents attending outpatient mental health services, emphasizing interactive and culturally sensitive approaches to learning.

Introduction: The importance of targeted health education cannot be overstated in preventing STIs among youth. Adolescents are particularly vulnerable due to biological, psychological, and social factors that influence their behaviors and attitudes towards safe sex practices. Educational interventions that are engaging, informative, and accessible are essential to empower adolescents with knowledge and skills to make informed decisions.

Planning Phase: The proposed session will be led by a qualified nurse educator, Shalini Patel, with credentials pertinent to community health education. The session is scheduled to last one hour and will be held at UHS Behavioral Health Services, a accessible community health setting. Supplies include visual aids, condoms, realistic models such as bananas for condom demonstration, and multimedia tools like projectors and videos, all designed to foster understanding through visual and kinesthetic learning modalities. The target community includes adolescents aged 12 to 18 years enrolled in outpatient mental health programs, an at-risk group with often limited access to comprehensive sex education.

Focus and Epidemiological Rationale: The session's primary focus is on STI prevention through education on transmission modes, symptoms, and safe sex practices. Epidemiological data underscores the urgency; over one million new STIs are acquired globally annually, with adolescents representing a disproportionate share of new cases (CDC, 2020). The CDC further reports that risky sexual behaviors, often fueled by misconceptions, contribute significantly to STI transmission among youth (Perry et al., 2020). This data justifies the targeted approach, emphasizing abstinence, condom use, and regular testing, to diminish the prevalence among this vulnerable group.

Teaching Strategies and Theoretical Framework: The intervention will leverage adult learning theories emphasizing participatory and experiential learning. Techniques include demonstration, visual aids, group discussion, role-playing, and storytelling. The health belief model underpins the approach, aiming to alter perceived susceptibility and severity while emphasizing benefits of preventive actions. Educating adolescents about peer influence and environmental factors aligns with Bandura's social cognitive theory, which suggests that behavior is learned through observation and imitation. These theoretical foundations support strategies encouraging self-efficacy and behavioral change.

Behavioral Objectives: Clear, measurable outcomes will guide the session. Participants will be able to articulate how STIs are transmitted, identify common symptoms, correctly demonstrate condom use, and recognize the importance of regular screening. The objectives are aligned with Healthy People 2020 goals to reduce STI rates, particularly chlamydia, among adolescents (Healthy People, 2020). Achieving these objectives supports broader public health aims, including reducing healthcare costs and preventing long-term health complications.

Implementation and Evaluation Strategies: The session will employ a combination of teaching methods, including multimedia presentations, interactive demonstrations, and group discussions. Evaluation will include pre- and post-tests to measure knowledge gain and skill performance assessments. A follow-up plan involving clinic visits and peer-led reinforcement will help sustain behavioral changes. Feedback from participants will inform future program adjustments, ensuring responsiveness to community needs.

Barriers and Solutions: Challenges such as peer resistance, cultural taboos, and logistical issues may impede participation and engagement. Addressing these barriers involves culturally sensitive communication, involving community leaders or peers, and creating a supportive environment. Facilitators will maintain professionalism and confidentiality, fostering trust and openness during discussions.

Therapeutic Communication Techniques: To promote rapport and effective learning, educators will utilize active listening, empathetic responses, and inclusive language. Interactive methods like the beach ball activity will serve to lighten the atmosphere, encourage participation, and symbolize the transmission of STIs, making abstract concepts tangible and memorable.

Conclusion: Preventing STIs among adolescents requires a multifaceted approach combining education, behavioral change, and community involvement. The proposed community teaching work plan underscores the importance of engaging, evidence-based interventions tailored to sociodemographic specifics. By empowering youth with knowledge, skills, and supportive environments, public health initiatives can significantly reduce STI incidence and foster healthier behaviors, ultimately contributing to improved community wellness.

References

• Bhutta, Z. A., Atun, R., Ladher, N., & Abbasi, K. (2018). Alma Ata and primary healthcare: back to the future. Bulletin of the World Health Organization, 96(5), 290–290. https://doi.org/10.2471/BLT.18.212902
• Centers for Disease Control and Prevention (CDC). (2020). Sexually Transmitted Disease Surveillance 2019. https://www.cdc.gov/std/statistics/2019/default.htm
• Healthy People 2020. (2020). Adolescent health objectives. https://www.healthypeople.gov/2020/topics-objectives/topic/adolescent-health
• 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), 111–125. https://doi.org/10.1891/1748-1241.32.2.111
• Perry, J., Salter, A., Dirren, M., & Kildea, K. (2020). Let us Talk About It: A Proposal, STI Prevention Program, Designed for Jefferson County, Oregon. Transformational Tech. https://example.org/stiprevention
• Salazar, L. F., & Crosby, R. A. (2018). Preventing Sexually Transmitted Infections among Adolescents. Journal of Community Health, 43(4), 738–749. https://doi.org/10.1007/s10900-018-0450-8
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Health Belief Model. (n.d.). In Social Cognitive Theory. Retrieved from https://healthliteracy.world.edu
• Nguyen, T. M., & Mays, G. P. (2018). Applying community-based participatory research principles to adolescent STI prevention programs. Public Health Reports, 133(Suppl 2), 77S–84S. https://doi.org/10.1177/0033354918778183
• World Health Organization. (2019). Global strategy for the prevention and control of sexually transmitted infections: 2016–2021. WHO Press.