Community Teaching Work Plan Proposal At Grand Canyon Univer

Community Teaching Work Plan Proposalgrand Canyon University05212021

Develop a comprehensive community teaching work plan proposal aimed at promoting healthy living among young adults in a community setting. The plan should include planning and topic selection, focus areas, epidemiological rationale, teaching plan criteria, nursing diagnoses, learner readiness, relevant learning theories, specific goals aligned with national health objectives, development of behavioral objectives covering cognitive and behavioral domains, strategies and methods for teaching, planned evaluations for objectives, goals, and teaching effectiveness, identification of potential barriers, and therapeutic communication strategies. The plan should provide a clear, well-structured, and evidence-based approach to health promotion through community education, emphasizing engaging teaching methods, cultural sensitivity, and measurable outcomes. Include relevant references supporting best practices in community health education and health promotion.

Paper For Above instruction

Community health initiatives are essential for promoting wellness within populations, especially among young adults who are at a critical stage of establishing lifelong health behaviors. The development of an effective community teaching work plan requires meticulous planning, understanding of epidemiological data, clear goal setting aligned with national health priorities, and employing educational strategies that foster engagement and understanding. This paper details a comprehensive community teaching work plan aimed at promoting healthy living among young adults in a community setting, emphasizing evidence-based practices, tailored teaching strategies, and robust evaluation methods.

Planning and Focus of the Community Teaching

The planning phase begins with selecting a pertinent topic that addresses prevalent health issues among young adults. The proposed topic is “Promoting Healthy Living Among Young Adults.” This focus is crucial given the rising rates of obesity, STDs, substance abuse, and poor nutritional habits observed in this demographic (Centers for Disease Control and Prevention [CDC], 2018). The target community comprises young adults aged 18-30 residing in the Weston community, with the goal of fostering awareness, encouraging behavior change, and improving health outcomes (National Academies of Sciences, Engineering, and Medicine [NAP], n.d.). Selection of a community venue, such as The Palace at Weston, provides accessibility and comfort for participants.

Epidemiological Rationale

The epidemiological rationale underscores the urgency of addressing health behaviors among young adults. Data indicate that young adults are less likely to engage in health-promoting activities such as regular exercise and preventive screenings, while exhibiting risky behaviors like fast food consumption, smoking, drug use, and unprotected sex (CDC, n.d.). These behaviors contribute to an increased incidence of sexually transmitted infections (STIs), early pregnancies, and obesity, which is prevalent among younger populations (CDC, n.d.). Addressing these issues proactively through community education can significantly reduce health disparities and improve quality of life (WHO, n.d.).

Teaching Plan Criteria and Methods

The teaching plan utilizes interactive and multimedia approaches tailored to young adults’ learning preferences. Presentations will include slides projected onto a whiteboard, supplemented by visual aids such as charts and posters to reinforce key messages. Group discussions and activities encourage peer interaction and peer learning, employing the social constructivism learning theory, which posits that knowledge is constructed through social exchanges (Schneider, 2020). Participants will be engaged through group tasks, role-playing, and peer discussions to deepen understanding and foster behavioral change.

Screening on the second day facilitates immediate application by identifying health issues requiring referral or treatment. The inclusion of health screenings promotes early detection and underscores the importance of preventive health measures, aligning with community health promotion principles.

Nursing Diagnosis and Learner Readiness

A nursing diagnosis such as “Health-seeking Behavior related to knowledge deficit” or “Risk of STD transmission related to unsafe sexual practices” helps tailor education efforts. Assessing readiness for learning involves observing participants’ engagement, material preparation, and active participation, which indicate emotional and psychological preparedness (Mercieca, 2017). Asking open-ended questions about their health perceptions and readiness further informs tailored educational strategies.

Learning Theories Application

The social constructivism theory guides the educational strategy, emphasizing interaction, dialogue, and collaborative learning among participants (Schneider, 2020). Additionally, communities of practice theory supports that active participation and shared experiences facilitate the internalization of health-promoting behaviors (Mercieca, 2017). Use of role models, peer educators, and group problem-solving sessions foster meaningful shared learning experiences that resonate with young adults.

Goals and Alignment with National and Global Initiatives

The program aligns with Healthy People 2020’s objective of improving health-related quality of life and promoting healthy behaviors to reduce preventable diseases (CDC, 2018). This aligns with the global health mandate articulated in the Alma-Ata Declaration, which advocates for community-based primary health care and health promotion for all (WHO, n.d.). These initiatives are interconnected in aiming to empower individuals and communities to take responsibility for their health, ultimately reducing health disparities and enhancing wellbeing worldwide.

Development of Behavioral Objectives and Strategies

Behavioral objectives specify measurable outcomes, such as: (1) Young adults will identify healthy food choices; (2) They will develop a daily routine incorporating balanced diet and physical activity; (3) They will understand and implement STD prevention strategies; (4) They will recognize and reject drug use and criminal behaviors.

  • Healthy Food Identification: Using visual aids and interactive posters, participants will distinguish between carbohydrates, proteins, and vitamins, promoting nutritional literacy (Anderson & Nelson, 2018).
  • Healthy Routine Development: Videos contrasting healthy and unhealthy daily routines will stimulate discussion, encouraging participants to create personalized routines (Nash et al., 2019).
  • STD and Pregnancy Prevention: Presentations on STD signs, symptoms, and preventive measures will foster awareness, with group activities to reinforce learning (CDC, 2020).
  • Substance Abuse and Crime Prevention: Education on the detrimental effects of drug use through multimedia and peer testimony, combined with role-play activities, will promote resilience and refusal skills (Bell et al., 2017).

Evaluation Strategies

Assessment of learning outcomes involves pre- and post-tests, group presentations, and questionnaires to evaluate knowledge gain and attitude change. Observation during activities and participation will measure engagement, while follow-up surveys can assess long-term behavioral changes. The effectiveness of the teaching plan will be evaluated through participant feedback, performance in group tasks, and changes in health behaviors.

Addressing Barriers and Therapeutic Communication

Potential barriers include resistance or uncooperativeness due to autonomy and stigma associated with health topics. To counteract this, the nurse educator will employ therapeutic communication techniques—active listening, open-ended questions, and empathetic responses—creating a safe environment conducive to open dialogue (Rogers, 2016). Starting with engaging multimedia, such as videos showing benefits of healthy living, captures attention and establishes rapport. Non-verbal cues like gestures and body language will reinforce the message, while flexibility and cultural sensitivity will tailor the approach to diverse participants.

In conclusion, a structured, evidence-based community teaching plan can effectively promote health among young adults by utilizing interactive methods, relevant health information, and fostering active participation. Clear objectives, culturally sensitive strategies, and thorough evaluation are critical to ensure sustainable health behavior change, ultimately contributing to improved community health outcomes.

References

  • Anderson, L., & Nelson, K. (2018). Nutritional education methods for young adults. Journal of Community Health Nursing, 35(4), 210-218.
  • Bell, R. M., et al. (2017). Youth substance abuse prevention programs: An overview. Journal of Adolescent Health, 61(4), 468-473.
  • Centers for Disease Control and Prevention. (2018). Healthy People 2020. https://www.healthypeople.gov
  • Centers for Disease Control and Prevention. (2020). STD Prevention. https://www.cdc.gov/std/prevention/default.htm
  • Mercieca, B. (2017). Communities of practice. In Communities of Practice (pp. 3-25). Springer.
  • National Academies of Sciences, Engineering, and Medicine. (n.d.). Investing in the health and well-being of young adults. The National Academies Press.
  • Nash, R., et al. (2019). Promoting healthy routines among young adults through multimedia. Journal of Health Education, 50(2), 112-119.
  • Rogers, C. R. (2016). Therapeutic communication in health education. Nursing Science Quarterly, 29(2), 126-132.
  • Schneider, T. L. (2020). A social constructivist grounded theory of school principal legal learning. Journal of Research on Leadership Education, 15(4), 339-356.
  • World Health Organization. (n.d.). Declaration of Alma-Ata. https://www.who.int/publications/i/item/declaration-of-alma-ata

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